Discipline and the gifted child     

Joanne R. Whitmore 《Roeper Review》2013,35(2):42-46

The gap between intellectual and social development in gifted children can be bridged by providing opportunities for expanded social experiences.  相似文献   

Ethnic and regional influences on teachers' evaluations of oral answers     

Thomas K Crowl  Joanne R Nurss 《Contemporary educational psychology》1976,1(3):236-240

Tape recordings were made of six white and six black ninth-grade northern boys speaking identically worded answers to typical school questions. Black students were given significantly higher grades than white students by 56 white and 50 black southern teachers. Black teachers gave significantly higher grades than white teachers, but no significant interaction was found between students' and teachers' ethnic group. The study is a partial replication of a previous study in which it was found that black students were given significantly lower grades than white students by northern white teachers.  相似文献   

Contents of Volume 24     

Gillian Doyle 《Journal of Cultural Economics》2000,24(4):349-351

Volume Contents

Contents of Volume 24  相似文献   

A Social Development Curriculum: Applying Nurture Group Principles and Practices to Support Socially and Emotionally Vulnerable Children Within Mainstream Classrooms     

Rebecca Doyle 《British Journal of Special Education》2004,31(1):24-30

Rebecca Doyle set up the first nurture group in Thetford Education Action Zone in 2000. In 2001, she published an account of her work to reintegrate pupils from the nurture group into the mainstream of their infant school in the pages of BJSE. In this article, Rebecca Doyle describes how mainstream class teachers requested further support in working with socially and emotionally vulnerable children in their classes using the principles and practices from the nurture group. A social development curriculum was written to support this interest, offering mainstream staff a planning tool to complement their existing schemes of work and to help in the drive to make the curriculum appropriate for every child, regardless of their barriers to learning. This article indicates that mainstream staff are now able to bring the increasing knowledge of nurture group working to the fore in their planning, supporting the development of whole-school nurturing approaches. The social development curriculum has become a well-used document alongside current planning frameworks, supporting staff in meeting the diverse needs of pupils within mainstream classrooms with minimal cost and little additional workload.
In closing her article, Rebecca Doyle argues that the social development curriculum has had a positive impact upon the pupils in her school and upon her colleagues on the staff. She is pursuing her research into nurturing approaches through her membership of the National Nurture Group Network and her studies for a higher degree at the University of East Anglia.  相似文献   

‘If you miss the ball,you look like a total muppet!’ Boys investing in their bodies in physical education and sport     

Joanne Hill 《Sport, Education and Society》2015,20(6):762-779

Connections have been drawn between masculinity, muscularity and physical or social status in sport. Not only are sporting bodies often related to masculinity but also to whiteness, leading to the devaluing of Asian boys' bodies and sporting experiences. This paper draws on three British Asian teenage boys' visual and verbal narratives to enquire how they negotiate these connections in their physical education and recreational sport experiences. Bourdieu's notion of capital is used to make sense of boys' ways of investing in their bodies to manage their status in school. Drawing from focus-group interviews which used participant-driven photography and photo elicitation techniques, the research indicates how three boys invested in their bodies by doing particular types of physical activity that would enable them to develop muscularity, fitness and/or motor competence, to attain or retain physical and social capital in school. Along the way, they add pertinent comments on the intersections of masculinity and ethnicity in constructing and performing a sporting body.  相似文献   

Girls’ active identities: navigating othering discourses of femininity,bodies and physical education     

Joanne Hill 《Gender and education》2015,27(6):666-684

Within physical education and sport, girls must navigate discourses of valued athletic and gendered bodies that marginalise or ‘other’ non-normative performances through systems of surveillance and punishment. The purpose of this paper is to share girls’ perspectives on how these discourses affected their gender performances and activity engagement. Students aged 13–14 in one ethnically diverse UK secondary school were invited to create a photo diary of the physical activities they engaged in. Photo-elicitation interviews in small groups followed. The girls positioned themselves as physically active but had to carefully manage their activity choices and gender performances in a single-sex physical education environment that regulated deviation from the fit, slender, girly-girl. Although the girls demonstrate the difficulty of resisting, they indicate moments of positioning themselves against norms that suggest the possibilities of shifting gendering processes. The paper points out the importance of listening to ‘other’ girls’ narratives in building positive physical education engagements.  相似文献   

Using Video to Examine Formative Assessment Practices as Measures of Expertise for Mathematics and Science Teachers     

Amelia Wenk Gotwals  Joanne Philhower  Dante Cisterna  Steven Bennett 《International Journal of Science and Mathematics Education》2015,13(2):405-423

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Teaching Science as a Process,Not a Set of Facts     

Öberg  Gunilla  Campbell  Alice  Fox  Joanne  Graves  Marcia  Ivanochko  Tara  Matsuchi  Linda  Mouat  Isobel  Welsh  Ashley 《Science & Education》2022,31(3):787-817

Science & Education - The widespread misperception of science as a deliverer of irrefutable facts, rather than a deliberative process, is undermining public trust in science. Science education...  相似文献   

Analysing Creative Design Process: A Set of Tools to Understand Activity in its Socio-cultural and Historic Context     

Brenda Saris  Stephanie Doyle  Judith Loveridge 《The International Journal of Art & Design Education》2023,42(3):439-453

Previous theoretical frameworks used to research and explain creative design processes tend to privilege individual expression and not address the context in which the process occurs. This is problematic due to the ways in which creative activities are embedded in and shaped by socio-cultural and historic contexts. In this article we focus on the ways in which cultural historic activity theory (CHAT) and its analytical activity systems can be used to reveal creative processes in context. We draw on the tools and concepts of CHAT and data from a study of visual communication design (VCD) students and lecturers situated within a transnational higher education (TNHE) context at a university in China. An analytical framework was constructed to research practices used in creative design process learning. The dynamic nature of CHAT offers design process research methods a set of analytical tools to capture the powerful parts played by artifacts and interactions within specific sociocultural and historic learning contexts.  相似文献   

Ten years later: Findings from a replication of a study of teacher evaluation practices in our 100 largest school districts     

Karen S. Loup  Joanne S. Garland  Chad D. Ellett  John K. Rugutt 《Journal of Personnel Evaluation in Education》1996,10(3):203-226

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