Teacher perceptions and attitudes that foster or maintain sex role differences     

Frances A. Ricks  Sandra W. Pyke 《Interchange》1973,4(1):26-33

In an attempt to determine the nature of sex role differences as perceived by teachers, a survey of 60 secondary school teachers was conducted. The results revealed teacher perceptions of traditional male-female student behavior in the classroom, teacher preference for male teachers and male students, and the reluctance of most teachers to facilitate sex role behavior changes. Other evidence cited supports the claim of proponents that males and females are socialized differently-toward the maintenance of traditional sex role behavior. How the education system can aim for a new role balance allowing greater independence, integrity, and freedom from misconceptions about the other sex is discussed.

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Résumé Dans le but de déterminer la nature des différences de rôle attribuables au sexe comme les professeurs le voient, une étude a été entreprise auprès de 60 professeurs d'école secondaire. Les résultats ont révélé les perceptions par les professeurs de conduite traditionnelle masculine et féminine en classe, la préférence de la part des professeurs pour étudiants mâles et enseignants mâles, et la répugnance de la majorité des professeurs de faciliter des changements dans la conduite attribuable au sexe. D'autres témoignages cités supportent l'affirmation des partisans de la différence sociale entre hommes et femmes-vers le maintien de la conduite traditionnelle relative aux sexes. La présente étude discute de quelle manière le système éducationnel peut être orienté vers un nouvel équilibre des rôles permettant plus d'indépendance et d'intégrité et moins de conceptions erronées à propos du sexe opposé.

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Can Summer Vacation Be Detrimental To Learning? An Empirical Look     

Jan S. Handleman  Sandra L. Harris 《International Journal of Disability, Development & Education》1984,31(2):151-157

This study examined the performance of four autistic boys each trained to a criterion of 80 percent correct on two sets of noun labels. After training, one set of labels was reviewed twice a week for nine weeks (summer vacation); the other set received no additional training. Performance on both sets was then retested. Each boy showed greater retention of the rehearsed compared with the unrehearsed material; one, placed on a VR3 schedule of reinforcement during the final stages of training, showed slightly better retention of the unrehearsed material than two trained exclusively with a CRF schedule. The authors argue that these data provide beginning support for the contention that seriously developmentally disabled children need to be in a program which offers year‐round schooling rather than an 180‐day school year.  相似文献   

Paradoxie der Bildungsexpansion     

Heike Solga  Sandra Wagner 《Zeitschrift für Erziehungswissenschaft》2001,4(1):107-127

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(Re)braiding to tell: using trenzas as a metaphorical–analytical tool in qualitative research     

Sandra Quiñones 《International journal of qualitative studies in education》2016,29(3):338-358

Metaphors can be used in qualitative research to illuminate the meanings of participant experiences and examine phenomena from insightful and creative perspectives. The purpose of this paper is to illustrate how I utilized trenzas (braids) as a metaphorical and analytical tool for understanding the experiences and perspectives of Latina teachers around being a well-educated person. Accordingly, this paper is organized into three strands. First, I discuss trenzas as a metaphorical concept in raced–gendered epistemology, highlighting the work of Chicana/Latina feminist scholars in law and education. Second, I describe how metaphorical thinking informed the methodological design. Third, I explain how I used trenzas to make sense of data and build theory. The discussion weaves the three strands together to emphasize the functional and generative nature of trenzas as a metaphorical–analytical tool for gaining critical and nuanced understandings of how personal, professional, and community identities shape participant’ experiences and perspectives.  相似文献   

Literacy education and diversity: Toward equity in the teaching of reading and writing     

Tamara Lucas  Sandra R. Schecter 《The Urban Review》1992,24(2):85-104

The school-age population in North America is characterized by increasing linguistic, cultural, and ethnic diversity. The authors argue that non-mainstream students do not perform as well in schools as mainstream students (predominantly whilte, middle-class English speakers) because they are not equitably served by the educational system. They explore some of the complexities of educational equity and consider equity issues in the literacy education of language minority students from four different perspectives: individual student characteristics, sociocultural factors, language issues, and instructional issues. In support of their position, they examine each of these areas in turn, providing illustrations and analysis. They conclude with several principles upon which to build practices to make literacy education more equitable for all students.  相似文献   

