Attracting,recruiting and retaining male teachers: policy issues in the male teacher debate   总被引：4，自引：1，他引：4  

Martin Mills  Bob Lingard 《British Journal of Sociology of Education》2004,25(3):355-369

Frequent calls for more male teachers are being made in English‐speaking countries. Many of these calls are based upon the fact that the teaching profession has become (even more) ‘feminized’ and the presumption that this has had negative effects for the education of boys. The employment of more male teachers is sometimes suggested as a way to re‐masculinize schools so they become more ‘boy‐friendly’ and thus contribute to improving boys' school performance. The focus of this paper is on an Australian education policy document in the state of Queensland that is concerned with the attraction, recruitment and retention of male teachers in the government education system. It considers the failure of this document, as with many of the calls for more male teachers, to take into account complex matters of gender raised by feminism and the sociology of masculinities. The paper then critiques the primary argument given for the need for more male teachers: that is, that male teachers provide boys with much needed role models.  相似文献   

Measuring the attitudes of human service professionals toward deafness     

Cooper A  Rose J  Mason O 《American annals of the deaf》2004,148(5):385-389

The Attitudes to Deafness Scale is a 22-item measure of attitudes toward people who are deaf designed for use with human service professionals. Attitude statements were generated from personal accounts by deaf people in the literature and from a focus group in which deaf people discussed their experience of hearing people's attitudes toward them. A 60-item scale was administered to a group of 121 clinical and forensic psychologists during their training. Item analysis was conducted to select items that effectively distinguished participants with a positive attitude from those with a negative attitude toward deaf people. The scale may be used in any context where a professional group comes into contact with people who are deaf.  相似文献   

Shoes on the streets and byways of New York     

Bob Blaisdell 《Changing English: An International Journal of English Teaching》2005,12(3):443-448

The author describes his experiences helping to teach a writing workshop for the patrons of a Manhattan soup kitchen. The participants are, he learns, less migratory in some ways than he and the other teachers, yet they all share ideals about the Big Apple as well as experiences on the streets of New York City. The author quotes with permission from the participants' writings and presents the classroom routines by recreating one of the typical meetings from the early years of the workshop.  相似文献   

Supporting children’s transition to school age care     

Sue Dockett  Bob Perry 《The Australian Educational Researcher》2016,43(3):309-326

While a great deal of research has focused on children’s experiences as they start school, less attention has been directed to their experiences—and those of their families and educators—as they start school age care. This paper draws from a recent research project investigating practices that promote positive transitions to school and school age care. Data were generated through questionnaires, document analysis, visits to sites and conversations with a wide range of participants. In this paper, data related to school age care are reported. The results emphasise the importance of communication in the development of strong positive relationships among all those involved in transition. The practices identified as effective reflect the principles of My Time, Our Place: Framework for School Age Care in Australia, and are aligned with the Transition to School: Position Statement, which focuses on the opportunities, expectations, aspirations and entitlements for all during educational transitions. Drawing on these practices, possibilities for enhanced professional practice are explored.  相似文献   

Analogical reasoning in restructuring scientific knowledge     

Lucia Mason  Paolo Sorzio 《European Journal of Psychology of Education - EJPE》1996,11(1):3-23

This study presents the results of an experiment which investigated analogical reasoning in knowledge acquisition in a natural school setting. The aims were to evaluate the efficiency of analogy in the conceptual restructuring of a science topic and compare the effects of analogy in different learning conditions. Two analogical topics of physics (water flow and heat flow) were studied by means of two experiments performed in the classroom with concrete objects. Eighty-four 5th graders, divided into three experimental conditions (given analogy, constructed analogy, no analogy), took part in the study. The quantitative analysis mainly confirms the hypothesis that analogy can be a productive way to trigger a process of knowledge restructuring while students learn a new topic. However, the effective use of the analogy was affected by the experimental condition: When the analogy was constructed by the learners themselves, instead of being presented and justified by the teacher, it acted indeed as a more powerful tool in understanding the new topic which required changing their initial conceptions. The qualitative analysis shows the children’s explanations of the heat flow phenomenon and different conceptual outcomes of the learning process. Finally, educational implications are considered.  相似文献   

