Mapping the terrain of female education in Ireland, 1830–1910     

Deirdre Raftery  Judith Harford  Susan M. Parkes 《Gender and education》2010,22(5):565-578

Education for Irish women and girls developed significantly in the period 1830–1910. During this time, formal state‐funded education systems were established in Ireland by the British government. Some of these systems included females from their inception and some attempted to exclude girls and women. This article charts the opening up of formal schooling and university to Irish girls and women, examining the points at which they were excluded, the alternative educational provision developed by Protestant women and Catholic religious, and the means whereby the case for female education was successfully made. Moving from the public/private paradigm which has dominated much of the discussion around women's education for the period in question, the article focuses on what was occurring in some political and social institutions of the period and identifies women's agency and autonomy within such institutions. Through ‘mapping’ this ground, the article notes women's success in gaining access to institutions previously dominated by men, and highlights areas that require sustained scrutiny by scholars.  相似文献   

Relationship of performance on the sensory organization test to landing characteristics     

Caleb D. Johnson  Valerie J. Williams  Nicholas R. Heebner  Meleesa F. Wohleber  Andrew J. Simonson  Deirdre M. Rafferty 《Journal of sports sciences》2018,36(10):1155-1161

Jump landing tasks have been used to assess landing characteristics and require significant sensorimotor feedback to maintain functional joint stability (FJS) throughout the task. Postural stability (PS) also requires significant sensorimotor feedback and control and would seemingly involve similar sensory feedback pathways. However, previous literature clarifying the relationship between these two processes, maintaining FJS and PS, is limited. 80 Special Tactics Operators. PS was assessed using the Sensory Organization Test (SOT). SOT variables included: Composite, Somatosensory, Visual, Vestibular, and Preference scores. Landing characteristics were assessed using motion analysis during a double-legged (DLSJ) and single-legged (SLSJ) stop jump task. Pearson’s correlation coefficients were calculated to assess the relationship between SOT scores and landing characteristics (α < .05). For the DLSJ, significant correlations were found between: Composite and peak posterior ground reaction forces (?.257), Vestibular and peak knee abduction moment (?.237), and Preference and initial contact hip flexion (?.297), peak hip flexion (?.249). For the SLSJ, significant correlations were found between: Somatosensory and peak vertical ground reaction forces (?.246); Preference and initial contact hip flexion (?.295), peak hip flexion (?.262). The results indicate that the SOT may not be a sensitive enough tool to assess sensorimotor control in a healthy, athletic population.  相似文献   

Keep a “Flood book” in your pocket     

Jamie Barron 《Early Childhood Education Journal》1995,22(3):28-30

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The Implementation of Change: a case study of a convent primary school in the West of Ireland     

Deirdre O'Donoghue 《Compare》1995,25(1):85-95

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Bringing Guidance Research and Practice Closer Together: The UK National Guidance Research Forum Website     

Alan?Brown  Jenny?BimroseEmail author  Deirdre?Hughes 《International Journal for Educational and Vocational Guidance》2005,5(2):229-240

This article outlines the development of a website in the UK that seeks to bring guidance research and practice closer together. The shared knowledge base underpinning the website was created from the contextualised problems faced by potential user groups (policy makers, managers, practitioners, students, trainees, researchers and trainers). Six expert groups, drawn from these user groups, looked at key issues related to their expertise and provided an on-line commentary on relevant documents and research findings. This developmental process represented a major contribution to research capacity building within the UK guidance community.

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Zusammenfassung. Forschung und Praxis der Berufsberatung näher zusammenbringen: Das Internet-Forum Berufsberatungsforschung in England Dieser Artikel stellt die Entwicklung eines Internetangebots in England vor, dessen Ziel es ist, die Forschung auf dem Gebiet der Berufsberatung und die Berufsberatungspraxis näher zueinander zu bringen. Die vereinigte Wissensbasis, auf der dieses Internetangebot beruht, wurde auf der Grundlage von kontextbezogenen Fragestellungen zusammengetragen, denen potenzielle Benutzergruppen (politische Entscheidungsträger, Führungskräfte von Beratungsdiensten, Berater, Studenten, Wissenschaftler, Lehrende und Lernende) gegenüberstehen. Sechs Expertengruppen, die diesen Benutzergruppen entsprechen, bewerteten zentrale Aspekte und erstellten einen Online-Kommentar zu wichtigen Dokumenten und Forschungsergebnissen. Dieser Entwicklungsprozess lieferte einen wesentlichen Beitrag zur Weiterentwicklung der Leistungsfähigkeit der Forschung innerhalb des Berufsberatungsfeldes in England.

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Resumen. Acercando la Investigación y la Práctica de la Orientación: la Página Web del Foro Nacional de Investigación sobre Orientación del Reino Unido Este artículo describe el proceso de desarrollo de una página Web en el Reino Unido que busca un mayor acercamiento entre la investigación y la práctica de la orientación. La base de conocimientos que fundamenta los contenidos de la página se ha creado a partir de la contextualización de los problemas a los que se enfrentan diversos grupos de usuarios potenciales (responsables de las políticas, gestores, orientadores en ejercicio, estudiantes, orientadores en formación, investigadores, y formadores). Seis grupos de expertos, provenientes de estos grupos de usuarios, examinaron algunas cuestiones fundamentales relacionadas con su campo de experiencia, e hicieron comentarios on-line sobre documentos relevantes y resultados de investigación. Este proceso de desarrollo ha supuesto una gran contribución y un importante avance en la construcción de la capacidad investigadora dentro de la comunidad orientadora del Reino Unido.

