Engaging with commonality and difference: Theoretical tensions in the analysis of working-class women's educational discourses     

Louise Archer  Merryn Hutchings  Carole Leathwood 《International Studies in Sociology of Education》2013,23(1):41-62

In this article the authors contribute to ongoing theoretical debates concerning the conceptualisation of multiple social identities and oppressions. The article begins by briefly tracing the path towards current critical/feminist/sociological positions 'between modernism and postmodernism', in which identities ('race', class, gender, etc.) are conceptualised as socially constructed, fluid, shifting and yet grounded in 'real' inequalities and oppressions. The article then builds upon, and contributes to, current theoretical dialogue by highlighting ongoing tensions and unresolved problematics within the theoretical approach, drawing out the particular implications of these for educational research. Issues are discussed with specific reference to recent work by Brah (1999) and illustrations are provided using examples from the authors' research with inner city, working-class women.  相似文献   

Transformation to Virtual Societies: Forces and Issues     

Carole Agres Dana Edberg Magid Igbaria 《The Information Society》1998,14(2):71-82

This article presents a conceptual research framework for investigating virtual societies. As this subject area is relatively new to the research world, this paper presents a framework for studying virtual societies. To date, much of the relevant research has been in the area of telecommuting or teleworking. But the changes to people's lives that may be a result of the movement to virtual societies encompass far more than alterations to the way we perform work in the future. The framework portrays the driving forces and the issues related to the study of this ensuing societal form. A review of the driving forces and issues of the virtual society stimulated the development of the research framework. It identifies technology as the enabler that is paving the way for society to be transformed into virtual communities, but does not dwell solely on the technology. Our endeavors focus on identifying the critical forces and issues within a global context in order to provide a foundation for future research.  相似文献   

A look at microcomputers public use of computers     

Carole Bagley  Carol Carrier 《Performance Improvement》1978,17(9):22-22

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CAI update: Word processing systems: A tool for the developer     

Carole Bagley 《Performance Improvement》1979,18(10):38-39

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Social Skills Training with Children and Adolescents: a review of the evidence on effectiveness     

Carole M. Ogilvy 《教育心理学》1994,14(1):73-83

Interest has increased recently in the use of social skills training with children and adolescents. A review of the literature shows, however, that the evidence on effectiveness has been mixed. The theoretical and methodological issues involved are discussed in an attempt to identify the features associated with good research and practice. The conclusion reached is that while social skills training may be a necessary component in bringing about real life changes for children lacking in social competence, it may not always be sufficient. Any attempts to improve an individual's social functioning must also take account of contextual factors and a restructuring of the child's social environment may also be required in order to bring about any lasting change.  相似文献   

Civil Society and the State: an analysis of articles on education in the Zimbabwean press,January 1989‐April 1990     

Carole Pearce 《Compare》1991,21(1):27-48

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Cultural differences in children's emotional reactions to difficult situations   总被引：5，自引：0，他引：5  

Cole PM  Bruschi CJ  Tamang BL 《Child development》2002,73(3):983-996

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A systematic review of evidence on the effectiveness of interventions and strategies for widening participation in higher education     

Kirsty Younger  Louise Gascoine  Victoria Menzies  Carole Torgerson 《Journal of Further & Higher Education》2019,43(6):742-773

Widening participation (WP) in higher education (HE) is an increasingly important policy issue, with interventions to increase participation from minority ethnic, low-income and other under-represented groups undertaken in HE sectors in many countries. In the UK there is a large amount of WP activity but a lack of robust evidence of its effectiveness. This article presents a systematic review in the topic area of WP in HE. We included studies of systematic review, randomised controlled trial (RCT) and quasi-experimental (QE) designs, and assessed evidence of the effectiveness of university access strategies and approaches in relation to the participation of disadvantaged students at university. We searched for, quality appraised and synthesised the international evidence, that is, evidence published in any country, in the English language. The findings from 4 systematic reviews and 12 experimental studies (4 RCTs, 4 RDDs and 4 QEDs) are presented as narrative syntheses in a series of thematic sub-topics. We found some evidence of effectiveness for a number of university access interventions. ‘Black box’ WP programmes (those with multiple elements in a single programme) and financial incentives were found to be effective. However, much of the evidence had design limitations and the majority were conducted in the US. The article concludes with research recommendations in relation to UK interventions, including suggested designs for future quasi-experimental evaluation.  相似文献   

Casualised academic staff and the lecturer-student relationship: Shame, (Im)permanence and (Il)legitimacy     

Barbara Read  Carole Leathwood 《British Journal of Sociology of Education》2020,41(4):539-554

Abstract

This paper is based on findings from an email interview study with 20 academics (17 women, 3 men) in the UK on short-term, insecure or ‘casualised’ contracts. The paper focuses on their perceptions of the effect their contract status has on the lecturer/student relationship: particularly in regard to student perceptions of their legitimacy and status. Using a poststructuralist theoretical lens, we explore lecturers’ concerns or anxieties as to whether they may be interpreted as less legitimate than permanent staff; and the emotional labour involved in the work done to ‘cover’ for the difficulties that a lecturer’s contract status causes for the quality of their teaching content and organisation. We also explore the considerations of some participants to voluntarily ‘disclose’ their status to students and the possibilities of such acts as a form of resistance to dominant discourses of the legitimate academic.  相似文献   

Exploring the use of virtual reality by pre-service elementary teachers for teaching science in the elementary classroom     

Carole K. Lee  Marilyn Shea 《Journal of Research on Technology in Education》2020,52(2):163-177

Abstract

This research was conducted on two groups of pre-service elementary teachers (PSETs) (N?=?38) in a pre/post within-subjects design. Participants were asked to critique, create, and evaluate the use of virtual reality (VR) classroom applications during a three-stage intervention. Pre/post questionnaires assessed the change in attitudes toward using VR and technology when teaching. Participants felt significantly more ready to teach science using computer-based technology (t = 7.23, p < .0001) following the intervention. Qualitative analysis of responses showed that PSETs were positive about their VR experience and had come to see VR apps as supplementary educational tools. The majority of the PSET teams successfully created original instructional material using VR, increasing their self-efficacy.  相似文献