Nurturing leadership: equitable mentoring for the superintendency     

Ava J. Muñoz  Anita M. Pankake  Shirley Mills  Marie Simonsson 《International Journal of Leadership in Education》2018,21(3):284-292

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Sexual Harassment as [Dys]Functional Process: A Feminist Standpoint Analysis     

Debbie Dougherty 《Journal of Applied Communication Research》2001,29(4):372-402

Researchers have approached the study of sexual harassment as though it were dysfunctional. However, a feminist standpoint theory analysis would suggest that it functions differently for men and women. A study using discussion groups and stimulated recall interviews was conducted in a large health care organization. A thematic analysis revealed a primary theme of sexual harassment as a [dys]functional process. For the male participants, sexual behavior served as a coping mechanism for stress, as a form of therapeutic care, and to create and demonstrate camaraderie. For the women participants, sexual behavior tended to be either nonfunctional or dysfunctional. They did not associate it with stress reduction, therapeutic touch, and viewed group camaraderie as a means of prevention. Implications are discussed.  相似文献   

Organizational Power and the Institutional Review Board     

Debbie S. Dougherty  Michael W. Kramer 《Journal of Applied Communication Research》2005,33(3):277-284

In this essay, we respond to the narratives and essays in this issue by examining organizational power issues related to researchers and institutional research boards (IRBs). Rather than taking a singular perspective on power, we use multiple perspectives and suggest that the cumulative analyses provide the best understanding of IRBs and organizational power.  相似文献   

Masculinity Politics, Myths and Boys' Schooling: A Review Essay     

Martin Mills  & Bob Lingard 《British Journal of Educational Studies》1997,45(3):276-292

This essay reviews two recently published American books about masculinity politics—Michael Kimmel's pro-feminist Manhood in America and his edited collection The Politics of Manhood —in order to comment critically on the current debate underway in various parts of the world on 'boys' and their schooling which sees them as the 'new victims' of the educational process.  相似文献   

Developing Middle School Students’ Interest in Learning Science and Geology Through Slowmation     

Mills  Reece  Tomas  Louisa  Whiteford  Chrystal  Lewthwaite  Brian 《Research in Science Education》2020,50(4):1501-1520

Research in Science Education - Given that interest is associated with learning in educational research, understanding how its development can be supported in different learning contexts represents...  相似文献   

Practicum Placement in a Counseling-Employment Agency for Disadvantaged Youth     

Paul A. Payne  Robert B. Mills 《Counselor Education & Supervision》1970,9(3):189-193

In order to emphasize the development of skills in helping the culturally disadvantaged, graduate students were given practicum placement in a Department of Labor-financed agency which gave counseling and employment training to disadvantaged youth. Students attended staff meetings, interviewed staff members concerning the work they performed, and discussed client contacts with caseworkers, in addition to interviewing agency clients. Increased awareness of problems, broadened conceptualizations, and expansion of interpersonal skills were seen as advantages of the practicum. Limitations included some lack of goal clarity and inefficiency of time use in dealing with this clientele.  相似文献   

How to encourage a lifelong learner? The complex relation between learning strategies and assessment in a medical curriculum     

Tamara van Woezik  Jur Koksma  Rob Reuzel  Debbie Jaarsma  Gert Jan van der Wilt 《Assessment & Evaluation in Higher Education》2020,45(4):513-526

Abstract

To foster lifelong learning skills, we need new didactic approaches with aligned assessment methods. Therefore, we investigated whether the outcomes of a project assignment show a different relation to learning strategies than a longitudinal knowledge-based assessment. We studied learning strategies of first year students of medicine and biomedical sciences (n?=?248) and performed hierarchical regression analyses for the learning strategies and grades of the longitudinal knowledge-based test and project assignment. Scores of students, measured with the Motivated Strategies for Learning Questionnaire (Likert scale 1–7), were relatively low for critical thinking (3.53), compared to rehearsal (4.40), elaboration (4.82), organisation (4.69) and metacognitive self-regulation (4.33). Knowledge based tests showed a significant relation to elaboration (p?<?0.01). For the project-based assessment, we did not find a significant relation to any learning strategy (p?=?0.074). Explained variance of the grades was low for all learning strategies (R² < 0.043). Different types of assessment did not discriminate between students with high or low scores on learning strategies associated with lifelong learning. An explanation is that the curriculum is not aligned with assessment, or students do not benefit in terms of grades. We conclude that, if assessment is to drive lifelong learning skills, this is not self-evident.  相似文献   

