Transformation impossible: policy,evidence and change in South African higher education     

Van Schalkwyk  François B.  van Lill  Milandré H.  Cloete  Nico  Bailey  Tracy G. 《Higher Education》2022,83(3):613-630

Higher Education - A quarter of a century after South Africa’s transition to democracy, the rhetoric of ‘transformation’ remains firmly ingrained in its higher education policy...  相似文献   

Autonomy and the Ethical Status of Comprehensive Education     

Adam D. Bailey 《Educational theory》2014,64(4):393-408

On grounds of autonomy, is comprehensive education — an approach to education that attempts to facilitate the acceptance of certain beliefs and ways of life as being correct, and refuses to sympathetically expose students to contrary beliefs and ways of life — ethically suspect? Recently, Bryan R. Warnick has argued that it is. In this essay, Adam D. Bailey critically evaluates Warnick's argument, and contends that it is unsuccessful. In particular, he argues that Warnick's argument from necessity does not succeed. Bailey then addresses a potential response to his critique of Warnick's argument — that of developing an argument from facilitation rather than necessity — and argues that, contrary to the argument from necessity, the argument from facilitation does provide support for the claim that comprehensive education is ethically suspect. However, Bailey attempts to show that even granting the facilitation argument, it is plausible to hold that, on grounds of autonomy, comprehensive education need not be seen as ethically suspect.  相似文献   

Creating a space to #SayHerName: Rhetorical stratification in the networked sphere     

Jennifer L. Borda  Bailey Marshall 《Quarterly Journal of Speech》2020,106(2):133-155

ABSTRACT

This essay examines #SayHerName as a case study to analyze how circulation of the hashtag both challenged women’s erasure from #BlackLivesMatter discourse and motivated activists to center the stories of Black women killed in police interactions. We introduce the term rhetorical stratification to discern why the #SayHerName hashtag came to matter, and how it remained relevant in the national discourse about police brutality. To do so, we analyze how the #SayHerName movement evolved from the discursive to the material through policy briefs, social media circulation, and citizen journalism, which influenced news framing and initiated greater deliberation about this issue in both the networked public sphere and in local communities. We conclude that this hashtag invitation to digital activists engaged more nuanced perspectives about police brutality and policy reform, influenced the way Black women victims of police violence are covered in the news, and motivated community-based policy proposals addressing necessary changes in local policing.  相似文献   

School Counseling Internship: An Examination     

Corinne O'Brien  Ralph E. Bailey Obrien  Paul W. Fitzgerald 《Counselor Education & Supervision》1966,6(1):44-49

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RULER: A Theory-Driven,Systemic Approach to Social,Emotional, and Academic Learning     

Marc A. Brackett  Craig S. Bailey  Jessica D. Hoffmann  Dena N. Simmons 《教育心理学家》2019,54(3):144-161

Social and emotional learning (SEL) is the process of integrating cognition, emotion, and behavior in our lives. In school settings, it involves systemic practices to incorporate SEL into leading, teaching, learning such that adults and children build self- and social awareness, learn to manage their own and other’s emotions and behavior, make responsible decisions, and build positive relationships. Here, we describe RULER, a systemic evidence-based approach to SEL, including its Theory of Change, and key theories that are foundational to the approach. RULER’s implementation model also is described, which involves training for school leaders, educators, and staff; integrating SEL into the curriculum across grade levels; infusing SEL into schoolwide practices and policies; and engaging families and the broader community. RULER’s current and expected outcomes for children and adults are reviewed, including both proximal (e.g., more developed emotion skills and enhanced classroom climate) and distal (e.g., reduced teacher stress and burnout and greater academic performance) outcomes. RULER’s future directions also are discussed.  相似文献   

From mountaintop to corporate ladder – what new professionals really really want in a capstone experience!     

Erica French  Janis Bailey  Elizabeth van Acker  Leigh Wood 《Teaching in Higher Education》2013,18(8):767-782

Capstone subjects are increasingly used in Universities worldwide to complete the undergraduate program experience and to transition graduates into the workplace. As such, capstones fulfil a large role consolidating one experience and traversing the gap to another. Yet, little is known or understood about their design, their implementation or evaluation. In this study we investigate the final-year experience from the student's perspective. We surveyed graduates from five Business Schools in Australia to identify perceptions of their final-year experience. Findings indicate that the transition experience of the student to professional is unique. In their liminal or intermediate state between student and professional they recognise the value of process skills, in particular the development of generic business skills related to application and the importance of opportunities for experiencing the application of theory in practice. The findings add a new understanding to the current literature which has not previously acknowledged the insight of the transitioning professional.  相似文献   

Coming Out as Homophobic: Isaiah Washington and the Grey's Anatomy Scandal     

Courtney W. Bailey 《传播与批判/文化研究》2013,10(1):1-21

In late 2006 and early 2007, a high-profile celebrity scandal developed around Isaiah Washington's use of an anti-gay slur to describe his co-star T. R. Knight. The mainstream media coverage of this scandal positioned homophobia primarily in therapeutic and confessional terms, echoing the typical treatment of a celebrity's coming out. As the “angry black man,” Washington failed to satisfy the criteria for neoliberal citizenship and seemed to confirm white culture's fears about black masculinity. Knight, in contrast, emerged as a successful neoliberal citizen whose “difference” was safely contained. The debate thus shifted from the morality of homophobia to the morality and psychological health of the individual, determined through Washington's failed performance of honesty and Knight's successful one. As a result, heteronormativity and white privilege remained largely unnoticed within mainstream coverage of the scandal.  相似文献   

Who Is at Risk and Why? Teachers' Reasons for Concern and Their Understanding and Assessment of Early Literacy     

Alison L. Bailey  Kathryn V. Drummond 《Educational Assessment》2013,18(3-4):149-178

This study focuses on an issue of recent policy significance—the need to aid teachers in successfully identifying why children struggle to acquire literacy. This study (a) asked K–1 teachers to nominate students that they believed to be at risk for literacy difficulties and to provide reasons for their concern, (b) examined how these reasons relate to teachers' broader conceptions of literacy, and (c) investigated whether teachers' initial reasons and checklist-guided ratings align with concurrently administered standardized assessments. Results revealed that teachers have a wide array of initial concerns for students. There was some discordance between teachers's specific reasons for concern and their broader conceptions of early literacy. Comparison of student performance on standardized measures with teacher rationale also revealed discordance. Specific guidelines to teachers on use of a literacy checklist increased concordance between subsequent teacher ratings and standardized measures in some reading-related skills but not others. Implications for the use of multiple sources of evidence for student performance, as well as professional development, are discussed.  相似文献   

Student-Produced Action Research in Early Childhood Teacher Education     

Amos Hatch  Tiffany Greer  Karyn Bailey 《Journal of Early Childhood Teacher Education》2013,34(2):205-212

This article describes how preservice teachers accomplish and write up action research projects as part of their teacher preparation at one university in the United States. The paper is divided into four major sections. In the first section, the instructor describes how teacher research is introduced to teacher education students and how they are guided through the processes of conceptualizing, doing, and writing up their projects. The next two sections are the stories of two 1st-year teachers who describe and reflect on what they learned from completing action research projects under the direction of the instructor. The concluding section offers generalizations that synthesize lessons learned by the authors.  相似文献   

The impact of childhood maltreatment history on parenting: a comparison of maltreatment types and assessment methods     

Bailey HN  DeOliveira CA  Wolfe VV  Evans EM  Hartwick C 《Child abuse & neglect》2012,36(3):236-246

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