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Résumé. Approcher la recherche et la pratique en orientation: le site Web du forum de la recherche nationale britannique en orientation Cet article décrit le développement d’un site Web au R-U qui cherche à rapprocher la recherche et la pratique en orientation. La base de connaissances partagées qui sous-tend le site Web a été créée à partir de problèmes contextualisés face auxquels des groupes d’utilisateurs potentiels (décideurs, directeurs, praticiens, étudiants, stagiaires, chercheurs et formateurs) peuvent se trouver. Six groupes d’experts, tirés de ces groupes d’utilisateurs, ont examiné les questions clés liées à leur expertise et fourni un commentaire en ligne sur la documentation pertinente et les résultats de la recherche. La mise en oeuvre de ce processus représente une contribution importante à l’élaboration d’un potentiel de recherche au sein de la communauté britannique de l’orientation.

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What We Found on Our Journey through Fantasy Land     

Deirdre F. Baker 《Children‘s Literature in Education》2006,37(3):237-251

This paper sketches a “map” of certain patterns in current children’s fantasy. Beginning with literal maps of fantasy worlds, I point out the similarities of the physical layout of a number of invented worlds, suggesting that sameness of geography often indicates a lack of innovation in the ideological or philosophical ideas behind the stories. Where we find a departure from conventional fantasy geography we also find originality in plot and metaphysics, such as in the work of Ursula K. Le Guin, Philip Pullman and Diana Wynne Jones. A change in geography can also signal a new approach to gender roles, as I explore in works by Le Guin and Wynne Jones, over and against fantasies in which female heroes conform to traditionally male models. Finally, I suggest that in Wynne Jones’ and Terry Pratchett’s children’s novels the strict gender roles of fairy tale become an avenue by which the reader questions the conventional destinies of narrative both in literature and in life.  相似文献   

The impact of teacher–student relationships and classroom engagement on student growth percentiles of 7th and 8th grade students     

David Dennie  Parul Acharya  Deirdre Greer  Camille Bryant 《Psychology in the schools》2019,56(5):765-780

The study examined the extent that teacher–student relationships (TSR) influenced basic psychological needs, engagement, and student growth using the self‐systems process model as a framework using structural equation modeling. Based on prior research, it was hypothesized that context (TSR) influenced self (basic psychological needs), which influenced action (engagement), and consequently, influenced outcome (student score and grade point average‐GPA). The findings of the study supported prior research that a TSR positively influenced levels of engagement in the classroom and, consequently, student outcomes as measured by classroom grade point average (GPA) and standardized assessment results. Using an identical methodological setup that substituted student growth percentiles (SGP) for scale scores, it was determined that TSR, basic psychological need satisfaction, and level of engagement do not influence SGP. Implications and potential contributions are discussed.  相似文献   

The systematic evaluation of a strategic management program in an Irish Institute of Technology     

Deirdre Lillis 《Tertiary Education and Management》2006,12(3):241-256

Higher Education Institutes (HEIs) worldwide are investing significant resources in strategic planning and self-evaluation programs to improve institutional performance and to meet external stakeholder demands. Little empirical evidence exists however which demonstrates that these programs are effective in leading to improvements in institutional performance, let alone shed light on the reasons why. This paper reports on the systematic evaluation of the effectiveness of a strategic planning program in an Irish HEI over a 5-year-period in leading to improvements in institutional performance.  相似文献   

Promises and Pitfalls of Adapting Utility Value Interventions for Online Math Courses     

Emily Q. Rosenzweig  Chris S. Hulleman  Kenneth E. Barron  Jeffery J. Kosovich  Stacy J. Priniski  Allan Wigfield 《Journal of Experimental Education》2019,87(2):332-352

A growing body of research suggests that interventions promoting students’ utility value for a subject can improve their academic outcomes. However, numerous questions remain regarding how much to adapt prior intervention materials to promote utility value in new educational contexts and how implementation constraints of an educational context may impact the success of these interventions. In this study, using a design-based process we developed and tested three utility value interventions in a new educational context (online high school math). We found that one of the interventions increased utility value compared to control conditions, but we also encountered constraints on intervention implementation that limited the effectiveness of our intervention and the conclusions we could draw from this work. We use our experience as a case study to illustrate the costs and benefits of making certain implementation choices when partnering with practitioners to administer utility value interventions in new contexts.  相似文献   

For sale — Scotland's most famous mountain range: Land 'ownership' in Scotland     

Deirdre Slattery 《Journal of Adventure Education & Outdoor Learning》2005,5(2):119-129

The nature of land ownership is infrequently discussed by practitioners of outdoor education, though it is often central to the way they work. The recent controversy over the proposed sale of the Cuillin mountain range on the Isle of Skye in Scotland provoked heated discussion over rights to and benefits of this important place. The main point at issue was the role of the Cuillins as property, whether as that of one man or of society as a whole. This point raised questions about who should benefit, and how, from various kinds of ownership of land. It alerted interested citizens to the flexible and changing nature of relationships to land and hence to land use.

This paper explores the origins of some of the confused and confusing ideas about property ownership. It uses this explanation to analyse voices from the media debate about the Cuillins as property, in order to understand the wide-ranging cultural assumptions used by different interest groups in responding publicly to the issue. The discussion that follows highlights for outdoor educators how understanding of long-standing traditions in the use of both public and private land is politically important for their practice. It suggests the importance of their having a pro-active role in public debate about the nature of land ownership and its relationship to land use.  相似文献