‘Even with higher education you remain a woman’: a gender perspective on higher education and social change in the Toliara region of Madagascar     

Marianne Skjortnes  Heidi Holt Zachariassen 《Gender and education》2010,22(2):193-207

This article investigates some issues related to gender and education based on a qualitative, empirical study of women in higher education in the Toliara region of Madagascar. The focus is on how women’s participation in higher education has created changes in gender relations, and how these women have succeeded in achieving higher education. In spite of the interviewed women’s more influential social position and individual freedom, we found that the traditional gender expectations and economic expectations from the extended family are still present. Indeed, it appears that with rising social position and individual freedom, the pressure and demands from their extended families increase.  相似文献   

Family Types     

Arthur E. Holt∗ Ph.D. 《Religious education (Chicago, Ill.)》2013,108(2):66-75

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School leadership and educational change: Tools and practices in shared school leadership development     

Trond Eiliv Hauge  Svein Olav Norenes  Gunn Vedøy 《Journal of Educational Change》2014,15(4):357-376

This study examines the features of school leadership as it evolved in an upper secondary school attempting to enhance school improvement through a dedicated team of developmental leaders. We study the team leadership’s tools and design over one school year and report on the evolution of a collective approach to leadership for school improvement. Researchers in a formative intervention research project supported the change process. Cultural-historical activity theory and a set of new technologies inspired the intervention design. The study describes how conceptions and practices of leadership gradually emerged as a collective and distributed approach to leading educational change and school improvement. In particular, new tools and designs for school team leadership were explored and implemented. The study addresses the need to develop shared and collaborative conceptions of leadership in schools. The study concludes that careful planning and skilful orchestration of human, cultural and technological resources are needed in order to make sustainable improvements in schools.  相似文献   

Rebuilding the City of God     

A. E. Holt 《Religious education (Chicago, Ill.)》2013,108(5-6):443-446

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Training for Interreligious Classroom Teaching: An Empirical Study     

Natascha Kienstra  Monique van Dijk-Groeneboer  Olav Boelens 《Religious education (Chicago, Ill.)》2013,108(5):594-608

Interreligious education should support cultural and religious diversity in the classroom by inviting new perspectives. Four contexts are important in this regard, as follows: auto-interpretation of one’s own religious tradition, auto-interpretation of foreign traditions, allo-interpretation of one's own religious tradition, and allo-interpretation of foreign traditions. Previous empirical research in the Netherlands has indicated that interreligious learning is not possible in the classroom. However, this study investigated interreligious education from the teaching perspective by conducting an exercise among twenty-four religious and worldview teachers. Specifically, a combination of student teachers, schoolteachers, and teacher trainers took part in a secondary school workshop before answering interview questions. Most participants discussed their own or foreign traditions using auto-interpretation. However, approximately half of all teacher trainers discussed their own traditions using allo-interpretation, although none discussed foreign traditions from the same perspective. In addition, student teachers reached the highest level of interreligious learning available in this study by using multiple perspectives to promote inquiry and engage in productive debate. Although interreligious education is problematic at multiple teaching levels, these results indicate that interreligious teaching practices may be improved through increased training.  相似文献   

Students' perceptions of the value of the elements of an online learning environment: looking back in moving forward     

Stuart Palmer  Dale Holt 《Interactive Learning Environments》2013,21(2):135-151

In 2003, Deakin University implemented a centralised learning management system (LMS) under the banner of Deakin Studies Online (DSO), as well as implementing policies requiring all its units of study to have at least a basic online presence from 2004. Given the scope of the university's commitment to online education, it was considered essential to evaluate the effectiveness of this investment. Based on more than 5400 responses obtained from students in 2004 and 2005 as part of the DSO evaluation survey, the analysis presented here identifies those elements of the online learning environment (OLE) that are most used and valued by students, those elements of the OLE that students most want to see improved, and, those factors that most contribute to students' perceptions that use of the OLE enhanced their learning experience. The most used and valued elements were core LMS functions, including accessing unit information, accessing lecture/tute/lab notes, interacting with unit learning resources, reading online discussions, contacting lecturers/tutors and submitting assignments online. The OLE elements identified as most needing attention were receiving feedback on assignments; viewing my marks; and reviewing unit progress. Students felt that using DSO enhanced their learning experience when they were adequately supported by unit teachers and technical support services; when they were able to find and use unit information; and when they were able to read the online contributions of other unit members. The retrospective analysis of data collected in the period 2004–2005 has been shaped by a forward-looking agenda. The array of elements available within, and in association with, traditional LMSs which has emerged since that time raises the future challenge of how to maximise and evidence educational value through the optimal combination of elements from the portfolio of e-learning technologies increasingly available to educators.  相似文献   

Characteristics and Correlates of Supportive Peer Mentoring: A Mixed Methods Study     

Laura J. Holt  Melva J. Lopez 《Mentoring & Tutoring: Partnership in Learning》2013,21(5):415-432

In this mixed methods study, we employed thematic analysis (TA) to examine peer mentors’ perceptions of benefits, challenges, and roles they experienced as mentors, as well as benefits and challenges experienced by first-year college students. We also utilized quantitative student ratings to classify mentors as highly, moderately, or minimally supportive in order to determine whether any subthemes from the TA appeared more or less frequently across the three groups. Highly supportive mentors reported greater camaraderie among their seminar students and fewer unmotivated students, but also fewer opportunities to provide support to students. Moreover, mentors’ and students’ perceptions in the minimally supportive group were discrepant; mentors in this group consistently reported providing more support than was perceived by mentees.  相似文献   

English national identity and football fan culture: who are ya?     

Richard Holt 《Sport in History》2018,38(1):134-136

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Glimpses of dialogue: transitional practices in digitalised classrooms     

Atle Skaftun  Mari-Ann Igland  Dag Husebø  Sture Nome  Arne Olav Nygard 《Learning, Media and Technology》2018,43(1):42-55

This socio-culturally informed qualitative study examines digitalised classrooms in Norwegian secondary schools, with a focus on the relationship between information and communication technology (ICT) and dialogic aspects of literacy practices. In the article, we foreground two cases: one on the use of digital mind maps and one on a writing process with online response. These cases display productive results of the tensions between old practices and new technology in that they open up spaces for dialogic interaction. This experience calls for a deeper historical contextualisation, and in the article we refer to different time scales: First, the restricted time scale of practices observed in the local school contexts over an academic year; second, the somewhat wider perspective of 20–30 years of educational research addressing technological innovation; and third, the extensive time scale of cultural history, with an analogy to the slow move from orality to literacy in ancient Greece. On this basis we suggest the term ‘transitional practices’ as an appropriate reference to all of these three time scales. Against this background, the glimpses of dialogue observed are seen as promising precursors of future development, but also as vulnerable plant shoots that may very well shrivel and die if they are not supported.  相似文献   

Winter     

Lawanna Holt 《海外英语》2009,(12):1-1

Winter is snowy and cold season.
Christmas is in winter.
Winter is when you get out for Christmas break.
Winter is when you have hot chocolate with marshal mallows.
Winter is the season for colds and sinus problems Winter is when you have snow days.  相似文献