The Importance of the act of going: towards gender inclusive education     

Leonie Rowan 《Studies in Continuing Education》2013,35(2):124-142

Educators in all fields are under increasing pressure to demonstrate their familiarity with issues concerning gender equity, specifically in terms of how and what they choose to teach. In some cases this pressure is driven by an identification of economic or market advantages that are associated with a willingness and ability to respond to ‘women's’ perceived needs. In other cases, it is a more philosophical commitment to the ideas which underpin feminist projects that sparks off educational reform. Both positions are frequently accompanied by a consciousness that there is some ‘legitimate’ way in which to perform an equity agenda that is automatically and unproblematically better than other ways. This sensitivity to the perceived existence of ‘a’ feminist orthodoxy serves to paralyse many educational reform projects even before they begin.

In this paper I respond to this context by exploring some of the territory associated with gender and educational practice, without attempting to suggest a final, fixed and valid interpretation of that territory or the destinations to which it can lead. To this end, the paper has three principal goals: first, to provide an overview of some of the factors which have often generated the desire for a gender inclusive educational environment; second, to chart some common responses to this desire; and third, to explore some significant obstacles encountered by people in their own attempts to generate change. My aim throughout this paper is to highlight the need for feminist and pro‐feminist educators to recognise the multiple ways in which feminist consciousness can inform pedagogical practice.  相似文献   

Chlordiazepoxide and the determinants of negative contrast     

Charles F. Flaherty  Patricia S. Grigson  Grace A. Rowan 《Learning & behavior》1986,14(3):315-321

Previous experiments have shown that the negative contrast effect in consummatory behavior that occurs when rats are shifted from 32% to 4% sucrose is alleviated by the tranquilizer chlordiazepoxide (CDP). However, in these experiments, CDP was effective on the second postshift day but not on the first postshift day. The three experiments described in this paper suggest that this differential effectiveness of CDP is not due to the difference in preshift-postshift retention intervals on Day 1 (24 h) and Day 2 (48 h), but is due instead to the necessity of some degree of experience (about 5 min) with the postshift solution. These results, combined with those of an earlier study which showed elevated corticosterone in shifted animals on the second postshift day but not on the first postshift day, suggest that negative contrast may be a dynamic process, involving sequential processes of detection, evaluation, and conflict over the postshift period. It was further suggested that CDP becomes effective in moderating contrast only when the conflict stage is reached.  相似文献   

Who owns experience? Compassion and colonization in literature     

Leonie Lichtenstein 《Higher Education Quarterly》1984,38(4):300-320

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Learning in science: Qualitative and quantitative investigation in year 10 classrooms     

Barry J. Fraser  Leonie J. Rennie 《Research in Science Education》1988,18(1):227-235

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The relationship between affect and achievement in science     

Leonie J. Rennie  Keith F. Punch 《科学教学研究杂志》1991,28(2):193-209

The relationship between affect and achievement in science was examined in two stages. First, a model was developed and tested for science-related affect, the complex of students' attitudes toward, interests in, and perceptions about science at school. The LISREL approach to path analysis was used to demonstrate the fit of the model to data collected from grade 8 students in two different schools on two different occasions. In the second stage of the research, multiple linear regression was used to examine the direction of the relationship between science related affect and achievement and to apportion variance common between previous and subsequent achievement and the components of science-related affect. It was found that affect is related more strongly to previous than subsequent achievement and that much of the common variance can be attributed to students' perceptions of their competence in science.  相似文献   

Researching and reporting on international teacher education agendas: signalling change     

Jeanne Maree Allen  Parlo Singh  Leonie Rowan 《Asia-Pacific Journal of Teacher Education》2017,45(2):103-105

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The anonymous reviewer: the relationship between perceived expertise and the perceptions of peer feedback in higher education     

Monique A. Dijks  Leonie Brummer  Danny Kostons 《Assessment & Evaluation in Higher Education》2018,43(8):1258-1271

Peer feedback often has positive effects on student learning processes and outcomes. However, students may not always be honest when giving and receiving peer feedback as they are likely to be biased due to peer relations, peer characteristics and personal preferences. To alleviate these biases, anonymous peer feedback was investigated in the current research. Research suggests that the expertise of the reviewer influences the perceived usefulness of the feedback. Therefore, this research investigated the relationship between expertise and the perceptions of peer feedback in a writing assignment of 41 students in higher education with a multilevel analysis. The results show that students perceive peer feedback as more adequate when knowing the reviewer perceives him/herself to have a high level of expertise. Furthermore, the results suggest that students who received feedback from a peer who perceives their expertise as closer to the reviewee’s own perceived expertise was more willing to improve his or her own assignment.  相似文献   

A general framework for cultivating innovations in higher education curriculum     

Christopher Bajada  Peter Kandlbinder  Rowan Trayler 《高等教育研究与发展》2019,38(3):465-478

ABSTRACT

Systematic changes to higher education curriculum typically occur within the extended timeframes of formal curriculum review processes. Programmes need to be reviewed periodically for internal and external accountability or to determine whether the curriculum has lost its coherence due to the accumulative effect of continual small-scale changes. These programme reviews often lend themselves to the introduction of innovations in teaching and learning however experiences suggest that these innovations are often short-lived. Even with well-thought-through project plans, adequate funding and staffing, and robust project evaluations, a curriculum innovation may fail to take hold and continue beyond the short-term. In this article we work towards developing a general framework that identifies the various factors and drivers that are essential to sustain important curriculum innovation beyond the short-term. The framework is developed from an analysis of several curriculum innovations related to the embedding of graduate attributes to highlight the important factors necessary to ensure longevity in important developments in teaching and learning.  相似文献   

The Witch Report     

Leonie Wilson 《Literacy》1984,18(1):25-32

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Anticipatory contrast: Within-subjects analysis     

Charles F. Flaherty  Grace A. Rowan 《Learning & behavior》1985,13(1):2-5

Contrast in consummatory behavior occurs readily when a less preferred substance follows a preferred substance. A previous experiment indicated that contrast in consummatory behavior may also develop when a less preferred substance precedes a preferred substance in brief daily exposures. In the present experiment, the same animals sometimes received 0.15% saccharin followed, 15 sec later, by 32% sucrose (.15–32) and sometimes received 0.15% saccharin followed by the same 0.15% saccharin solution (.15-.15). One solution pair was given each day, and the two conditions, .15–32 and .15-.15, occurred in alternation across days. The two different solution conditions were correlated with different cues. Saccharin intake from the first tube was lower when the second tube contained 32% sucrose than when it contained .15% saccharin, both in original discrimination training and following a reversal of the cue-solution pairings. These results support the conclusion that contrast in this situation is based on the anticipation of the impending 32% sucrose each day, rather than on a retrograde comparison with the 32% sucrose received the previous day. These data are considered in terms of Pavlovian conditioning outcomes when the CS is a stimulus with hedonic value.  相似文献