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11.
Ruth Bridgstock Ben Goldsmith Jess Rodgers Greg Hearn 《Journal of Education & Work》2015,28(4):333-345
This special issue explores the nuances of graduate creative work, the kinds of value that creative graduates add through work of various types, graduate employability issues for creative graduates, emerging and developing creative career identities and the implications for educators who are tasked with developing a capable creative workforce. Extant literature tends to characterise creative careers as either ‘precarious’ and insecure, or as the engine room of the creative economy. However, in actuality, the creative workforce is far more heterogeneous than either of these positions suggest, and creative careers are far more complex and diverse than previously thought. The task of creative educators is also much more challenging than previously supposed. In this introductory article, we commence by providing a brief overview of the creative labour debates, and the evidence for each position. We present the latest literature in this area that starts to speak to how diverse and complex the landscape of creative work actually is. We then introduce each of the articles in this special issue and indicate how they contribute to a more multi-faceted picture of creative activity, and the lives and career trajectories of graduates from creative degrees. 相似文献
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Jordan B. Westcott Dryden Epstein Benjamin Wiley Jess M. Westcott Laura E. Welfare Chase Catalano 《Counselor Education & Supervision》2023,62(4):384-397
Sexual orientation is often invisible in counseling research despite increasing LGBQ+ identity in the United States. We used consensual qualitative research to explore considerations from LGBQ+ counseling researchers for collecting sexual orientation. Three domains emerged: risks, benefits, and methodological considerations. Our findings highlight inclusive research practice strategies for LGBQ+ research participants. 相似文献
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Stephen H. Braren Annie Brandes‐Aitken Rosemarie E. Perry Kevon Williams Krystalle Lyons Sashana Rowe‐Harriott Clancy Blair 《Mind, Brain, and Education》2021,15(1):61-66
We examined interactions between baseline hypothalamic–pituitary–adrenal (HPA) axis and parasympathetic nervous system (PNS) activity in relation to executive functions (EF) in a sample (n = 1,005) of children in low wealth, nonurban communities at age 48 months. Salivary cortisol and respiratory sinus arrhythmia (RSA) represented baseline HPA axis and PNS activity, respectively. The interaction between RSA and cortisol predicted EF such that children with either lower RSA and lower cortisol, or higher RSA and higher cortisol had higher EF scores. These findings suggest a potential compensatory relation in which the PNS and HPA axis counterbalance each other to support cognition. 相似文献
15.
Shelleyann Scott Charles F. Webber Judy L. Lupart Nola Aitken Donald E. Scott 《Assessment in Education: Principles, Policy & Practice》2014,21(1):52-70
This paper focuses on promoting fairness and equity in student assessment practices. The researchers used questionnaires and interviews and the study encompassed a total of 3312 individuals representing a range of stakeholders. The paper is presented in two parts: fairness and discrimination, and challenging policy and practice. Five key principles emerged. Educators must strive to address the personal impact of assessment practices on individual students and their families. Assessment must be differentiated to accommodate the ability, social, cultural and linguistic background of students. All members of school communities must challenge the complacency associated with accepting indefensible assessment practices. The frequency, intensity and intrusiveness of assessments must not be overwhelming for students and their families. Finally, assessment must not be used to counter inappropriate student behaviour or reward desired behaviour. Implications for practice are presented. Additionally, the authors describe changes to policy and practice that occurred as a result of the study. 相似文献
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Dickinson and Burke (1996) proposed a modified version of Wagner’s (1981) SOP associative theory to explain retrospective
revaluation of human causal judgments. In this modified SOP (MSOP), excitatory learning occurs when cue and outcome representations
are either both directly activated or both associatively activated. By contrast, inhibitory learning occurs when one representation
is directly activated while the other is associatively activated. Finite node simulations of MSOP yielded simple acquisition,
overshadowing, blocking, and inhibitory learning under forward contingencies. Importantly, retrospective revaluation was predicted
in the form of unovershadowing and backward inhibitory learning. However, MSOP did not yield backward blocking. These predictions
are evaluated against the relevant empirical evidence and contrasted with the predictions of other associative theories that
have been applied to retrospective revaluation of human causal and predictive learning. 相似文献
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Relative age effects (RAEs) explain the (dis)advantages individuals experience as a result of when they are born relative to a pre-determined cut-off date. Within an interuniversity setting, academic timing (AT) may moderate the RAE pattern due to some student-athletes having eligibility years that do not correspond with their birth years. The purpose of this study was to examine the influence of the RAE and AT on interuniversity football players. A series of chi-square goodness of fit tests (χ2) revealed no RAE when all student-athletes were analyzed together as well as among those who were delayed (i.e. eligibility years that correspond with a younger cohort), and a traditional RAE among those who were on-time (i.e. eligibility years that correspond with their year of birth). Student-athletes ranged between 1 and 12 years delayed, with the majority of these athletes being delayed by one (30.76%) or two years (30.97%). This study suggests that there may be advantages to student-athletes delaying their participation within football, as these delays may help mitigate the overall RAE by equalizing playing opportunities for relatively younger student-athletes. However, delaying eligibility raises concerns about equity, particularly for those progressing to interuniversity football directly out of high school who may have to compete for roster spots against student-athletes who may be up to 12 years delayed. 相似文献
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Charles F. Webber Shelleyann Scott E. Nola Aitken Judy Lupart Donald E. Scott 《School Leadership & Management》2013,33(3):240-255
This paper reports the leadership findings that emerged from the Alberta Student Assessment Study, a large-scale study employing a mixed-method design. Findings included the importance of assessment leadership, credibility of leaders, capacity to make hard decisions and ability to lead professional learning. An optimal assessment leadership profile emerged which includes values and assessment knowledge, mediated by personal qualities and accompanied by an interplay between procedural knowledge and professional skills. This informs leadership vision and actions leading to increased assessment literacy, more effective monitoring and reporting practice, enhanced instructional practice, enriched partnerships with parents and community members and positive student outcomes. 相似文献
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This article reports on a subset of findings that emerged from the Alberta Student Assessment Study in relation to the preservice and in-service development of teacher knowledge of, expertise in, and beliefs underpinning their assessment practices. Findings indicate that, although there has been a lot of attention given to improving assessment, confusion remains for teachers about terminology, principles, and pragmatics that undermine teacher confidence about assessment and making sound judgments about students’ work. 相似文献
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Nola Aitken Charles F. Webber Judy Lupart Shelleyann Scott Robert Runté 《The Educational forum》2013,77(3):192-209
This report on the Alberta Student Assessment Study describes the context, methodology, and emergent themes. It outlines the purposes and uses of assessment according to the various stakeholder groups. Using both qualitative and quantitative data from students and parents, as well as educators at all levels, there were six areas or themes that emerged for further exploration: politics of assessment, decision making, teacher learning, communication and relationships, instructional leadership, and fairness and equity. 相似文献