British‐Chinese pupils’ constructions of gender and learning     

Becky Francis  Louise Archer 《牛津教育评论》2013,39(4):497-515

British‐Chinese pupils are the highest achieving ethnic group in the British education system, and British‐Chinese boys’ performance equals that of girls. This paper investigates aspects of British‐Chinese pupils’ constructions of learning, focusing particularly on subject preferences and their constructions of themselves as pupils. The results are analysed according to gender as well as social class, and demonstrate that British‐Chinese pupils’ constructions of gender, subject preference and self‐image as pupils differ in some respects from those of pupils from other ethnic groups. Reasons for such differences are considered, and the paper also reflects on the implications of these findings in relation to broader findings concerning the stereotyping and ‘othering’ of the British‐Chinese within the British education system.  相似文献   

DEVELOPMENTAL MATHEMATICS: AN EX POST FACTO STUDY     

J. Andrew Archer 《Community College Journal of Research & Practice》2013,37(1):75-85

Virginia Western Community College (VWCC) conducted a two‐year follow‐up of its developmental mathematics students. The students left a statistical path that led to some important implications about the efficiency of VWCC's program and that identified some variables and relationships that other developmental educators may want to investigate. Some major findings were: (1) Blacks and males enrolled in and failed developmental mathematics at significantly higher rates than whites and females. (2) Female instructors exhibited significantly higher pass rates than male instructors, and there appeared to be an interaction between the sex of the instructors and the sex of the students. (3) The developmental program effectively prepared its graduates for all of the college level mathematics courses except business mathematics. (4) The pass rates of the developmental teachers varied significantly, but there was no correlation between their pass rates and the college level success rates of their graduates.  相似文献   

Avoiding pitfalls in the next International Conference on Adult Education (CONFINTEA): Lessons on financing adult education from Belém     

Archer  David 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2022,68(2):195-211

Civil society organisations were well organised in the sixth International Conference on Adult Education (CONFINTEA VI) held in Belém in 2009, and influential in framing a powerful agenda for transforming adult education. Despite some successes, however, there were also frustrations in the drafting of the Belém Framework for Action (BFA). Drawing on this experience, the author of this article argues that there are important lessons to be learned, particularly in relation to the financing of adult education. Not least in the face of crises such as the COVID-19 pandemic and climate change adding to economic challenges, he reasons, these lessons will be crucial for the outcome of CONFINTEA VII, which is to be held in Morocco in June 2022. After a review of the processes, power dynamics and struggles involved in Belém, the author outlines how pivotal issues around financing can be effectively framed and advanced in the upcoming conference.

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Fink Cards: Conversations about Mental Health with Children and Young People     

Nicola Archer 《Educational Psychology in Practice》2018,34(2)

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Shame and the sports fan     

Alfred Archer  Benjamin Matheson 《体育哲学杂志》2019,46(2):208-223

ABSTRACT

Sports fans sometimes feel shame for their team’s moral transgressions. In this paper, we investigate this phenomenon. We offer an account of sports fan shame in terms of collective shame. We argue that this account is superior to accounts of sports fan shame in terms of shame for others and shame for oneself. We then argue that accepting the role that sports stars play in bringing about the collective shame amongst their fans provides a new way of justifying the claim that sport stars are subject to special moral obligations.  相似文献   

Book reviews     

Cartier  Francis A.  Kantor  Bernard R.  Skornia  Harry J.  Edling  Jack V.  Archer  William Kay  Witt  Paul W. F.  Meierhenry  W. C.  Lewis  Jerry M. 《Educational technology research and development : ETR & D》1963,11(4):131-137

Educational technology research and development -  相似文献   

Sporting supererogation and why it matters     

Alfred Archer 《体育哲学杂志》2017,44(3):359-373

A commonly accepted feature of commonsense morality is that there are some acts that are supererogatory or beyond the call of duty. Recently, philosophers have begun to ask whether something like supererogation might exist in other normative domains such as epistemology and esthetics. In this paper, I will argue that there is good reason to think that sporting supererogation exists. I will then argue that recognizing the existence of sporting supererogation is important because it highlights the value of sport as a mutual pursuit of excellence and reinforces the value of sportsmanship.  相似文献   

'Bettering Yourself'? Discourses of risk,cost and benefit in ethnically diverse,young working-class non-participants' constructions of higher education     

Louise Archer  Merryn Hutchings 《British Journal of Sociology of Education》2000,21(4):555-574

'Widening participation' and increasing student diversity are currently key concerns across the higher education sector, and particular attention has been drawn to the persistent under-representation of working-class students within British universities. It is thought that widening participation in higher education (HE) can result in a number of social and economic benefits, at a national level, for under-represented social groups and for individual participants. Less is known about the viewpoints and understandings of working-class non-participants, such as whether 'official' perceptions regarding the value of HE are shared or contested. Focus group discussions were conducted with 109 non-participant Londoners, aged between 16 and 30 years, from a range of working-class backgrounds. Findings focus upon non-participants' constructions of risks, costs and benefits during application, participation and graduation. These perceptions of 'value' are discussed with relation to widening participation strategies amongst ethnically diverse 'working class' groups.  相似文献   

HIGH ASPIRATIONS BUT LOW PROGRESSION: THE SCIENCE ASPIRATIONS�CCAREERS PARADOX AMONGST MINORITY ETHNIC STUDENTS     

Jennifer DeWitt  Louise Archer  Jonathan Osborne  Justin Dillon  Beatrice Willis  Billy Wong 《International Journal of Science and Mathematics Education》2011,9(2):243-271

Students’ interest in studying science and their aspirations to pursue science-related careers is a topic of global concern. In this paper, a set of data gathered for the initial phase of the 5-year study of Science Aspirations and Careers: Age 10–14 (the ASPIRES project) is presented. In the initial phase of this project, a questionnaire exploring students’ aspirations was developed, validated and trialled with nearly 300 primary school students. Principal component analyses and Cronbach’s alpha revealed that the questionnaire was comprised of a number of unidimensional components and that reliability was acceptable. Further multivariate analyses indicated that students’ aspirations in science were most strongly predicted by parental attitudes to science, attitudes towards school science, self-concept in science, images of scientists and engagement in science-related activities outside of school. Moreover, ‘Asian’ students appeared to exhibit a highly positive set of attitudes towards science and aspirations in science, particularly when compared with White students. Reasons for this observed difference are also explored.  相似文献   

'No goats in the mother city': using Symbolic Objects to help students talk about diversity and change     

Dr  Arlene Archer 《English in Education》2007,41(1):7-20

This paper reports on a first year project in a South African engineering foundation programme which attempted to bring a cultural studies perspective to teaching academic literacy. Students identify and investigate everyday objects that have symbolic meanings in their communities. Objects are seen as catalysts for enabling student narratives to emerge, and are a way of exploring the tensions between convention and change in cultural practices. A project such as this breaks disciplinary frames, working across diverse contexts such as engineering and cultural studies. The aim is to begin to explore some of the complexities around ‘development’ in contexts of diversity and change, globalization and relocalization.  相似文献