Culture,Identity and Islamic Schooling: A Philosophical Approach. By Michael Merry     

Deirdre McGovern 《Journal of Philosophy of Education》2011,45(3):589-591

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Verbal aggression during disengagement of dating relationships     

Deirdre L. Sutter  Matthew M. Martin 《Communication Research Reports》2013,30(3):318-326

This study examined verbal aggressiveness in the disengagement of dating relationships, specifically focusing on the relationship between being trait verbally aggressive and using verbal aggression in breaking up, the perceived similarity of both partners in using verbal aggression in breaking up, and the relationship between using verbally aggressive messages and other disengagement messages in the ending of the relationship. Participants (N = 401) reported on their trait verbal aggressiveness, along with the verbally aggressive and disengagement strategies used during the termination of their relationships. This study found that people who were trait verbally aggressive were more likely to use verbally aggressive messages when terminating their dating relationships, that there is a perceived reciprocity effect of verbally aggressive messages in the termination of a relationship, and that verbally aggressive people use more disengagement strategies in general.  相似文献   

Skater girlhood and emphasized femininity: ‘you can't land an ollie properly in heels’   总被引：1，自引：1，他引：0  

Deirdre M. Kelly  Shauna Pomerantz  Dawn Currie 《Gender and education》2005,17(3):229-248

This study draws from interviews with 20 girls in British Columbia, Canada who participated to varying degrees in skateboarding culture. We found that skater girls saw themselves as participating in an ‘alternative’ girlhood. Becoming skater girls involved the work and play of producing themselves in relation to alternative images found among peers at school, at skate parks, online and in music videos. The alternative authority of skater girl discourse gave the girls room to manoeuvre within and against the culturally valued discourse of emphasized femininity. A subgroup of middle class skater girls, the ‘in‐betweeners’, used skater girl discourse as a way of distancing themselves from the sexism evident in skater culture as well as emphasized femininity. They used one discourse against another and took advantage of contradictions within skater discourse to forge a positive identity for themselves.  相似文献   

The management of large-scale change in Pakistani education     

Jamila Razzaq  Christine Forde 《School Leadership & Management》2014,34(3):299-316

This article argues that although there are increasing similarities in priorities across different national education systems, contextual differences raise questions about the replication of sets of change strategies based on particular understandings of the nature of educational change across these different systems. This article begins with an overview of some of the dominant constructions of the management of change in the literature, particularly from Western economically developed democracies. It then outlines the Pakistani educational system to highlight some of the issues raised by the application of these change policies and models to a developing country. This article draws from a research study which explored the views and experiences of school leaders and teachers with regard to the management of a large-scale reform programme at the higher secondary level in Pakistan. The findings of this study illustrate the way in which there is a dissonance between the culture and practices of a specific national educational system and the assumptions embedded in the sets of reform strategies that have been imported from other systems. This article concludes by exploring how change management processes can be reconceptualised in order to be sensitive to the context of education in a developing country.  相似文献   

Is ‘gender-sensitive education’ a useful concept for educational policy?     

Christine Forde 《Cultural Studies of Science Education》2014,9(2):369-376

This article responds to Astrid Sinnes and Marianne Løken’s article ‘Gendered education in a gendered world: Looking beyond cosmetic solutions to the gender gap in science’ by exploring the idea of ‘gender-sensitive’ education and its usefulness in educational policy. It draws on theoretical discussions of the concept of gender and of difference to consider ways in which ‘gender-sensitive’ education might serve the task of promoting equality and justice.  相似文献   

Re-imagining the traditional lecture: an action research approach to teaching student teachers to ‘do’ philosophy     

Roland Tormey  Deirdre Henchy 《Teaching in Higher Education》2013,18(3):303-314

Although we were required to lecture to large groups of over 170 students, the traditional lecture clashed with our commitment to teach in a way that was student-centred, relational and socially and politically transformative. In this context, and using an action research approach, we sought to turn our large-group lectures into a space that both met some of the historic aims of the lecture in passing on received knowledge, but also became a space for students to immediately engage in a process of discussion and dialogue around the concepts and ideas raised. Although the literature suggested this was not possible in groups of over a hundred, we found that our students identified that the re-imagined lecture significantly aided their learning in a number of key respects.  相似文献   

“I Like That He Always Shows Who He Is”: The perceptions and experiences of siblings with a brother with autism spectrum disorder     

Michael A. Petalas  Richard P. Hastings  Susie Nash  Alan Dowey  Deirdre Reilly 《International Journal of Disability, Development & Education》2009,56(4):381-399

Semi‐structured interviews were used to explore the perceptions and experiences of eight typically developing siblings in middle childhood who had a brother with autism spectrum disorder (ASD). The interviews were analysed using interpretative phenomenological analysis (IPA). The analysis yielded five main themes: (i) siblings’ perceptions of the impact of their brother’s condition on their lives, (ii) siblings’ perceptions of the attitudes of others, (iii) siblings’ tolerance and acceptance towards their brothers, (iv) positive attitudes and experiences, and (v) siblings’ views on support for themselves and their brothers. These exploratory findings can be used to inform future larger scale studies and quantitative research. Initial implications for practice focus on issues related to enhancing the development of support services for siblings of children with ASD.  相似文献   

London Housebound Services Group, 16 July 1985, Hendon Library,London Borough of Barnet     

Deirdre Morris 《Health information and libraries journal》1985,2(4):214-214

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London Housebound Services Group, 14 April 1985, St Pancras Library,London     

Deirdre Morris 《Health information and libraries journal》1985,2(3):142-142

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High Versus Low Theoretical Fidelity Pedometer Intervention Using Social-Cognitive Theory on Steps and Self-Efficacy     

Thomas D. Raedeke  Deirdre Dlugonski 《Research quarterly for exercise and sport》2017,88(4):436-446

Purpose: This study was designed to compare a low versus high theoretical fidelity pedometer intervention applying social-cognitive theory on step counts and self-efficacy. Method: Fifty-six public university employees participated in a 10-week randomized controlled trial with 2 conditions that varied in theoretical fidelity. Participants in the high theoretical fidelity condition wore a pedometer and participated in a weekly group walk followed by a meeting to discuss cognitive-behavioral strategies targeting self-efficacy. Participants in the low theoretical fidelity condition met for a group walk and also used a pedometer as a motivational tool and to monitor steps. Step counts were assessed throughout the 10-week intervention and after a no-treatment follow-up (20 weeks and 30 weeks). Self-efficacy was measured preintervention and postintervention. Results: Participants in the high theoretical fidelity condition increased daily steps by 2,283 from preintervention to postintervention, whereas participants in the low fidelity condition demonstrated minimal change during the same time period (p = .002). Individuals attending at least 80% of the sessions in the high theoretical fidelity condition showed an increase of 3,217 daily steps (d = 1.03), whereas low attenders increased by 925 (d = 0.40). Attendance had minimal impact in the low theoretical fidelity condition. Follow-up data revealed that step counts were at least somewhat maintained. For self-efficacy, participants in the high, compared with those in the low, theoretical fidelity condition showed greater improvements. Conclusion: Findings highlight the importance of basing activity promotion efforts on theory. The high theoretical fidelity intervention that included cognitive-behavioral strategies targeting self-efficacy was more effective than the low theoretical fidelity intervention, especially for those with high attendance.  相似文献