‘Pervy role-play and such’: girls' experiences of sexual messaging online     

Silja Nielsen  Sanna Spisak 《Sex education》2015,15(5):472-485

Sexting is one of the recurring causes of concern in public discussion of young people and network media. This paper builds on findings from a survey with 1269 Finnish female respondents aged 11–18 conducted using a popular online community for girls on their experiences of and views on online messages concerning sex and sexuality. Sixty-five per cent of respondents had received messages related to sex from either adults or minors while 20% had also sent such messages themselves. The paper asks how girls experience and make sense of sexual messaging and what motivates them to engage in such interactions. Specific attention is paid to the distinction between unwanted and wanted messages. While messages from unknown people identified as adult were often discussed as unpleasant or ‘creepy’, sexual messaging, role-play, cybersex experiments and discussions related to sex among peers were defined as fun and pleasurable. Girls display notable resilience and describe coping strategies connected to unwanted messaging but equally frame sexual messaging and role-play as issues of choice motivated by curiosity and pleasure. The paper addresses sexual messaging as a form of sexual play and learning, and argues for the importance of contextual analysis in understanding its forms and potentialities.  相似文献   

Playing Around: Benefits,Assessments, and Guidelines for Adolescents' Educational Games     

Dr. Linda Nielsen Clark 《Clearing house (Menasha, Wis.)》2013,86(3):107-110

  相似文献   

Knowledge of conditional spelling patterns supports word spelling among Danish fifth graders          下载免费PDF全文

Anne‐Mette Veber Nielsen 《Journal of Research in Reading》2017,40(3):313-332

  相似文献   

Early contribution of phonological awareness and later influence of phonological memory throughout reading acquisition     

Christelle Nithart  Elisabeth Demont  Marie‐Noëlle Metz‐Lutz  Steve Majerus  Martine Poncelet  Jacqueline Leybaert 《Journal of Research in Reading》2011,34(3):346-363

The acquisition of reading skills is known to rely on early phonological abilities, but only a few studies have investigated the independent contribution of the different steps involved in phonological processing. This 1‐year longitudinal study, spanning the initial year of reading instruction, aimed at specifying the development of phonological discrimination, awareness and various aspects of phonological memory and at assessing their respective contributions to early reading acquisition. Our results show an increase in performance at each phonological processing step, but also suggest a qualitative evolution in their relative importance. Hierarchical regression analyses indicate that reading skills are mainly predicted by phonological awareness measured at the kindergarten stage and, subsequently, by phonological memory abilities measured at the end of first grade. More precisely short‐term memory for serial‐order information seems to contribute to the development of decoding abilities, while phonological knowledge stored in long‐term memory seems to influence word recognition.  相似文献   

Public participation: democratic ideal or pragmatic tool? The cases of GM foods and functional foods     

Nielsen AP  Lassen J  Sandøe P 《Public understanding of science (Bristol, England)》2011,20(2):163-178

Over recent decades, public participation initiatives have been employed across Europe often with a focus on science and technology issues. In the area of new food technologies most participation initiatives have centered on genetically modified foods. By contrast, in the area of functional foods--where significant EU legislation was recently passed--we have seen no initiatives towards public inclusion. This applies also for Denmark, the country which is the focus of this article. Based on an interview study with members of the Danish parliament the article examines why such considerable differences exist between initiatives to involve the public, and it challenges the role that public participation plays in Danish politics. The main claim made in the article is that although politicians argue for the value and relevance of public participation their willingness to initiate participatory processes is overruled by their concern with playing by the rules of the political game.  相似文献   

John Collard & Cecilia Reynolds, Eds., Leadership, Gender & Culture in Education: Male & Female Perspectives     

Elisabeth L. Woody 《Journal of Educational Change》2006,7(4):359-362

  相似文献   

Raising achievement through inclusion     

Elisabeth Persson 《International Journal of Inclusive Education》2013,17(11):1205-1220

In 2007, Swedish authorities introduced open publication of comparisons of students' results at the end of compulsory school. In this study, we investigated a municipality that had succeeded in breaking a negative trend from a bottom position in the ranking in 2007 to a top position in 2010, apparently through inclusive practices. The purpose of this study is to examine and isolate key elements that make a difference in schools and classrooms in the work with all students. Data were collected through interviews and classroom observations. Mary Douglas' cultural–cognitive perspective of institutional theory and the work of Ludwik Fleck are used to identify and analyse factors of importance to the increased goal fulfilment. The school's decision to end all segregated small group activities and to include all children in the normal classroom activity is examined. Moreover, the emphasis on teachers’ reading and discussing of national and international research and focusing on all children's right to succeed in the classroom is analysed. The analysis suggests that focusing on goal fulfilment through inclusion gave a wider definition to the concept of successful schooling and changed the traditional thought style of the school.  相似文献   

Editor’s overview: mentoring educators in the university setting     

Beverly J. Irby  Jennifer Boswell  Kimberly Kapler Hewitt  Shinhee Jeong  Elisabeth Pugliese 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):365-369

  相似文献   

Teachers’ dilemmatic decision-making: reconciling coexisting policies of increased student retention and performance     

Charlotte Jonasson  Åsa Mäkitalo  Klaus Nielsen 《Teachers and Teaching》2013,19(7):831-842

In recent years, many countries within the Organisation for Economic Co-operation and Development have formulated educational policies aimed at providing better education to more students. However, this may be perceived as constituting dilemmatic spaces, where teachers must make efforts to reconcile coexisting political demands in their everyday work. The purpose of this article is to provide insight into how teachers handle coexisting educational policies of increased student retention and performance. Empirical findings from a one-year field study at a Danish vocational school explore how teachers’ decision-making as response to coexisting demands of increased student retention and performance involves the development of various pedagogical approaches to the students: an active ‘caring’ approach, a passive ‘wait until this class is over’ approach, an active ‘vocational gate-keeping’ approach, and a passive ‘wait and see whether they drop out’ approach. Based on the findings, it is argued that the various pedagogical approaches are developed through social negotiations with leaders, students, and other teachers. Moreover, these pedagogical approaches lead to the development of further negotiated, dilemmatic decisions to be made. Thus, a dynamic approach to teachers’ dilemmatic decision-making is proposed.  相似文献   

Mini-research Experience in Simple Linear Regression     

Paul Isihara  Elisabeth Congdon  Terry Perciante 《PRIMUS》2018,28(7):699-716

Within the undergraduate mathematics curriculum, the topic of simple least-squares linear regression is often first encountered in multi-variable calculus where the line of best fit is obtained by using partial derivatives to find the slope and y-intercept of the line that minimizes the residual sum of squares. A markedly different approach from linear algebra, which could also be introduced in multi-variable calculus, obtains the regression line by vector projection. The latter viewpoint offers elegant proof of the equation relating the total, explained and unexplained variations. Consideration of data with the same regression line and correlation opens the door for a “mini-research experience” (MRE). A sequel MRE gives rise to an open Research Experience for Undergraduates topic to analyze reflection sequences and a fundamental connection between complex analysis and regression analysis. A few general guidelines and basic goals for MREs are included for those whose main interest is in undergraduate research.  相似文献