A descriptive study of vocational programs in residential schools for the deaf     

R P Connolly 《American annals of the deaf》1988,133(3):204-206

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Make or break: the role and support needs of academic advisors in work-integrated learning courses     

Kathryn E. Wenham  Faith Valencia-Forrester  Bridget Backhaus 《高等教育研究与发展》2020,39(5):1026-1039

ABSTRACT

The role of academic advisors in work-integrated learning courses is crucial to student success, yet poorly understood. This research aimed to understand the role and support needs of academic advisors by conducting interviews, a survey, and a focus group within a service learning program in Queensland, Australia. Participants identified rewards in observing student transformation and supporting students to contribute to social justice causes. However, the role had high demands in terms of pastoral support. Although academic advisors reported strong support mechanisms, they identified gaps in supporting them to meet the needs of international students and students with mental health issues. Academic advisors need strong mentoring or supervisory support to deal with diverse student issues, clear processes for tracking and managing students, training and resources to deal with special needs students, and opportunities for team building and bonding. Supporting academic advisors could help to better support students to successfully complete internships.  相似文献   

A level playing ‘field’? A Bourdieusian analysis of the career aspirations of further education students on sports courses     

Daniel J. Connolly  Adam B. Evans 《Sport, Education and Society》2016,21(8):1144-1160

There is currently a distinct dearth of research into how sports students' career aspirations are formed during their post-compulsory education. This article, based on an ethnographic study of sport students in tertiary education, draws on data collected from two first-year cohorts (n = 34) on two different courses at a further education college in England. The study draws on ethnographic observations, and semi-structured group interviews, to examine in-depth the contrasting occupational perspectives emergent within these two groups of mainly working-class students, and how specific cultural practices affect students' career aspirations. Utilising a Bourdieusian framework, the paper analyses the internalised, often latent cultural practices that impact upon these students' diverse career aspirations. The hitherto under-researched dimension of inter-habitus interaction and also the application of doxa are outlined. The article reveals how the two student cohorts are situated within a complex field of relations, where struggles for legitimisation, academic accomplishment and numerous forms of lucrative capital become habituated. The study offers salient Bourdieusian-inspired insights into the career aspirations of these predominantly working-class students and the ways in which certain educational practices contribute to the production and reproduction of class inequalities.  相似文献   

Evaluating teacher and learner readiness to use Facebook in an Australian vocational setting     

Toni Connolly  Jill Willis  Margaret Lloyd 《Studies in Continuing Education》2019,41(1):61-75

There has been a progressive move towards the adoption of social media in formal post compulsory learning. This qualitative study evaluated the readiness of teachers and students to use Facebook to enhance learning in a tertiary vocational setting in Australia despite a lack of support from the institute. Readiness was understood to be the balance sought between potential energy available (power) and the energy required for change (load). The findings, from surveys and focus group interviews, show that students were much more likely than teachers to have a Facebook account and to be interested in using Facebook as part of their learning. Agreed benefits, evident through a student-initiated closed Facebook group, included collaboration through sharing resources, knowledge and ideas, increased communication with peers and teachers, and a platform that was familiar to students. The difference lay in perceptions of purpose, places and spaces for learning, and an understanding of social norms.  相似文献   

The Story Engine: offering an online platform for making ‘unofficial’ creative writing work     

Steve Connolly  Andrew Burn 《Literacy》2019,53(1):30-38

This article describes the outcomes of a research project conducted at the Ministry of Stories (a London‐based writing centre) which sought to develop an online, mentor‐assisted, writing platform. Across a 3‐month period, at four different sites across the UK, more than a hundred Year 7 pupils took part in the project, using the platform to write stories and get feedback from mentors who came from a variety of backgrounds. For reasons of space, pupil/mentor interactions are not discussed extensively in the article; however, these stories were collected and analysed alongside a range of other survey and interview data to establish how creative writing might be developed through online mentoring, the use of an online interface and the intersection of both these tools. The article seeks to answer some questions raised by the data collected in the project, and in turn, uses both the questions and the data to interrogate some of the discourses which surround the teaching of creative writing both in and outside the classroom, and in particular the tensions that occur between the teaching of writing skills, ‘official versions’ of writing in the classroom and children's use of their own cultural resources in creative writing.  相似文献   

