Whose children are they? A transnational minority religious sect and schools as sites of conflict in Canada, 1890–1922     

Robyn Sneath 《Paedagogica Historica: International Journal of the History of Education》2017,53(1-2):93-106

Abstract

In 1874, 6000 Old Colony Mennonites, an ethno-religious minority sect, immigrated to the Canadian prairies from Russia, after negotiating a charter of privileges with the federal government. Chief among these freedoms was the right to educate their children without government interference. Between 1890 and 1922, tensions mounted between the Mennonites and the government over issues related to schooling, culminating in the 1922 exodus to Latin America. Archival evidence – school inspector reports, personal correspondence and German and English-language newspapers – illustrates how a lack of identity with a nation-state rendered government attempts at assimilation through schooling ineffective. The transnational lens elucidates why these Mennonites were not moved by state efforts; their allegiance was to their own community and to the kingdom of God, but not to any particular nation. Successive legislation – the 1890 Schools Act, the 1907 law mandating that the Union Jack flag be flown outside schools, and the School Attendance Act – though not directed solely at the Mennonites, made it harder for them to conduct their schools according to tradition. Schooling served as the primary locus through which their language, religion and worldview were transmitted and these goals often conflicted directly with predominant concepts of education.  相似文献   

The Long‐term Effects of Cooperative Learning on Children's Behaviour and Interactions     

Robyn Gillies 《Asia Pacific Journal of Education》2002,22(1):28-37

This study investigates the long‐term effects of training in small‐group and interpersonal behaviours on children's behaviours and interactions as they worked in small groups two years after they were initially trained. Forty‐eight third grade children, who had been trained two years previously in cooperative group behaviours, were assigned to the Trained condition and 44 third grade children who had not previously been trained were assigned to the Untrained condition. The children in the trained and untrained groups were reconstituted from the pool of students who had participated previously in either trained or untrained group activities. The results showed that there was a long‐term training effect with the children in the Trained groups demonstrating more cooperative behaviour and providing more explanations in response to requests for help than their untrained peers.  相似文献   

Benefits and challenges of focus groups in the evaluation of a new Graduate Entry Medical Programme     

Debra Nestel  Amélie Ivkovic  Robyn A. Hill  Anthony N. Warrens  Paraskeva A. Paraskevas  Jacqueline A. McDonnell 《Assessment & Evaluation in Higher Education》2012,37(1):1-17

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Stergioulas,Lampros & Drenoyianni,Helen ed (2011) Pursuing digital literacy in compulsory education Peter Lang (New York & Bern) isbn 978‐1‐4331‐0618‐7 269 pp £22 http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=63099&concordeid=310619     

Associate Professor Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(6):E181-E182

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Editorial     

Robyn M. Gillies 《International Journal of Disability, Development & Education》2012,59(2):129-130

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Barometer for Beauty: How Cosmetic Surgery Websites Define and Visualize “What Is Beautiful”     

J. Robyn Goodman  E. Soo Rhee 《Visual Communication Quarterly》2014,21(1):25-39

The present study investigated visuals on cosmetic surgery websites to better understand how these sites depict ideal beauty. The content analysis of 90 cosmetic surgery websites found most sites used general photos and more than half used 10 or more before-and-after photos. Women outnumbered men in general photographs but not in before-and-after photographs. Brunette men and women significantly outnumbered blondes. However, there were significantly more men with dark-colored eyes, while women were significantly more likely to have light-colored eyes. Implications are discussed.  相似文献   

A review of Donald Schön's The Reflective Practitioner: How Professionals Think in Action,New York: Basic Books, 1983     

John Smyth 《Studies in Continuing Education》2013,35(2):164-171

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School processes and the transition to higher education     

Emer Smyth  Carmel Hannan 《牛津教育评论》2013,39(2):175-194

Previous research has indicated significant variation between schools in the proportion of their students who go on to higher education. However, relatively little attention has been paid to the specific school characteristics influencing application and entry to tertiary education. This paper sets out to analyse the individual and school factors which influence the transition to higher education in the Irish context. The paper draws on a large‐scale study of 4,400 students within 108 secondary schools in the Republic of Ireland. Almost three‐quarters of the students in the sample applied for a higher education course. However, schools varied in the application rates of their students. These differences are found to be related to the background characteristics of students (in terms of gender, social class and prior ability) along with the institutional habitus of the school. It is found that school factors associated with increased college application rates do not necessarily appear to yield higher rates of college entry but rather that successful entry to tertiary education is related to general academic effectiveness in the school.  相似文献   

Teacher Education in Transition: Re-forming professionalism     

Joan Whitehead  William Taylor  John Smyth 《British Journal of Sociology of Education》2000,21(4):637-647

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Dancing in Circles: Fanonian and Benjaminian Violence in Sherman Alexie's Flight     

Robyn Johnson 《Journal of American culture (Malden, Mass. : 2003)》2019,42(2):137-146

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