Pre-service educators and anti-oppressive pedagogy: interrupting and challenging LGBTQ oppression in schools     

Jennifer Mitton-Kukner  Laura-Lee Kearns  Joanne Tompkins 《Asia-Pacific Journal of Teacher Education》2016,44(1):20-34

There are increasing calls for pre-service educators to be responsive and responsible for anti-homophobic education. This research builds on the ongoing efforts to integrate Positive Space training in our two-year Bachelor of Education programme. We found through a series of focus group and individual interviews that pre-service teachers were aware of Lesbian, Gay, Bisexual, Transgendered, and Queering/Questioning (LGBTQ) oppression, witnessed it in schools, employed a range of strategies, but also experienced challenges due to power dynamics in schools, and may not have recognised the power of their interruptions. Our findings suggest that Positive Space training is valuable and necessary and needs to continue to be explicitly embedded in core courses so that all pre-service teachers, regardless of their discipline, develop the skills and attitudes necessary to be advocates for LGBTQ individuals.  相似文献   

Students’ Perceptions of the Value of Using Videos as a Pre-class Learning Experience in the Flipped Classroom     

Taotao Long  Joanne Logan  Michael Waugh 《TechTrends》2016,60(3):245-252

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Editorial     

L. John Chapman 《Literacy》1986,20(1):2-2

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How headmasters perceive their role: A case study in Botswana   总被引：1，自引：0，他引：1  

David W. Chapman  Shirley A. Burchfield 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1994,40(6):401-419

This study investigates the extent to which junior secondary school headmasters in Botswana differ in their beliefs about the impact of their activities in instructional supervision, school management, and communications between the school and the community about student achievement. The study reveals that groups of headmasters who differ in these beliefs also differ in the way they view the dynamics of their school. Implications for headmaster selection, headmaster training, and decentralization of educational management are discussed.

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Zusammenfassung Diese Studie untersucht, inwieweit die Auffassungen der Lehrer an der junior secondary school (auf die Sekundarstufe vorbereitende Schule) in Botswana über den Einfluß ihrer Aktivitäten auf Unterrichtsüberwachung, Schulleitung und die Kommunikation zwischen den Schulen und der Gemeinde zu den Leistungen der Schüler voneinander abweichen. Die Studie zeigt auf, daß die Schulleiter, die unterschiedliche Meinungen vertreten auch die Dynamik ihrer Schulen unterschiedlich bewerten. Diskutiert werden auch die Auswirkungen auf die Auswahl von Schulleitern, Fortbildungen für Schulleiter und auf die Dezentralisierung der Bildungsverwaltung.

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Résumé Cette étude examine dans quelle mesure les jeunes directeurs des écoles secondaires du Botswana conçoivent différemment l'impact de leur activité sur l'orientation pédagogique, la gestion scolaire et la manière dont l'école informe la communauté des résultats scolaires. L'étude révèle que certains groupes de directeurs affichant des conceptions divergentes sur ces thèmes diffèrent également dans leur façon de considérer la dynamique de leur école. Il s'ensuit une discussion des conséquences à envisager dans la sélection des directeurs, leur formation et la décentralisation de la gestion scolaire.

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Laboratory-based technology education at Motorola     

Joanne B. Willard  Arthur E. Paton 《TechTrends》1990,35(6):10-16

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Integrating Northern Ireland: Cross‐group friendships in integrated and mixed schools          下载免费PDF全文

Danielle Blaylock  Joanne Hughes  Ralf Wölfer  Caitlin Donnelly 《British Educational Research Journal》2018,44(4):643-662

While Northern Ireland strives to build a shared society, the current reality is that everyday experiences are still shaped by division along ethno‐religious lines. This is particularly pronounced in the education system, where more than 92% of pupils attend separate schools. Within the predominantly separate education system, however, exists a small collection of schools which cater to a more heterogeneous pupil body and offer the opportunity for young people from both communities to meet and interact, and potentially develop cross‐group friendships. The present study compares the network‐based cross‐group friendships within two such school types; an integrated and a separate post‐primary school. These schools boast a distinct ethos yet they similarly enrol students from Catholic and Protestant backgrounds. Findings reveal that both schools show a high level of interconnection between pupils; however, the integrated school, with an ethos that openly supports social cohesion, shows a greater tendency towards cross‐group interactions and best friendships than those found within the separate school. In line with contact theory, these findings suggest that it may not be enough to simply create opportunities for intergroup contact but that optimal conditions, such as institutional support, may be a prerequisite for positive relationships to flourish. Implications for educational policies designed to promote greater cross‐community contact are discussed.  相似文献   

