Family day care: Its impact on providers     

Roseann Teglia  Katherine Simone 《Early Childhood Education Journal》1980,8(2):12-24

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In the Aftermath of Act 10: The Changed State of Teaching in a Changed State     

Katy Swalwell  Simone Schweber  Kristin Sinclair  Jennifer Gallagher  Eleni Schirmer 《Peabody Journal of Education》2017,92(4):486-504

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A place called home. Women and philosophy of education     

Simone Galea 《Educational Philosophy and Theory》2019,51(7):702-708

Abstract

This paper argues for the active participation of women in philosophy of education and the importance of their sexually differentiated positions in pluralising knowledge. Drawing on the philosophical work of Luce Irigaray it explains how the feminine as other, has been symbolised as a dark epistemological cave from which those seeking universal truths ought to escape. Within such phallogo-centric systems of knowledge, women’s thoughts have been excluded from philosophy, and the feminine became un-representable as philosophical. This scenario raises important political and ethical questions related to women’s place in philosophy of education and calls for deconstructive strategies aimed at using feminised locations to challenge phallogocentrism. The paper argues that a simple inclusion of women’s thoughts or the replacement a masculine-dominated philosophy with feminine ones do not suffice to disrupt the order that establishes what counts as philosophy. It therefore explores how sexual difference can rethink the traditional tenets of philosophy. The idea that women need a place that they can call home for such practices and whether this space can really differentiate knowledge is debatable and controversial. In considering this possibility, however, sexual difference is not considered a subject for thought in philosophy of education but a question that rethinks and engenders it.  相似文献   

Art eases the process of attachment and separation     

Simone Alter-Muri 《Early Childhood Education Journal》1994,22(1):4-6

According to many developmental theorists, when young children enter a new situation, issues of separation and attachment rise quickly to the surface. Therefore these issues are critical for early childhood providers and teachers to address. Extensive research has shown that a child's inability to manage the process of attachment and separation has a direct correlation to various behaviors including aggressiveness, dependency, difficult parent-child relationships, and inferior socialization skills. See Gardner, 1980; Turner, 1991; Hock & Schirtziner, 1992; Lyons-Ruth, 1991, Booth, Rose-Krasner, & Rubin, 1991.  相似文献   

Guest reviewers     

Nale Lehmann-Willenbrock  Joseph A. Allen  Simone Kauffeld 《Journal of Applied Communication Research》2013,41(4):365-366

Healthy eating is an important health-promoting behavior and maintenance of this behavior has repercussions for long-term quality of life (QoL). Given that psychographic factors are important predictors of engaging in health-promoting behaviors and social media can aid in developing self-regulation skills, the purpose of this study was to model the impact of (1) health consciousness and attitude, and (2) health disclosure and engagement with social media, on healthy eating intention. Furthermore, the impact of intention was examined on healthy eating maintenance and subsequent QoL. Five hundred and thirty-two U.S. adults completed quantitative assessments of health consciousness, attitude, social media health disclosure and engagement, healthy eating intention and maintenance, and QoL. Findings showed that beliefs, attitude, and social media engagement with respect to healthy eating significantly predicted behavioral intention and subsequently healthy eating maintenance and QoL. Theoretical contributions and implications for public health interventions are discussed.  相似文献   

Olympus in the Cotswolds: the Cotswold games and continuity in popular culture, 1612–1800     

Simone Clarke 《国际体育史杂志》2013,30(2):40-66

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The governmentality of reconciliation: adult education as a community relations technique in Northern Ireland     

Simone Smala 《Discourse: Studies in the Cultural Politics of Education》2012,33(2):283-297

