‘The voice inside herself’: transforming gendered academic identities in educational administration     

Janice Wallace 《Gender and education》2015,27(4):412-429

This paper traces the academic identity formation(s) of 10 Canadian female academics whose disciplinary knowledge is in the field of educational administration. We trace the ways in which discourses of gender, institutional power, and other cultural and social influences shaped their sense of themselves as academics in the highly patriarchal domain of the academy as an institution as well as within the discourse(s) of educational administration in faculties of education. In doing so, we discuss the ways in which these women's entry into academia transformed identity possibilities for themselves and others. We conclude that these women share a commitment to rigorous scholarship and to the values of equity and social justice. The way in which they engage with those values in their work and lives has been taken up in the particular institutional and personal circumstances of their academic lives and has been shaped by the effects of normative discourses of gender. The result, individually and cumulatively, has been transformative on the individuals, within the institutions in which they have worked, and on the scholarship of Canadian educational administration.  相似文献   

Screening ion-channel ligand interactions with passive pumping in a microfluidic bilayer lipid membrane chip     

Shimul C. Saha  Andrew M. Powl  B. A. Wallace  Maurits R. R. de Planque  Hywel Morgan 《Biomicrofluidics》2015,9(1)

We describe a scalable artificial bilayer lipid membrane platform for rapid electrophysiological screening of ion channels and transporters. A passive pumping method is used to flow microliter volumes of ligand solution across a suspended bilayer within a microfluidic chip. Bilayers are stable at flow rates up to ∼0.5 μl/min. Phospholipid bilayers are formed across a photolithographically defined aperture made in a dry film resist within the microfluidic chip. Bilayers are stable for many days and the low shunt capacitance of the thin film support gives low-noise high-quality single ion channel recording. Dose-dependent transient blocking of α-hemolysin with β-cyclodextrin (β-CD) and polyethylene glycol is demonstrated and dose-dependent blocking studies of the KcsA potassium channel with tetraethylammonium show the potential for determining IC₅₀ values. The assays are fast (30 min for a complete IC₅₀ curve) and simple and require very small amounts of compounds (100 μg in 15 μl). The technology can be scaled so that multiple bilayers can be addressed, providing a screening platform for ion channels, transporters, and nanopores.  相似文献   

RESEARCH SECTION: Curriculum integration and at‐risk students: a Canadian case study examining student learning and motivation     

Sheryl MacMath  Jillian Roberts  John Wallace  Xiaohong Chi 《British Journal of Special Education》2010,37(2):87-94

The combining of subject areas or disciplines, referred to in this article as curriculum integration, has been recognised as being linked to high levels of student motivation and learning. Sheryl MacMath of the University of Toronto, Jillian Roberts of the University of Victoria, and John Wallace and Xiaohong Chi of the University of Toronto discuss the findings of their case study (n = 23 students) based in a Canadian secondary school where an integrated unit on energy was taught to pupils identified as being ‘at risk’ of not completing high school. Teacher and student interviews, classroom observations and surveys were used in the case study to investigate student motivation and learning. Results from the study illustrate that students experienced higher levels of motivation and academic success compared to work on previous units. The authors explore how higher levels of student self‐efficacy were also recorded due to the repetition of content in different classrooms and across different contexts. The authors argue that further research in this area should examine more than student learning and motivation and highlights the need to focus specifically on opportunities for successful academic experiences where student efficacy is increased.  相似文献   

Directory of Business Information Resources by Laura Mars-Proietti (Ed.)     

Loretta Wallace 《Journal of Business & Finance Librarianship》2013,18(4):364-365

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Creating a Progress‐Monitoring System in Reading for Middle‐School Students: Tracking Progress Toward Meeting High‐Stakes Standards     

Christine Espin  Teri Wallace  Erica Lembke  Heather Campbell  Jeffrey D. Long 《Learning disabilities research & practice》2010,25(2):60-75

In this study, we examined the reliability and validity of curriculum‐based measures (CBM) in reading for indexing the performance of secondary‐school students. Participants were 236 eighth‐grade students (134 females and 102 males) in the classrooms of 17 English teachers. Students completed 1‐, 2‐, and 3‐minute reading aloud and 2‐, 3‐, and 4‐minute maze selection tasks. The relation between performance on the CBMs and the state reading test were examined. Results revealed that both reading aloud and maze selection were reliable and valid predictors of performance on the state standards tests, with validity coefficients above .70. An exploratory follow‐up study was conducted in which the growth curves produced by the reading‐aloud and maze‐selection measures were compared for a subset of 31 students from the original study. For these 31 students, maze selection reflected change over time whereas reading aloud did not. This pattern of results was found for both lower‐ and higher‐performing students. Results suggest that it is important to consider both performance and progress when examining the technical adequacy of CBMs. Implications for the use of measures with secondary‐level students for progress monitoring are discussed.  相似文献   

Department of Letters     

Wallace N. Stearns 《Religious education (Chicago, Ill.)》2013,108(6)

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THE FARGO COLLEGE PLAN FOR A DEPARTMENT OF RELIGIOUS EDUCATION     

Wallace N. Stearns Ph.D. 《Religious education (Chicago, Ill.)》2013,108(4):365-368

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The iSchools, Education for Librarianship, and the Voice of Doom and Gloom   总被引：1，自引：0，他引：1  

Danny P. Wallace  Professor  EBSCO Chair 《The Journal of Academic Librarianship》2009,35(5):405-409

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Elihii Thomson-in retrospect     

Emily Duane Wallace 《Journal of The Franklin Institute》1943,235(5):479-481

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Book reviews     

J. G. Wallace  H. L. A. Pearce  John C. Daniels  Eugene J. Zola  Kenneth Charlton  A. J. Peters  Herbert Thelen  Edith Cope  Fernand Hotyat  J. R. de S. Honey  Harold Loukes 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1968,14(4):488-510

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