James Tooley, Reclaiming Education     

Pat Thomson 《Journal of Educational Change》2000,1(4):397-402

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Good jobs – but places for women?     

Pat O'Connor 《Gender and education》2015,27(3):304-319

This article is concerned with men and women's experience of elite positions and with the extent to which such positions are seen as places for women, so as to provide an insight into their commitment to continuing in them. Senior management in universities are elite positions in terms of income; those who occupy them are relatively powerful internally, although relatively powerless in relation to the state and the market. Drawing on a purposive study of those at the top three levels (i.e. presidential, vice-presidential, and dean) in public universities, it finds little difference between men and women's perceptions of the advantages/disadvantages of these positions. However, in a context where roughly four-fifths of those in university senior management are men [O'Connor, P. 2014. Management and Gender in Higher Education. Manchester: Manchester University Press.], at the level of organisational narratives and at the interactional level, gender differences persist. These differences are reflected in variation in commitment to continuing in senior management positions.  相似文献   

Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms     

Sarah L. Eddy  Sara E. Brownell  Mary Pat Wenderoth 《CBE life sciences education》2014,13(3):478-492

Although gender gaps have been a major concern in male-dominated science, technology, engineering, and mathematics disciplines such as physics and engineering, the numerical dominance of female students in biology has supported the assumption that gender disparities do not exist at the undergraduate level in life sciences. Using data from 23 large introductory biology classes for majors, we examine two measures of gender disparity in biology: academic achievement and participation in whole-class discussions. We found that females consistently underperform on exams compared with males with similar overall college grade point averages. In addition, although females on average represent 60% of the students in these courses, their voices make up less than 40% of those heard responding to instructor-posed questions to the class, one of the most common ways of engaging students in large lectures. Based on these data, we propose that, despite numerical dominance of females, gender disparities remain an issue in introductory biology classrooms. For student retention and achievement in biology to be truly merit based, we need to develop strategies to equalize the opportunities for students of different genders to practice the skills they need to excel.  相似文献   

The Reconstruction of the White Southern Womanhood, 1865–1895     

Pat Browne 《Journal of American culture (Malden, Mass. : 2003)》2004,27(2):250-250

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David Cooper's Illusions     

Pat White  John White 《Journal of Philosophy of Education》1980,14(2):239-248

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Matching Educational Television to the Learning Needs of Handicapped Children     

Pat Porter 《Learning, Media and Technology》1982,8(1):7-11

This paper discusses the learning needs of handicapped children and how ETV programmes can help to fill these needs. Drawing on research concerning the use of ETV and handicapped children it points out some of the reasons why ETV does not reach its full potential and suggests why these problems keep recurring.  相似文献   

Beyond records and representations: inbetween writing in educational ethnography     

Rebecca Coles  Pat Thomson 《Ethnography and Education》2016,11(3):253-266

Ethnographers are particularly interested in writing. They have paid particular attention to the practices of making field notes and to the ways in which their public texts represent those that they have encountered and studied. To date there has been less attention paid to the kinds of writing that used to make sense of experiences in the field. We call this inbetween writing. By examining our own processes of inbetween writing, and drawing on the work of James Clifford, we have produced a nine-part heuristic of inbetween writing. We argue that the heuristic could be used in research methods education to highlight the importance of writing to ethnographic sense-making and knowledge production.  相似文献   

Down Syndrome Temperament: The Stereotype at Middle Childhood and Adolescence     

Pat Gunn  Monica Cuskelly 《International Journal of Disability, Development & Education》1991,38(1):59-70

MOTHERS AND TEACHERS of 94 children (53 boys) with Down syndrome, between 8 and 14 years of age, rated the children on a temperament scale and provided an overall impression as to whether the child was difficult in comparison with other children. Maternal ratings on the Middle Childhood Questionnaire showed significant differences from standardization scores. Children with Down syndrome were given ratings as less active, more predictable, of more positive mood, less persistent, and more distractible. Some of these dimensions favour the amiable personality stereotype for the syndrome but low persistence was associated with maternal impressions of difficulty. There was little agreement between mothers and teachers regarding the individual children who were rated as being significantly easier or more difficult than other children. Results with a subgroup (n = 32) showed that externalizing behaviours were significantly related to both mother and teacher impressions of difficulty and that mothers also found intense, active, distractible behaviour difficult.  相似文献   

Uneasy alliances: University,workplace, industry and profession in the education doctorate     

Marie Brennan  Jane Kenway  Pat Thomson  Lew Zipin 《The Australian Educational Researcher》2002,29(3):63-83

The phenomenon of Professional Doctorates in Australia has come at a time of great change in the higher education sector. Such change includes an intensified imperative for universities to establish ‘partnerships’ with industry and the professions. The Professional Doctorate is, in part, a consequence of such changes and is also helping to effect them. However, in its examination of the Education Doctorate, this paper problematises the notion of partnerships and indeed the various policy constructions of the parties involved. Through fictionalised accounts of standpoints of a higher education policy maker, an EdD student, an academic in an EdD program and a member of the education industry, it identifies some of the tensions involved within and between such categories. In so doing it suggests some matters that require research and pedagogical attention.  相似文献   

The Relations of Regualation and Emotionality to Resiliency and Competent Social Functioning in Elementary School Children     

Nancy Eiesnberg  Ivanna K. Guthrie  Richard A. Fabes  Mark Reiser  Bridget Murphy  Robin Holgren  Pat Maszk  Sandra Losoya 《Child development》1997,68(2):295-311

The relations of regulation and emotionality to elementary school children's social functioning were examined. Teachers and peer reproted on children's social functioning; I parent and teacher rated children on various measures of regulation, resiliency, and emotionality; and a behavioural index of regulation was obtained. The effects of individual differences in attentional regulation on social status and socially appropriate behavior were mediated by resiliency, and dispositional negative emotionality moderated the positive relation between attentional control and resiliency (with this path being stronger for children high in negative emotinality). The effects of behavioural regulation were not mediated by resiliency; however, the relation of behavioral regulation to socilaly appropriate behaviour (but not social status) was moderated by negative emotionality, with effects being significant and higher for children high in negative emotionality.  相似文献