The use of think-aloud protocols to compare inferencing abilities in average and below-average readers   总被引：2，自引：0，他引：2  

Laing SP  Kamhi AG 《Journal of learning disabilities》2002,35(5):436-447

In this study, we examined whether think-aloud procedures would uncover differences in the kinds of inferences generated by average and below-average readers. Participants were 40 third-grade children who were divided into groups of average and below-average readers. All participants completed measures of nonverbal IQ, reading, language, and working memory, and a story comprehension task that consisted of two conditions: listen through and think aloud. The major findings in this study were that (a) average readers generated significantly more explanatory inferences than below-average readers, and (b) comprehension performance as measured by story recall was significantly better for both groups in the think-aloud condition than in the listen-through condition. The discussion addresses the implications of these findings.  相似文献   

Teenage Girls and Economic Recession in Australia: some cultural and educational implications     

Sandra Taylor 《British Journal of Sociology of Education》1986,7(4):379-395

This paper examines the impact of economic recession and high unemployment on teenage girls’ subcultures in Australia. It is argued that the tensions between domestic roles and economic roles, which are experienced by young women, have been exacerbated by recent changes in the economic context. A number of general cultural responses to this context are then discussed, followed by a more specific focus on the issue of teenage ‘welfare mothers’.

It is argued that both economic and cultural factors shape young working‐class women's life experience and reinforce dependency, through marriage or welfare. Education and youth policies have failed to benefit these young women, who are still disadvantaged in the labour market. Currently there is evidence that they are more likely than ever to be leading lonely, isolated and dependent lives, and without policies which specifically meet the needs of young working‐class women there is unlikely to be much change in the future.  相似文献   

Activities     

Sandra Anselmo 《Early Childhood Education Journal》1981,9(1):30-31

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An alternative conception of mentor–novice relationships: Learning to teach in reform-minded ways as a context     

Jian Wang  Sandra J. Odell 《Teaching and Teacher Education》2007

Teacher educators have suggested that mentoring has the potential to help novices learn to teach in reform-minded ways. This suggestion implies a change in the nature of mentor–novice relationships as conceptualized in the existing literature and an understanding of the complexities of mentoring relationships. Based on critical constructivist and social cultural perspectives of learning as well as research on learning to teach, we conceptualize 16 types of mentor–novice relationships and identify challenges and complexities associated with moving novices toward reform-minded teaching. Drawing on exemplary mentoring cases, we illustrate some of our conceptualized mentor–novice relationships and their consequences on learning to teach in reform-minded ways. Finally, we suggest that helping mentors and novices develop a shared vision for teaching and relevant beliefs about learning to teach is a central challenge for using mentoring to support reform-minded teaching.  相似文献   

Teachers’ union activism for gender equity: Social movements and policy processes     

Sandra Taylor 《The Australian Educational Researcher》2001,28(1):47-79

This article documents the contribution of teacher union activists in their campaigns to put gender issues on government policy agendas in the 1970s and 1980s in Australia. The collective accounts document the way the activists forged new relationships and alliances, based on common goals and shared feminist values, and worked strategically with femocrats in state bureaucracies. But the effectiveness of the activists depended also on a particular set of political and cultural factors which were present in Australia at the time. Such contextual factors were also significant in the later marginalisation of gender equity issues in education in the 1990s. At a theoretical level, the study illustrates the ways in which social movements challenge dominant discourses to bring about social change, and in particular how they ‘work’ in relation to policy development. It is argued, drawing on Melucci (1989) and Yeatman (1994), that social movement theory can be useful in explaining the waxing and waning of both gender equity activism and gender equity policy development. Within social movement theory, policies need to be viewed as negotiated settlements which are constantly redefined as contexts change, new forms of domination emerge, and new social networks form and coalesce to become new social movements.  相似文献