Mother-infant interaction in rhesus monkeys treated clinically with delta-9-tetrahydrocannabinol     

M S Golub  E N Sassenrath  L F Chapman 《Child development》1981,52(1):389-392

Behavior was studied in 15 rhesus monkeys mother-infant pairs, 5 of whom were exposed to delta-9-tetrahydrocannabinol continuously throughout gestation and the nursing period via drug treatment of mother (2.4 mg/kg/day). The drug-exposed mother-infant pairs were similar to nontreated controls in the amount and types displayed at 10 and 90 days of age, and adequate maternal care was demonstrated by all mothers. Drug-exposed pairs, however, showed no increase in interaction patterns that signal the onset of mother-infant independence at about 3 months of age. This finding suggests that mother-infant attachment may be a behavioral system that is particularly sensitive to modification by perinatal exposure to psychoactive drugs.  相似文献   

Preferences of Training Performance Measurement: A Comparative Study of Training Professionals and Non‐training Managers     

Diane D. Chapman 《Performance Improvement Quarterly》2004,17(4):31-49

ABSTRACT This survey‐based study addressed a perceived gap between training performance evaluation practice and decision‐making criteria required in business. Training professionals and non‐training managers in North Carolina were surveyed. The study found that the groups differ in the performance measures that motivate them to act on training issues. Non‐training managers preferred measurements of productivity, organizational climate, product quality, cost, and customer service reports. Training professionals preferred measures of opinions of the trainee's supervisor, end‐of‐training exam scores, progress/work performance reports, and opinions of the trainee. The study concluded that (1) training professionals and non‐training managers react to different training performance measures; (2) training professionals are more likely to react to job/individual‐level performance measures; (3) non‐training managers are more likely to rely on organizational‐level measures; (4) non‐training managers are not primarily concerned with converting training benefits to dollar figures; (5) on‐the‐job tests and customer service reports are valued by both the training profession and business and industry; and (6) the low response suggests a potential lack of interest for the strategic position of the training function.  相似文献   

Value Profiles During Middle Childhood: Developmental Processes and Social Behavior     

Ella Daniel  Maya Benish-Weisman  Joanne N. Sneddon  Julie A. Lee 《Child development》2020,91(5):1615-1630

Little is known about how children's value priorities develop over time. This study identifies children's value priority profiles and follows their development during middle childhood. Australian children (N = 609; ages 5–12 at Time 1) reported their values over 2 years. Latent Transition Analysis indicated four profiles: Social-Focus, Self-Focus, Growth-Focus and Undifferentiated. Within person development was characterized by profile stability or transfer to the Social-Focus profile. Younger children were more likely to have an Undifferentiated profile (or Self-Focus among boys) than older ones. Girls were more likely to have a Social-Focus profile or transfer to it, and less likely to have a Self- or Growth-Focus profile than boys. Social-Focus profile membership over time predicted more prosocial and less aggressive behavior.  相似文献   

Altered movement patterns but not muscle recruitment in moderately trained triathletes during running after cycling     

Bonacci J  Blanch P  Chapman AR  Vicenzino B 《Journal of sports sciences》2010,28(13):1477-1487

Previous studies have shown that cycling can directly influence neuromuscular control during subsequent running in some highly trained triathletes, despite these triathletes' years of practice of the cycle-run transition. The aim of this study was to determine whether cycling has the same direct influence on neuromuscular control during running in moderately trained triathletes. Fifteen moderately trained triathletes participated. Kinematics of the pelvis and lower limbs and recruitment of 11 leg and thigh muscles were compared between a control run (no prior exercise) and a 30 min run that was preceded by a 15 min cycle (transition run). Muscle recruitment was different between control and transition runs in only one of 15 triathletes (<7%). Changes in joint position (mean difference of 3°) were evident in five triathletes, which persisted beyond 5 min of running in one triathlete. Our findings suggest that some moderately trained triathletes have difficulty reproducing their pre-cycling movement patterns for running initially after cycling, but cycling appears to have little influence on running muscle recruitment in moderately trained triathletes.  相似文献