Enhancing Gifts and Talents of Women and Girls     

Lorraine Wilgosh 《High Ability Studies》2001,12(1):45-59

This article presents an overview of some relevant historical/societal influences on how expectations (e.g. overt and more subtle messages conveyed through the media) of women and girls influence realization of their full potential, often negatively affecting achievement and career choice (Wilgosh, 1993, 1996a, 1996b). The research framework is then extended to a further examination of contemporary media influences on women and girls, including development and application of a tri-dimensional categorization system for examining how informational messages impact on young women and girls. The proposed categorization system aims at assisting educators and counsellors in undoing influences, which might reinforce underachievement. To facilitate movement from potential to performance, consideration will also be given to developing innovative educational strategies and approaches to encourage expression of gifts and talents and maximize achievement of adolescent girls and young women.  相似文献   

PASSION AND INTELLIGIBILITY IN SPIRITUAL EDUCATION   总被引：1，自引：0，他引：1  

Mike  Radford 《British Journal of Educational Studies》2007,55(1):21-36

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The risky business of choosing a high school     

Alison Taylor  Lorraine Woollard 《教育政策杂志》2013,28(6):617-635

Drawing on literature about risk and individualization, as well as previous studies of quasi‐markets in education, our study focuses on two questions: first, how do middle–class parents and their children respond to the risks associated with choosing a high school? And second, how do they construct their identities through the choice process? Interview findings suggest that pressures on parents and students to individualize risk tend to reinforce socially structured inequalities and encourage the commodification of social relations. Although students and parents resist the individualizing discourse of risk to varying degrees, the dominant tendency is for choosers to attempt to colonize the future by drawing on their social and cultural capital. If more equitable choice processes and outcomes are desired therefore, attempts must be made to collectivize risk.  相似文献   

Motivation to read in grades K – 2: a cross-cultural perspective     

Pelusa Orellana  Lorraine Jacques  Riitta-Liisa Korkeamäki  Eufimia Tafa  Linda B. Gambrell 《International Journal of Early Years Education》2019,27(4):423-440

ABSTRACT

We examined early elementary children’s reading motivation in four different countries. Results revealed that reading motivation is a stable construct in countries like Chile, Finland, Greece, and the United States. Motivation to read followed similar patterns across the countries, with increased scores at the end of the school year. This trend differs from what has been reported in the literature for older students. Significant gender differences were observed mainly for Finnish and Greek students. Understanding early reading motivation from a cross-cultural perspective can help identify commonalities in the initial development of reading motivation, and deepen our understanding about how it may differ in different cultural contexts.  相似文献   

Dissection versus Prosection: A Comparative Assessment of the Course Experiences,Approaches to Learning,and Academic Performance of Non-medical Undergraduate Students in Human Anatomy     

Sean C. McWatt  Genevieve S. Newton  Gary J. Umphrey  Lorraine C. Jadeski 《Anatomical sciences education》2021,14(2):184-200

Many institutions rely upon prosection-based laboratories as more resource-efficient and time-effective alternatives to traditional cadaver dissection for human anatomy education. To facilitate growing enrollment numbers despite resource limitations, the University of Guelph (a non-medical institution) introduced a modified “stepwise” prosection-based laboratory cohort to supplement a dissection-based course. In this design, all students attended the same lectures, but those in the dissection-based cohort learned by performing regional dissections and students in the prosection-based cohort studied from those dissections. Prosection students thereby witnessed a “slow reveal” of structures throughout the course. This study compared the perceived course experiences, student approaches to learning, and academic performance between the two groups. Multiple linear regression analyses were used to isolate the effect of the laboratory environment on student approaches to learning and academic performance from demographic and situational covariates. Both groups reported positive course experience ratings and high average final grades that were not statistically dissimilar (P > 0.05), increased reliance on deep approaches to learning (P = 0.002), and decreased reliance on surface approaches to learning (P = 0.023). When controlling for covariates, participation in dissection had small but statistically significant positive associations with deep approaches to learning (P = 0.043), performance on laboratory oral assessments (P < 0.001), and average final grades (P = 0.039). Ultimately, both designs promoted meaningful learning and desirable performance outcomes, indicating that both dissection and stepwise prosection have the potential to facilitate high quality human anatomy instruction.  相似文献   

School Counseling Site Supervisor Training: An Exploratory Study     

Lorraine DeKruyf  Dale‐Elizabeth Pehrsson 《Counselor Education & Supervision》2011,50(5):314-327

This study explored the supervision training needs of site supervisors of master's program school counseling interns via the construct of self‐efficacy. Using the Site Supervisor Self‐Efficacy Survey developed for this study, the authors surveyed school counseling site supervisors in the states of Oregon and Washington (N = 147) regarding their hours of supervision training and their supervisor self‐efficacy. Results indicated that 54% of school counseling site supervisors had little or no counseling supervision training. Supervisor self‐efficacy appeared to be relatively strong, consistently so for school counseling site supervisors with over 40 hours of supervision training. A partial correlation indicated a slightly positive relationship between the hours of supervision training received and perceived self‐efficacy regarding supervision. Implications regarding school counseling site supervisor training and future research are offered.  相似文献   

Intercorporeality and ethical commitment: an activity perspective on classroom interaction   总被引：1，自引：0，他引：1  

Luis Radford  Wolff-Michael Roth 《Educational Studies in Mathematics》2011,77(2-3):227-245

In this article, we present a sociocultural alternative to contemporary constructivist conceptions of classroom interaction. Drawing on the work of Vygotsky and Leont??ev, we introduce an approach that offers a new perspective through which to understand the specifically human forms of knowing that emerge when people engage in joint activity. To this end, we present two concepts: space of joint action and togethering. The space of joint action allows us to capture the collective and sensuous or intercorporeal dimensions of thought and feeling in interaction. We resort to the concept of togethering to capture the ethical commitment participants make to engage in and produce activity. These concepts are illustrated through a discussion of concrete episodes from an elementary mathematics classroom.  相似文献   

QuickSmart: a basic academic skills intervention for middle school students with learning difficulties     

Graham L  Bellert A  Thomas J  Pegg J 《Journal of learning disabilities》2007,40(5):410-419

QuickSmart is a basic academic skills intervention designed for persistently low-achieving students in the middle years of schooling that aims to improve the automaticity of basic skills to improve higher-order processes, such as problem solving and comprehension, as measured on standardized tests. The QuickSmart instructional program consists of three structured, teacher- or teacher aide-directed, 30-minute, small-group lessons each week for approximately 26 weeks. In this study, 42 middle school students experiencing learning difficulties (LD) completed the QuickSmart reading program, and a further 42 students with LD took part in the QuickSmart mathematics program. To investigate the effects of the intervention, comparisons were made between the reading and mathematics progress of the intervention group and a group of 10 high-achieving and 10 average-achieving peers. The results indicated that although the standardized reading comprehension and mathematics scores of QuickSmart students remained below those of comparison students, they improved significantly from pretest to posttest. In contrast, the standardized scores of comparison students were not significantly different from pretest to posttest. On measures of response speed and accuracy gathered using the Cognitive Aptitude Assessment System (CAAS), QuickSmart students were able to narrow the gap between their performance and that of their high- and average-achieving peers. Implications are drawn regarding the importance of interventions that emphasize the automaticity of basic academic skills for students with learning difficulties.  相似文献   

Creative economies,creative cities Asian-European perspectives: the GeoJournal Library Series Vol. 98     

Lorraine Lim 《Cultural Trends》2012,21(2):181-182

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Complexity and Truth in Educational Research     

Mike  Radford 《Educational Philosophy and Theory》2008,40(1):144-157

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