Students’ Perspectives on LGBTQ-Inclusive Curriculum     

Shannon D. Snapp  Hilary Burdge  Adela C. Licona  Raymond L. Moody  Stephen T. Russell 《Equity & Excellence in Education》2015,48(2):249-265

Implementing curriculum that is inclusive of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people has the potential to create an equitable learning environment. In order to learn more about students’ experiences of LGBTQ-inclusive curriculum, 26 high school students with diverse racial/ethnic, sexual, and gender identities were recruited from the Gay Straight Alliance (GSA) Network in California. Students participated in focus groups conducted by telephone by GSA staff, sharing their experiences of LGBTQ-inclusive curriculum in school. Qualitative coding methods, including grounded theory, were used to identify themes and interpret students’ responses. Data revealed that LGBTQ-inclusive curriculum was most often taught in social sciences and humanities courses as stand-alone lessons. LGBTQ-inclusive curriculum rarely met standards of social justice education, though opportunities for critical conversations about systemic oppression regularly emerged. For instance, teachers often failed to intervene in LGBTQ bullying and missed teachable moments conducive to inclusive curriculum. Some students learned positive LGBTQ lessons and highlighted the ways such curriculum reflected their identities and created a supportive school climate. Implications for equitable education are discussed.  相似文献   

Impact of a participatory cyber crime prevention programme on secondary school students’ attainment in crime prevention concepts in civic education and social studies     

Peter Adewale Amosun  Olugbenga Adedayo Ige  Kim-Kwang Raymond Choo 《Education and Information Technologies》2015,20(3):505-518

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Academic leisure crafting: More than a respite to breath?     

David Raymond Jones 《British Educational Research Journal》2022,48(1):137-159

In the context of the increased frustration and anxiety around managerialism of universities, this article explores how a group of 11 academics, from three different universities, diverse disciplines and levels are responding collectively outside of their work. Moreover, it tracks the enactment of the ‘Slow Swimming Club’, initiated by the author and jointly participated in and shaped by these academics. The club represents a particular form of leisure crafting, called slow swimming. Using an autoethnographic approach, the impact of the Slow Swimming Club was explored over a 10-year period. The article reflects on the initial effect of this practice, around an individualised compensatory respite from the academics’ feelings of frustration and insecurity. This respite was framed in terms of temporal and aesthetic task crafting. The article then reflects on how the external, counter-performative nature of leisure crafting has opened up time and space for job crafting, back in their universities. The differentiating feature of this research is around the role of academic agency in moving beyond respite towards structural contestation and more systemic change. It also highlights the importance of the relationship between leisure and work within this crafting process. Through placing the aesthetic and temporal dimensions in the foreground, the article offers a significant conceptual contribution to crafting typology. It also extends slow scholarship, by advocating an embodied, sensual and experiential response to the fast pedagogies of managerialism.  相似文献   

Balancing act: Government roles in an energy conservation network     

Andrew Peterman  Arno Kourula  Raymond Levitt 《Research Policy》2014

Government-led interorganizational alliance networks present a sensible opportunity to overcome many societal challenges through collaborative governance. In particular, few researchers have studied alliance networks in the field of energy conservation in commercial buildings—a sector with unique barriers to greater diffusion of innovative cost-saving strategies. We applied an analytic inductive case-based method and social network analysis to study one particular alliance network: the United States Commercial Building Energy Alliances representing interests from retail, commercial real estate, and healthcare sectors. This alliance network was initiated by the United States Department of Energy, with assistance from several federally funded research laboratories in the United States, to promote the diffusion of knowledge and ultimately encourage greater deployment of energy efficiency and clean energy strategies in commercial buildings. We draw upon interview data from 28 cases of private, non-profit, and governmental organizations and complete network data from the alliance participants. We honed in on eight focal cases of governmental organizations to provide insight on how the four forms of energy and environmental data, information, and knowledge shared within an alliance network address the challenge of a vastly underutilized energy resource, namely conservation. Further, we identify and discuss the public's four roles—Commissioner, Interpreter, Marketer, and User—in providing balance to the diffusion of both private and public goods in a network.  相似文献   

Curriculum Development and Research—A Question of Fit     

Raymond S. Adams 《课程研究杂志》2013,45(3):260-268

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Teaching in an Atmosphere of Freedom     

Raymond English 《College Teaching》2013,61(3):66-69

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Editorial introduction     

Raymond Ryba 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1993,39(6):457-461

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A Theoretical Model for Preparing Incarcerated Youth for Careers in an Increasingly Technological World: Computational Logic as a Vehicle for Improving Human Decision-making Skills     

Karen Burstein  Craig J. Forsyth  Raymond W. Biggar  Sonya Hsu  Steven Dick  Paula Zeanah 《Journal of Criminal Justice Education》2017,28(3):411-427

Most youth in juvenile delinquent systems end up incarcerated due in part to poor decision-making skills. This study describes a theoretical framework undergirding the relationships across delinquency, learning climate, decision-making, and computational logic. This framework will inform a team of educators, criminologists, and psychologists, and their peers in computer science and mathematics, instructional software design, and content experts as they build and test an innovative instructional model for youth in secure care settings. The goal of the system is to improve human decision-making skills, while preparing youth for further education potentially leading to careers in STEM fields.  相似文献   

The Imponderable Bloom: A Multimodal Social Semiotic Analysis of an Online Secondary English Course     

Tom Liam Lynch 《Changing English: An International Journal of English Teaching》2014,21(1):42-52

The use of online learning and other software-powered technologies is on the rise in the United States, encouraged financially and politically by governmental and commercial entities. Specifically, online courses are gaining ground in K–12 public schools, schools which often purchase from third-party providers. After a decade in the New York City Department of Education as an English teacher and schools official responsible for a large-scale online learning programme, the author asks the question: How does the use of software-powered technologies like online learning affect the teaching of literature? In pursuit of this question, the author draws on concept from the field of software studies while adapting qualitative methods from multimodal studies to examine precisely how the nature of software (and the ideologies of those who create and sell it) are subtly influencing the teaching of literature.  相似文献   

Cannons' bibliography of library economy, 1876–1920: an author index with citations: Edited by Anne Harwell Jordan and Melbourne Jordan). Scarecrow Press,Metuchen, N.J. 1976, 473 pp. $18.50.     

Raymond F. Wood 《Information processing & management》1977,13(6):391-392

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