Group assessments: dilemmas facing lecturers in multicultural tertiary classrooms     

Pat Strauss  Alice U 《高等教育研究与发展》2007,26(2):147-161

‘Group is good, and group is good for curing all social ills’ was the cynical observation of one of the lecturers in this study. Her comment reflects the uneasiness of lecturers at tertiary institutions with the notion that the educational advantages of group assessments far outweigh the disadvantages, and that such an approach promotes the integration of minority groups in multicultural universities. The dilemmas facing lecturers in multicultural tertiary classrooms are reflected on in this paper, when they adopt group assessment as a means of evaluation and highlight those challenges that often jeopardize the successful implementation of this type of practice.  相似文献   

From Vocationalism to Enterprise: social and life skills become personal and transferable     

Pat Ainley  Jenny Corbett 《British Journal of Sociology of Education》1994,15(3):365-374

In this paper we address Cohen's (1985) argument in “Against the New Vocationalism” by broadening the debate into an examination of how generic skills have gained a wider application with the emergence of new technology and structural enonomic change. In order to demonstrate the extent of this development, we include examples from training programmes in social and life skills for young people with learning difficulties and examine the Enterprise in Higher Education Initiative (EHEI), which, among other things, aims to give students personal and transferable skills. In this process, we extend Cohen's analysis to illustrate the diverse ways in which a behaviouristic model of skill transfer has been adopted.  相似文献   

Recapturing imaginations and the gender agenda: reflections on a progressive challenge from an English perspective     

Pat Mahony 《International Journal of Inclusive Education》2013,17(1):75-81

Study careers of minority students in Dutch higher education are still less successful compared with the careers of majority students. Minority students still seem to experience more difficulties than majority students. Vincent Tinto’s twin concepts of academic and social integration are used here to explore the experiences of minority and majority students in Dutch higher engineering education. Based on a small‐scale interview study, it is shown that ethnic background does not seem to be a decisive, unequivocal factor in the extent to which students are integrated in institutions of higher education. Student answers show differences according to ethnic background in both social and academic integration, and these differences vary according to the year in which the students are found. The paper ends with some suggestions for further exploration.  相似文献   

Scandalous stories and dangerous liaisons: when female pupils and male teachers fall in love     

Pat Sikes 《Sex education》2013,13(3):265-280

The Sexual Offences Act, 2003 criminalised all sexual activity in England and Wales between teachers and pupils under 18, irrespective of the fact that the general age of consent is 16, and even if the parties concerned were in a consensual relationship. Accounts of pupil–teacher romantic and sexual relationships are usually presented, in the media, through a discourse of scandal and exploitation. This paper draws on accounts of heterosexual attraction and consensual sexual relationships between female secondary school pupils and their male teachers as stories that have been told, by the people involved, in a positive fashion. The paper considers the ways in which sexual activity and identity are controlled and regulated through discursive practices and invites questioning of orthodoxies and norms.  相似文献   

Materiality and ideology in children's perceptions of past historical writing     

Pat Hoodless 《Curriculum Journal》2013,24(4):335-350

This article summarizes a small-scale investigation into 10- and 11-year-old children's perceptions of how the attitudes and values of different times in the past are reflected in historical writing for children. The research involved observation, reading and discussion of historical stories written at different times in the past about a particular period and character in the distant past, familiar to the children from their history lessons. The study investigated how children interacted with these texts in order to derive meaning from them. This article analyses the strategies children used and how they began to unpack the complex, multiple layers of meaning in ‘history stories’ by first examining the material properties of their texts. It considers how these material properties influenced the children's understanding of the texts' contents. It also seeks to discover whether young children are capable of comprehending the broader meanings of texts, beyond a literal reading of them, and how they explore texts critically in terms of their ideology. Findings suggest that able readers between the ages of 10 and 11 are indeed able to understand how ideologies are transmitted in such texts written for children, how these ideologies are conveyed to the child reader, and how they differ from the values and attitudes of the present.  相似文献   

Adapting the primary‐school curriculum for multigrade classes in developing countries: a five‐step plan and an agenda for change     

Pat Pridmore 《课程研究杂志》2013,45(5):559-576

This paper draws on the findings from an international programme of research that has demonstrated the need for teachers in many developing countries to be given more support in adapting monograded curricula to the needs of their multigrade classes. It describes four empirical models of multigrade practice and examines the models of curriculum construction and child learning that inform them. It then presents a five‐step process that can be used by curriculum planners to adapt monograded curricula, taking account of the different empirical models of multigrade practice. Finally, it outlines a strategy for implementing such a process by providing further support to strengthen curriculum units and improve teacher education.  相似文献   

Maggie’s day: a small‐scale analysis of English education policy     

Pat Thomson  Christine Hall  Ken Jones 《教育政策杂志》2013,28(5):639-656

Policy sociologists typically research at large scale. This paper presents an example of a policy analysis which illuminates how policy is embedded in single incidents, lives and places. The case in point concerns the policy fetish for ‘closing the gap and raising the bar’. This rhetoric is taken to mean improving the learning of all students, while at the same time producing a more equitable, quality education system. In the case in point, we mobilise an ethnographic fragment and the spatial theory of Henri Lefebvre in order to examine the ways in which the policy technology of transforming students into measurable data plays out in the life of one group of Year 10 girls in a struggling English comprehensive school. We argue that our analysis demonstrates that in this very particular case, the pedagogies intended to promote attainment actually accomplished the reverse. We suggest that, following this example, policy sociologists might gain from further research at the micro/vernacular levels of schooling.  相似文献   

Professional Development of Nonformal Environmental Educators Through School-based Partnerships     

Deborah L. Bainer  Diane Cantrell  Pat Barron 《The Journal of environmental education》2013,44(1):36-45

Abstract

Although natural resource professionals are adept at managing resources, they often lack the skills and the desire to fulfill their roles as nonformal environmental educators. School-based partnerships are a potential vehicle for enhancing skills for delivering environmental education. Research shows that teachers benefit from partnerships, but the benefits of partnering for nonformal educators are unknown. This exploratory study investigated (a) if partnerships enable natural resource professionals to better perform their roles as nonformal environmental educators, and (b) if partnerships benefit natural resource agencies and their employees in other ways. Widespread development was self-reported during interviews, both in environmental education practices and in workplace-related job performance, especially in interpersonal skills, thinking and basic skills, and managing resources and information.  相似文献   

Citizens for our times? The role of sociology     

Pat Sikes 《British Journal of Sociology of Education》2009,30(2):233-243

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In Retrospect     

Pat Gunn 《International Journal of Disability, Development & Education》1998,45(3):249-252

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