The role of peers in the emergence of heterosexual romantic relationships in adolescence     

Connolly J  Furman W  Konarski R 《Child development》2000,71(5):1395-1408

Adolescents' peer structures and the quality of their friendships were explored as antecedents of romantic relationships. Longitudinal data were gathered in a sample of 180 high school students over a 3-year period from grade 9 to grade 11. Consistent with Dunphy (1963), small groups of close friends were predictive of other-sex peer networks which were, in turn predictive of the emergence of future romantic relationships. Indirect effects were found for same-sex groups of close friends and same-sex networks. Consistent with Furman and Wehner (1994), the qualitative features of relationships with both friends and romantic partners were predictive of the qualitative features of subsequent romantic experiences. These linkages suggest ways in which peer relationships may support romantic development at this stage of the life cycle.  相似文献   

The Birth of a Notion: The Windfalls and Pitfalls of Tailoring an SoTL-like Concept to Scientists, Mathematicians, and Engineers     

Mark R. Connolly  Jana L. Bouwma-Gearhart  Matthew A. Clifford 《Innovative Higher Education》2007,32(1):19-34

Despite calls for greater agreement in defining the Scholarship of Teaching and Learning (SoTL), terms that resemble SoTL are proliferating. An NSF-sponsored center for teaching and learning coined its own term, teaching-as-research (TAR), believing it would resonate better with research-active scientists, engineers, and mathematicians. To understand whether this was a wise strategy, we interviewed 43 participants from courses that sought to explain and demonstrate TAR. Our study found that participants defined TAR with varying complexity and that disciplinary concepts generally provided “conceptual handles” for making sense of TAR. However, tailoring a term to particular disciplines entails several challenging tradeoffs.

Mark R. ConnollyEmail:

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Mark Connolly   is a Researcher who studies STEM education reform efforts, postsecondary teaching, graduate education, and practitioner theorizing Jana Bouwma-Gearhart   is an Assistant Researcher whose interests include STEM K-16 educators’ teaching professional development and science learning through inquiry Matthew Clifford   is an Associate Researcher who studies the practice of instructional leadership and change in the sciences, with particular attention to the potentialities of secondary and post-secondary faculty collaboration and curriculum design.  相似文献   

The Nazi symbiosis: politics and human genetics at the Kaiser Wilhelm Institute     

Berez TM  Weiss SF 《Endeavour》2004,28(4):172-177

The case of the Kaiser Wilhelm Institute for Anthropology, Human Heredity and Eugenics (KWIA), from its inception in Weimar Republic Germany to its apogee under the rule of the Third Reich, is an example of how politics and human heredity can function as mutually beneficial resources. Whether it was a result of the Nazi bureaucrats' desire to legitimize their racial policy through science, or the KWIA personnel's desire to secure more funding for their research, the symbiotic relationship that developed between human genetics and Nazi politics could help explain why many scientists in the Third Reich undertook research projects that wholly transgressed the boundaries of morally acceptable science.  相似文献   

Editors' Report          下载免费PDF全文

William Baker  Mark Connolly  Peter Hemming  Sally Power  Chris Taylor 《British Educational Research Journal》2017,43(1):1-6

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After the fall: Political whitewashing, professional posturing, and personal refashioning in the postwar career of Otmar Freiherr von Verschuer     

Weiss SF 《Isis; an international review devoted to the history of science and its cultural influences》2010,101(4):722-758

Despite the numerous books and articles preoccupied with the formidable legitimizing role and unethical medical transgressions of the German human geneticist Otmar von Verschuer (1896-1969) during the Third Reich, scholars have neglected to focus on his career trajectory during the postwar period, especially in the years after he received the first chair of genetics on German soil in 1951. While an examination of von Verschuer's trials, tribulations, and ultimate triumph in post-1945 West Germany is fascinating in its own right, it also raises broader historical issues. First, it lays bare the professional posturing of German biomedical scientists as they attempted to retake control over their once tainted fields of research when Cold War realities opened a window of opportunity for them. Second, it reveals the fine line between adherence to professional ethics and disciplinary solidarity when scientists were faced with a potential outside threat to their profession. Finally, such an analysis demonstrates the macromechanics of professional refashioning on the part of the publicly tainted scientists as they forged a new symbiosis between their field and the politics of a new era in the interest of pursuing research.  相似文献