Let's Talk About Maths: The Role of Observed “Maths‐Talk” and Maths Provisions in Preschoolers' Numeracy     

Megan von Spreckelsen  Emma Dove  Ilse Coolen  Annelot Mills  Ann Dowker  Kathy Sylva  Daniel Ansari  Rebecca Merkley  Victoria Murphy  Gaia Scerif 《Mind, Brain, and Education》2019,13(4):326-340

Developmental cognitive neuroscience highlights the importance of interactions between children and their environment. As young children spend increasing time in childcare, it is key to investigate the impact of “maths‐talk” and maths provisions in preschools. Qualitative insights from early educators indicate a greater bias toward counting activities than would be expected given the Early Years curriculum. In addition, we quantified the observed breadth of preschool practitioners' maths language (e.g., place‐value language), setting‐based maths provisions (e.g., quality of maths‐related activities), and their relation with children's early numeracy skills. In settings with greater practitioners' breadth of maths language, children display greater cardinality skills although our data call for the further investigation of parental socioeconomic status and education. We conclude with a discussion on the need to operationalize children's maths learning environments as diversely as possible. Enriching practitioners' skill sets may be an effective and needed way of improving early maths outcomes.  相似文献   

Sports’ disciplinary legacy and the challenge of ‘coaching differently’     

Jim Denison  Joseph P. Mills  Timothy Konoval 《Sport, Education and Society》2017,22(6):772-783

Be empowering. Be athlete-centered. Be autonomy supportive. These are three related topics currently being promoted by sport psychologists and sport pedagogists in an effort to recognize athletes’ unique qualities and developmental differences and make coaching more holistic and coaches more considerate. This has led us to ask, how likely are such initiatives to lead to coaches putting their athletes at the center of the coaching process given that coaches’ practices have largely been formed through relations of power that subordinate and objectify athletes’ bodies through the regular application of a range of disciplinary techniques and instruments [e.g. Barker-Ruchti, N., &; Tinning, R. (2010). Foucault in leotards: Corporeal discipline in women's artistic gymnastics. Sociology of Sport Journal, 27, 229–250; Heikkala, J. (1993). Discipline and excel: Techniques of the self and body and the logic of competing. Sociology of Sport Journal, 10, 397–412; Gearity, B., &; Mills, J. P. (2012). Discipline and punish in the weight room. Sports Coaching Review, 1, 124–134]? In other words, to try to develop athlete-centered coaches capable of coaching in ways that will empower their athletes without also problematizing the discursive formation of coaches’ practices concerns us [Denison, J., &; Mills, J. P. (2014). Planning for distance running: Coaching with Foucault. Sports Coaching Review, 3, 1–16]. Put differently: how can athlete empowerment initiatives be anything more than rhetoric within a disciplinary framework that normalizes maximum coach control? It is this question that we intend to explore in this paper. More specifically, as Foucauldians, we will argue that coaching with greater consideration for athletes’ unique qualities and developmental differences needs to entail coaching in a less disciplinary way and with an awareness and appreciation of the many unseen effects that disciplinary power can have on coaches’ practices and athletes’ bodies.  相似文献   

Understanding key performance indicators for breast support: An analysis of breast support effects on biomechanical,physiological and subjective measures during running     

Debbie Risius  Alexandra Milligan  Jason Berns  Nicola Brown 《Journal of sports sciences》2017,35(9):842-851

To assess the effectiveness of breast support previous studies monitored breast kinematics and kinetics, subjective feedback, muscle activity (EMG), ground reaction forces (GRFs) and physiological measures in isolation. Comparing these variables within one study will establish the key performance variables that distinguish between breast supports during activities such as running. This study investigates the effects of changes in breast support on biomechanical, physiological and subjective measures during running. Ten females (34D) ran for 10 min in high and low breast supports, and for 2 min bare breasted (2.8 m·s^?1). Breast and body kinematics, EMG, expired air and heart rate were recorded. GRFs were recorded during 10 m overground runs (2.8 m·s^?1) and subjective feedback obtained after each condition. Of the 62 variables measured, 22 kinematic and subjective variables were influenced by changes in breast support. Willingness to exercise, time lag and superio-inferior breast velocity were most affected. GRFs, EMG and physiological variables were unaffected by breast support changes during running. Breast displacement reduction, although previously advocated, was not the most sensitive variable to breast support changes during running. Instead breast support products should be assessed using a battery of performance indicators, including the key kinematic and subjective variables identified here.  相似文献