Marking-out normalcy and disability in higher education     

Manuel Madriaga  Katie Hanson  Helen Kay  Ann Walker 《British Journal of Sociology of Education》2011,32(6):901-920

This article advocates for socially just pedagogies in higher education to challenge senses of normalcy that perpetuate elitist academic attitudes towards the inclusion of disabled students. Normalcy is equated here with an everyday eugenics, which heralds a non-disabled person without ‘defects’, or impairments, as the ideal norm. This article attempts to mark the pervasiveness of normalcy in higher education by presenting findings from a systematic experience survey of disabled students and non-disabled students within one higher education institution in the United Kingdom. The findings indicate that disabled students who have institutional disability support express more difficulties in their learning and assessment than students with no known disability. However, it was found that there was no significant difference in academic achievement between the two cohorts of students. In relation to the latter point, the evidence also shows that disabled students who do not receive institutional disability support underperform.  相似文献   

Contract Staff in Preservice Teacher Education     

Clive Beck  Clare Kosnik 《Teaching Education》2013,24(2):187-200

Staff with a limited-term appointment, whether part-time or full-time, are being used increasingly in teacher education today. This raises the question of how it is possible to offer a balanced preservice program when only a small proportion of the staff are permanent academics with a career commitment to formal theory development. In this paper we first describe a program that has attempted to resolve aspects of this problem by means of a cohort and faculty-team approach. We then report on a study we conducted with contract staff from this program on their experiences in the program and their perceived effectiveness in their role.  相似文献   

Empowering or disabling? Emotional reactions to assessment amongst part-time adult students     

Andy Cramp  Catherine Lamond  Liz Coleyshaw  Sue Beck 《Teaching in Higher Education》2013,18(5):509-521

This article focuses on emotional reactions to learning and assessment. It draws on a qualitative research project involving first-generation adult students on a foundation degree programme. Endorsing the notion of emotional reactions as situated in participants' lived power relations, we map out emotional patterns to Semester 1 and then explore in more detail, participants' particular emotional reactions to assessment. We found three key themes: higher education assessment as an unknown risk; assessment success ‘out of the blue’ and assessment as trauma and euphoria. A major aspect of the project was to offer socially constructed pedagogic developments in response to these themes and nurture emotion as positive energy for transformation.  相似文献   

‘Where do babies come from?’ Barriers to early sexuality communication between parents and young children     

Nicole Stone  Roger Ingham  Katie Gibbins 《Sex education》2013,13(2):228-240

‘Where do babies come from?’ ‘Why do boys have willies?’ ‘What does gay mean?’ Probably all parents have faced such ‘innocent’ questions from young children, and many have found them challenging to answer. Access to sexuality education at an early age is frequently considered controversial; however, there are strong indications that early and open communication can impact positively in terms of sexual safety and outcomes. Using focus group discussions with parents of 3–7 year olds in the UK, this study explores some of the challenges parents report in dealing with early sexual socialisation as well as the reasons they cite for restricting young children's sexual awareness and access to knowledge. Thematic analysis reveals a number of barriers to communication: the need to protect childhood ‘innocence’, suitable timing and age appropriateness of explanations, personal discomfort, and fear of criticism and judgement.  相似文献   

The salience and utility of school sex education to young men     

Katie Buston  Daniel Wight 《Sex education》2013,13(2):135-150

This paper focuses on young men's views on the school sex education they have received, the influence of this sex education on their intended or actual behaviour, and the extent to which other sources of information complement or supplement school sex education. Thirty‐five in‐depth interviews and eight group discussions were conducted with male pupils from six schools in the east of Scotland. Most of those interviewed did cite school as a useful source in learning about sex. The most commonly named highlights were learning more about what girls think about sexual matters and learning how to use a condom. Nine described how something they had learned in school sex education had changed the way they had behaved in a sexual encounter. A further eight, who had not experienced sexual intercourse, talked about how they thought sex education would influence their behaviour in a positive way in the future. The most common criticism of sex education was that it was not explicit enough. Although friends and/or television were named by the majority of young men as useful, for most young men school sex education appeared to be the only substantive source of information they had received on sexual matters.  相似文献   

When Teachers Misspell     

Carlton E. Beck 《College Teaching》2013,61(2):114-115

Multiple-choice exams are often the standard in large, introductory college courses. Although students sometimes report that multiple-choice exams are easier than essay exams, the multiple-choice format often proves to be more difficult. This may be true because multiple-choice exams in college are often composed predominantly of application questions. They ask students to grapple with scenarios and recognize concepts in context, which proves to be difficult for many students. The author details the changes she has made in her introductory sociology curriculum and discusses some of the indicators of success.  相似文献   

Tweens' conceptions of privacy online: implications for educators     

Katie Davis  Carrie James 《Learning, Media and Technology》2013,38(1):4-25

There is considerable debate about young people's concern for privacy today, given their frequent use of social media to share information and other content about themselves and others. While researchers have investigated the online privacy practices of teens and emerging adults, relatively little is known about the attitudes and behaviors of younger youth. Drawing on interviews with 42 middle school students, or ‘tweens’, we explore how youth in this age group think about and manage privacy issues online, as well as the messages they report hearing from educators about online privacy. Our findings suggest that most tweens value privacy, seek privacy from both strangers and known others online, and use a variety of strategies to protect their privacy online. Further, tweens' online privacy concerns are considerably broader than the ‘stranger danger’ messages they report hearing from teachers. We discuss the educational implications of these findings.  相似文献   

Crystal growth of calcite at conditions of gas processing in solvent mixtures of monoethylene glycol and water     

Beck R  Nergaard M  Andreassen J P 《天津大学学报(英文版)》2013,19(2):79-85

Growth kinetics of the most stable polymorph of calcium carbonate,calcite,has been studied in seeded stirred batch experiments in MEG-water solutions at 40 ℃ and 70 ℃,conditions relevant for the processing of natural gas.It was found that MEG changes the growth order from two in pure water to one in solvent mixtures of MEG and water.Assuming parabolic growth (growth order is equal to two),it could be shown that MEG decreases the growth rate constant for calcite from 0.52 nm/s to 0.11 nm/s (70 ℃) when the MEG-content is increased from 0 wt% MEG to 65 wt% MEG.Decreasing the temperature from 70 ℃ to 40 ℃ has a similar effect on the growth rate constant as raising the level of MEG to 65 wt%.  相似文献   

The Ideology of Terror: Why We Will Never Win the “War”     

Katie Rose Guest 《Journal of American culture (Malden, Mass. : 2003)》2005,28(4):368-376

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Contributors     

Clare Kosnik  Clive Beck 《Interchange》2003,34(4):477-478

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