Despite a successfully negotiated peace agreement in Belfast in 1998, tensions between different community groups continue to exist in Northern Ireland. This situation creates a governmental need to find solutions to problems such as segregation, inter- and intra-group violence and other forms of sectarian antagonisms. On the one hand, this is attempted by disciplinary measures such as ‘peace walls’ and an increased presence of state powers such as police and armed forces. On the other hand, community relations discourses remain a common refrain in Northern Ireland with their focus on a ‘conduct of conduct’ approach. In this article, I seek to understand adult community education through community relations initiatives and designated anti-sectarian courses as a governmental technology in Northern Ireland designed to change technologies of the self. The article highlights the possibilities for a way forward inherent in this approach and links community relations to broader contexts of policy developments in Northern Ireland.  相似文献   

Understanding motivation, engagement and experiences of intercultural interactions at university: a person-in-multiple contexts perspective     

Karen Kimmel  Simone Volet 《European Journal of Psychology of Education - EJPE》2012,27(2):227-245

The paucity of intercultural interactions among students from culturally diverse backgrounds at university and off campus is widely documented in the literature. A review of this empirical work, however, reveals narrow conceptualisations of the construct of intercultural interactions. Intercultural interactions are seldom conceptualised as part of complex, dynamic activity systems, and across multiple social contexts. Yet, intercultural interactions represent unique relational, socio-emotional and socio-cultural activities with their own, specific underlying cognitive, motivational and emotional dynamics. It is posited that activity theory (e.g. Engestr?m in Journal of Education and Work 14(1):133?C156, 2001) provides a useful framework for interpreting students?? intercultural experiences, because of its emphasis on the evolving and complex interrelations between individuals and their surroundings??conceptualised as activity systems. The multiple contexts angle further stresses the overlapping and/or embedded nature of the activity systems that individuals simultaneously participate in. A series of empirical studies that incorporated quantitative methodologies for identifying meaningful patterns, and qualitative methodologies for gaining experiential insights into students?? intercultural experiences across multiple social contexts (i.e. formal on campus and informal, off campus) is presented. Methodological and conceptual issues related to studying the dynamics of motivational, cognitive and emotional aspects of intercultural interactions in activity systems and multiple contexts are addressed.  相似文献   

The role of self- and social directed goals in a problem-based, collaborative learning context     

Dirk T. Tempelaar  Marold Wosnitza  Simone Volet  Bart Rienties  Bas Giesbers  Wim H. Gijselaers 《Higher Education》2013,66(2):253-267

Students’ learning goals demonstrate much stronger variety than traditional goal orientation models for classroom learning assume, especially when the educational context allows so. In this empirical study we will investigate the richness of students’ goal orientation in a collaborative learning context. We do so with the help of a goal setting framework that is based on a two-facet approach distinguishing multiple contents (performance, learning, well-being) and goal directions (varying degrees of self vs social direction). To investigate the role of different goal constellations, goal setting and learning performance data of first year students (n = 2,636) in a problem-based, collaborative learning program, and evaluation data of problem-based tutorial groups (#groups = 206) are combined into a multilevel model. Each tutorial group functions in two different educational settings: one directed at open-ended, group problems, the other at closed, individual problems. Educational context appears indeed to have a crucial role in the relationship between students’ goal setting at the one side, and students’ performance and group functioning on the other side.  相似文献   

Religious Identity Development of Adolescents in Christian Secondary Schools: Effects of School and Religious Backgrounds of Adolescents and Their Parents   总被引：1，自引：1，他引：0  

Gerdien D. Bertram-Troost  Simone A. de Roos  Siebren Miedema 《Religious education (Chicago, Ill.)》2013,108(2):132-150

This study examines religious identity development of pupils at Dutch schools for secondary education (mean age 16.4). With the help of a theoretical conceptualization of “religious identity development” empirical research is carried out. Main question is whether differences in terms of religious commitment and exploration between pupils of the four participating schools can be explained by religious denominations of pupils and the importance the pupils' parents attach to worldview. It is concluded that school in general has no significant main effect on religious commitments and explorations of pupils. Religious backgrounds of pupils should be taken into account. Because pupils themselves do indicate that school has influence on the way they look at life, further research is needed in which specific school aspects (like the way pupils evaluate religious education) should also be taken into account.  相似文献