Effectiveness of Brief DBT-informed Group Therapy on Psychological Resilience: A Preliminary Naturalistic Study     

Soonhee Lee  Mark Mason 《Journal of College Student Psychotherapy》2019,33(1):25-37

This naturalistic study was designed to examine the effectiveness of a 4-week skill-based group therapy that focuses on building resilience. The group, informed by Dialectical Behavior Therapy (DBT; Linehan, 1993, 2015), targets general clients at college counseling centers and emphasizes mindfulness as a coping strategy to stress, cognitive rigidity, emotion dysregulation, and interpersonal difficulties. Results indicated that group members showed clinically significant improvement in psychological resilience and general mental health at the conclusion of group therapy. Implications are discussed.  相似文献   

Generic examples: Seeing the general in the particular     

John Mason  David Pimm 《Educational Studies in Mathematics》1984,15(3):277-289

This paper explores some of the ambiguities inherent in the notions of generality and genericity, drawing parallels between natural language and mathematics, and thereby obliquely attacking the entrenched view that mathematics is unambiguous. Alternative ways of construing 2N, for example, suggest approaches to some of the difficulties which students find with an algebraic representation of generality. Examples are given to show that confusion of levels is widespread throughout mathematics, but that the very confusion is a source of richness of meaning.  相似文献   

Issues in boys' education: a question of teacher threshold knowledges?   总被引：1，自引：1，他引：1  

Wayne Martino  Bob Lingard  Martin Mills 《Gender and education》2004,16(4):435-454

This paper exploresthe effects of specific teacher threshold knowledges about boys and gender on the implementation of a so‐called ‘boy friendly’ curriculum at one junior secondary high school in Australia. Through semi‐structured interviews with selected staff at the school, it examines the normalizing assumptionsand ‘truth claims’ about boys, as gendered subjects, which drive the pedagogical impetus for such a curriculum initiative. This research raises crucial questions about the need for the formulation of both school and governmental policy grounded in sound research‐based knowledge about the social construction of gender and its impact on the lives of both boys and girls and their experiences of schooling. This is crucial, we argue, in light of the recent parliamentary report on boys' education in Australia which rejects gender theorizing and given the failure of key staff in the research school to interrogate thebinary ways in which masculinity and femininity are socially constructed and institutionalized in schools through a particular ‘gender regime’. While some good things are happening in the research school, the failure to acknowledge the social construction of gender means that ultimately the school's programs cannot be successful.  相似文献   

Antigone Aloud Allowed     

Bob Blaisdell 《Changing English: An International Journal of English Teaching》2016,23(1):65-66

This is an exploration of what can happen when a rich, complex, challenging text is read aloud in class, of how students make meanings and connections with their own lives (and of how mysterious these processes often are).  相似文献   

Counselling Maori people in New Zealand [Aotearoa]     

Mason Durie  Gary Hermansson 《International journal for the advancement of counseling》1990,13(2):107-118

This paper is an edited version of a seminal address given to a national association of counselors in New Zealand by a senior Maori figure professionally involved in the helping field. It focuses on a particular indigenous ethnic minority in terms of appropriate counseling, but has relevance for other traditionally-based cultures. After some attention to the societal context, the address considers major directions of western thought and how these have been reflected in counseling. It then suggests that these are largely inappropriate for Maori people, elaborating contrasts. Three major dimensions of Maori culture relevant to counselling are presented and developed. Finally, attention is given to ways in which counseling in New Zealand might be better developed along bicultural lines.This paper is based on an address given by Mason Durie (of the Rangitane and Raukawa Maori tribes) to a recent New Zealand Counseling and Guidance Association's Annual Conference at Palmerston North, New Zealand. The address was transcribed from tape and edited for publication by Gary Hermansson.  相似文献