Exhibitions and Expectations: The Case of “Degenerate Art”     

Zahava D. Doering  Andrew J. Pekarik  Audrey E. Kindlon 《Curator: The Museum Journal》1997,40(2):127-142

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European Citizenship and Study Abroad: student teachers’ experiences and identities     

Audrey Osler 《Cambridge Journal of Education》1998,28(1):77-96

Member states of the Council of Europe have acknowledged the importance of education for citizenship and have passed a number of resolutions concerning European citizenship and the need to promote democratic values, social justice and human rights. Yet there remains a degree of ambivalence over citizenship education and its relationship to the development of various identities, including personal and national identities. This paper examines the experiences of student teachers from a variety of European countries and the impact of a period of study abroad in another European country on their development of intercultural awareness, national identities and perceptions of how we might best educate young people for participation in democratic life. It considers the implications for teacher education.  相似文献   

The ‘diaspora advantage’ of Pauline Chan (1956–): from multicultural filmmaker to cultural broker     

Audrey Yue 《Culture, Theory & Critique》2018,59(2):158-177

ABSTRACT

This is the first academic paper to critically introduce and document the 30-year screen career of Pauline Chan, Australia’s highest profile Chinese film director, television actress and media producer. Sydney-based, Vietnam-born, Hong Kong-educated and US-trained, Chan has directed six films, starred in 14 and produced four television series and films. Despite her prolific career, there has been no sustained research on her profile and repertoire. This paper evaluates the evolution of Chan’s career using the diaspora ‘advantage’ as a new approach. Characterised by mobility rather than culturalism, the term refers to the benefits brought by and skills of diaspora groups that have allowed them to flourish as transnational actors able to leverage resources in both their countries of origin and settlement. It begins by elaborating how Chan’s diaspora advantage has allowed her to challenge welfare multiculturalism and extend aesthetic multiculturalism. It further documents her transition from a multicultural filmmaker to a cultural intermediary by leveraging her diasporic advantage across the film sectors in China and Australia, and opening up new industrial routes outside of the confines of policy. Using interdisciplinary methods to screen biography that include interviews with the filmmaker, film archival research, critical cultural policy studies, and studies in Asian Australian cinema and political economy, this paper argues that the new approach of the diaspora advantage turns the deficit associated with the diaspora into a dividend that has the potential to rethink the imaginary between Asia and Australia.  相似文献   

Potential sources of invalidity when using teacher value-added and principal observational estimates: artificial inflation,deflation, and conflation     

Amrein-Beardsley  Audrey  Geiger  Tray J. 《Educational Assessment, Evaluation and Accountability》2019,31(4):465-493

Educational Assessment, Evaluation and Accountability - Contemporary teacher evaluation policies are built upon multiple-measure systems including, primarily, teacher-level value-added and...  相似文献   

The influence of wearing ski-boots with different rigidity characteristics on postural control     

Frédéric Noé  Xavier García-Massó  Pauline Delaygue  Audrey Melon  Thierry Paillard 《Sports biomechanics / International Society of Biomechanics in Sports》2020,19(2):157-167

Abstract

External supports that reduce ankle joint mobility such as ski-boots can impair postural control of healthy participants. Although this disruptive effect has been attributed to the rigidity of the external supports, the results remained controversial and no study has been conducted in order to evaluate the influence of ski-boots rigidity. Hence, the question about the influence of ankle support rigidity on postural control remains open. This study was therefore undertaken in order to investigate the effect of ski-boots rigidity on postural control. Ten healthy active participants were recruited. The wearing of soft and rigid ski-boots was compared to barefoot while standing on a seesaw generating mediolateral and anteroposterior instability. Centre of pressure displacements were sampled with a force platform. The surface electromyographic activity of the main muscles from the leg, thigh and trunk was recorded. A motion analysis system was also used to calculate the ankle, knee and hip angles. The results did not reveal any negative influence of ski-boot rigidity on postural control but rather suggest a less active postural control with the rigid ski-boots which offered a higher mechanical contribution.  相似文献   

FACTORS INFLUENCING HISPANIC STUDENT RETENTION WITHIN THE COMMUNITY COLLEGE     

Audrey C. McCool 《Community College Journal of Research & Practice》2013,37(1-4):19-37

This study is a correlative predictive study focusing on the identification of factors impacting on the ability of Hispanic students to achieve their educational objectives within the community college environment. The study sample of 698 students was selected from a community college in Southwest Texas with a student enrollment that was 61% Hispanic. Through regression analysis, factors that were significantly related to the completion of the students’ educational objectives were identified. These relationships were identified for the total sample and for each of four subgroups, Hispanics, white nonHispanics, males, and females. The results indicated that positive or negative reasons for withdrawal and the students’ positive perceptions of their educational experiences were significantly related to the ability of all students to complete their objectives. However, there were sufficient differences between the groupings of factors retained for the total sample and the four subgroups to warrant the conclusion that the community college needs to consider each subgroup as a unique population and to develop policies and programs specifically oriented to each subgroup's needs. This specificity of approach was seen as being particularly important for the improved retention of high‐risk subgroups, such as the Hispanic students.  相似文献   

Critical Voyages: Postmodern feminist pedagogies as liberatory practice     

Jeanne Brady  Audrey Dentith 《Teaching Education》2013,24(2):165-176

Critical postmodern feminist theory as a pedagogical tool acknowledges differences and organizes people to create social change. Connections between feminism, critical theory, and postmodernism are discussed in relationship to possible pedagogical directions for schools and other community organizations. The authors outline six guiding principles of a critical postmodern feminist pedagogy including: students' experiences as central to teaching and learning; provisions for safe spaces in the development of students' voices; the revision of centers and margins to understand power and agency; the recognition of difference as central to the reconfiguration of existing social boundaries; the development of a language of critique and possibility; and the evolution of teachers as intellectuals. Finally, the authors highlight, in detail, two curriculum projects based in schools that exemplify these principles, a middle school forum for girls that addresses issues of sexual violence in rural Pennsylvania, USA and a high school class for pregnant and parenting teen mothers in Las Vegas, NV.  相似文献   

Working with error and uncertainty to increase measurement validity     

Audrey Amrein-Beardsley  Joshua H. Barnett 《Educational Assessment, Evaluation and Accountability》2012,24(4):369-379

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To Socrates     

Audrey Swanson 《The Educational forum》2013,77(2)

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Teaching use of formal thought for improved chemistry achievement     

Audrey H. Wilson 《International Journal of Science Education》2013,35(2):197-202

Attrition rates from the foundation science programme at the University of Papua New Guinea are high and related to an inability to use formal thought. An intervention measure with marginal students in this foundation course is reported here. This five‐week intensive intervention was intended to assist these marginal students to perform better on formal elements of the chemistry course. Short‐term beneficial effects of intervention were observed but these were not maintained once the intensive programme ceased.  相似文献