‘We raised it with the Head’: the educational practices of minority ethnic,middle‐class families     

Louise Archer 《British Journal of Sociology of Education》2010,31(4):449-469

This paper discusses findings from a small‐scale empirical exploration of the views, experiences and educational practices of middle‐class minority ethnic families in the United Kingdom. It draws on semi‐structured interviews conducted with 36 parents, pupils and ‘young professionals’. Analyses consider to what extent generic class resources, as identified by the US work of Lareau, are evident within the educational practices of British middle‐class, minority ethnic families. It is argued that generic class resources and practices were evident to the extent that parents expressed a desire for personalised education, felt comfortable voicing their opinions and concerns to schools, and were willing to climb the ladder of authority to get their voices heard. However, it is also argued that ‘race’ plays a significant and complicating role that calls for a qualification (but not a negation) of Lareau’s theorisation.  相似文献   

Macro‐sociology and Comparative Education: two points of view     

Margaret Archer 《比较教育学》1980,16(2):179-195

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READ-ing Our Way to Success: Using the READ Scale to Successfully Train Reference Student Assistants in the Referral Model     

Lisa Vassady  Alyssa Archer  Eric Ackermann 《图书馆管理杂志》2015,55(7):535-548

The Reference Services Department at Radford University's McConnell Library has been developing a training program in the reference referral system for student assistants (SAs) over 3 academic years. The program's goal is to effectively instruct SAs in balancing high quality customer service with the importance of appropriately referring users to librarians and to assess the accuracy of their referrals and responses. The trainers have met these goals with the successful incorporation of a modified version of the Reference Effort Assessment Data (READ) scale, a reference transaction assessment tool developed by Bella Karr Gerlich, into the student training program.  相似文献   

Science friction: data, metadata, and collaboration     

Edwards PN  Mayernik MS  Batcheller AL  Bowker GC  Borgman CL 《Social studies of science》2011,41(5):667-690

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The effect of playing formation on high-intensity running and technical profiles in English FA Premier League soccer matches     

Bradley PS  Carling C  Archer D  Roberts J  Dodds A  Di Mascio M  Paul D  Diaz AG  Peart D  Krustrup P 《Journal of sports sciences》2011,29(8):821-830

The aim of this study was to examine the effect of playing formation on high-intensity running and technical performance during elite soccer matches. Twenty English FA Premier League games were analysed using a multiple-camera computerized tracking system (n = 153 players). Overall ball possession did not differ (P < 0.05) between 4-4-2, 4-3-3 and 4-5-1 formations (50%, s = 7 vs. 49%, s = 8 vs. 44%, s = 6). No differences were observed in high-intensity running between 4-4-2, 4-3-3 and 4-5-1 formations. Compared with 4-4-2 and 4-3-3 formations, players in a 4-5-1 formation performed less very high-intensity running when their team was in possession (312 m, s = 196 vs. 433 m, s = 261 vs. 410 m, s = 270; P 5 0.05) but more when their team was not in possession (547 m, s = 217 vs. 461 m, s = 156 vs. 459 m, s = 169; P < 0.05). Attackers in a 4-3-3 performed ~30% more (P < 0.05) high-intensity running than attackers in 4-4-2 and 4-5-1 formations. However, the fraction of successful passes was highest in a 4-4-2 (P < 0.05) compared with 4-3-3 and 4-5-1 formations. The results suggest that playing formation does not influence the overall activity profiles of players, except for attackers, but impacts on very high-intensity running activity with and without ball possession and some technical elements of performance.  相似文献   

FEW and Far Between     

Platts  Ellen J.  Kerner  Bridget  Adams  Nick  Archer  Jan-Michael 《Science & Education》2022,31(5):1383-1397

Science & Education - The food-energy-water (FEW) nexus framework calls for a systems perspective on addressing complex sustainability challenges. As a sustainability science field, nexus...  相似文献   

Speaking the unspoken in learning analytics: troubling the defaults     

Elizabeth Archer  Paul Prinsloo 《Assessment & Evaluation in Higher Education》2020,45(6):888-900

Abstract

Assessment and learning analytics both collect, analyse and use student data, albeit different types of data and to some extent, for various purposes. Based on the data collected and analysed, learning analytics allow for decisions to be made not only with regard to evaluating progress in achieving learning outcomes but also evaluative judgments about the quality of learning. Learning analytics fall in the nexus between assessment of and for learning. As such it has the potential to deliver value in the form of (1) understanding student learning, (2) analysing learning behaviour (looking to identify not only factors that may indicate risk of failing, but for opportunities to deepen learning), (3) predicting students-at-risk (or identifying where students have specific learning needs), and (4) prescribing elements to be included to ensure not only the effectiveness of teaching, but also of learning. Learning analytics have underlying default positions that may not only skew their impact but also impact negatively on students in realising their potential. We examine a selection of default positions and point to how these positions/assumptions may adversely affect students’ chances of success, deepening the understanding of learning.  相似文献   

Can the subaltern ‘speak’ science? An intersectional analysis of performances of ‘talking science through muscular intellect’ by ‘subaltern’ students in UK urban secondary science classrooms     

Archer  Louise  Nomikou  Effrosyni  Mau  Ada  King  Heather  Godec  Spela  DeWitt  Jennifer  Dawson  Emily 《Cultural Studies of Science Education》2019,14(3):723-751

Cultural Studies of Science Education - This paper draws on Judith Butler’s concepts of intelligibility and identity as performance to make sense of enactments of ‘subaltern’...  相似文献   

Inner‐city femininities and education: ‘race’, class,gender and schooling in young women’s lives   总被引：1，自引：1，他引：1  

Louise Archer  Anna Halsall  Sumi Hollingworth 《Gender and education》2007,19(5):549-568

This paper considers how urban, ethnically diverse working class girls’ constructions of femininities mediate and shape their dis/engagement with education and schooling. We discuss how girls generated a sense of identity value/worth through practices such as ‘speaking my mind’—which prioritized notions of agency and visibility and resisted the symbolic violences associated with living social inequality. However, we argue that this strategy was inherently paradoxical because it countered dominant discourses of the normative (middle class) female pupil and hence resulted in drawing girls into conflict with schools—a position that many girls came to ‘regret’. We illustrate how the girls’ attempts at resistance and transgression were constrained by gender‐ and class‐based discourses around moral worth, as girls struggled to be recognized as ‘good underneath’ and attempted to ‘change’ over the course of the project and their final year/s of schooling (to ‘become good’). This process, we suggest, illustrates the implication of reflexivity in the production of gendered and classed identities and inequalities, and illuminates how an internalization of multiple discourses of authority and surveillance of the self is integral to the production of the working class female educational subject.  相似文献   

Cultural studies meets academic literacies: exploring students’ resources through symbolic objects     

Arlene Archer 《Teaching in Higher Education》2013,18(4):383-394

This paper reflects on a first year communication project in a South African engineering foundation programme which attempted to bring a cultural studies perspective to the teaching of academic literacy practices. In the project, students identify everyday objects that have symbolic meanings and examine these in a range of physical, cultural and communicational contexts. These objects are seen as catalysts for enabling student narratives and understandings to emerge. Objects also become a way of exploring notions of culture and cultural practices in the classroom and the tensions between convention and change they often index. This paper focuses on a particular manifestation of this tension, in the form of a moralistic discourse, or a discourse of ‘propriety’. The pedagogical implications of this kind of cultural studies project are explored, including the importance of opening up less regulated spaces to allow different competencies to be validated and, crucially, ways of framing and critiquing students’ resources in order to harness these constructively.  相似文献