The widening participation agenda: the marginal place of care   总被引：1，自引：1，他引：0  

Rachel Alsop  Stella Gonzalez‐Arnal  Majella Kilkey 《Gender and education》2008,20(6):623-637

This paper is based upon two empirical studies, which identify care‐giving responsibilities as a key mediator of mature students’ – a target group within the widening participation strategy – experiences of higher education. Employing a feminist lens on care, we identify a disjuncture between how students experience the challenges of negotiating care and study, and the narrow and economistic way care is addressed within higher education policy. We point to the broader recognition of care emerging within New Labour’s policies on the reconciliation of paid work and family life and argue that in the context of increasing expectations that learning is for life, care needs to be recognised in a broader form at the interface of both education and employment. Drawing on the notion of a ‘political ethics of care’, we conclude by identifying elements that should be included in a higher‐education ‘care culture’.  相似文献   

Race/ethnicity and the start of child care: A multi-level analysis of factors influencing first child care experiences     

Maryah Stella Fram  Jinseok Kim 《Early childhood research quarterly》2008

Early childhood education and care experiences play an important role in children's development and school readiness with, in general, sustained exposure to high quality, center-based care leading to positive outcomes. Hispanic parents have been shown to be less likely than others to place their children in center-based care, particularly when children are very young—a pattern that contrasts African American parents’ tendency for earlier use of center-based care. This paper examines child care choice from a contextual perspective. Using a multi-level modeling approach, we consider ethnicity and race, at the individual and neighborhood levels, in relation to the age at which children first participate in non-parental care and the type of care they first experience. Using data from the ECLS-K, the 1990 Census and other contextual sources, we demonstrate that Hispanic parents’ later use of care is explainable by economic and work participation factors at the family level, while neighborhood proportion of Hispanic individuals is associated with delayed entry into child care. In contrast, the observed early use of care among African American families persists after accounting for economic and work factors, and appears independent of differences in neighborhood context. Limitations and implications for policy and practice are discussed.  相似文献   

Exploring the views and beliefs of parents of typically developing children about inclusion and inclusive education     

Anastasia Vlachou  Stella Karadimou  Eleni Koutsogeorgou 《Educational research; a review for teachers and all concerned with progress in education》2016,58(4):384-399

Background: The inclusion of pupils with special educational needs and disabilities (SENDs) in regular classrooms has been identified as a high priority in many policy documents published by both European and international organisations. Its implementation, however, is influenced by a number of factors, some of which are directly related to the participation and attitudes of different stakeholders, including parents of typically developing children. Parents, as a social group, can act in favour of inclusion or they can support more segregated educational environments.

Purpose: The aim of this study was to explore, in a Greek context, the views and beliefs of parents of typically developing children about different aspects of the education of children with disabilities, with a particular focus on inclusion and inclusive education.

Method: Interviews were held with 40 Greek parents representing 40 typically developing school-aged children who were educated in six different primary education schools, from the broader area of central Greece. All of the children, at the time of the study, were educated in mainstream classes, in which an in-classroom support system was applied. Open-ended interview questions focused on parents’ views and beliefs about the implementation of inclusive educational programmes. Data were analysed according to the principles of an inductive data-driven approach.

Findings: The research findings indicate that most of the participant parents did not feel informed about specific school policy practices relevant to inclusive education; they were not aware of the notion of ‘inclusion’ or approached inclusion from an integrationist point of view. Within this context, they hold positive to neutral attitudes towards inclusion, on the basis that a child with SENDs can cope with the school requirements.

Conclusions: This small-scale, exploratory research study suggests the importance of informing and involving parents of typically developing children in efforts to promote more inclusive practices.  相似文献   

A capability approach for online primary and secondary students with disabilities          下载免费PDF全文

Julie Stella  Michael Corry 《British Journal of Special Education》2017,44(4):448-464

A capability approach was used to identify and synthesise research studies about online students with disabilities in primary and secondary school (aged five to 18 years) in an attempt to describe the experience from an empirical perspective. A capability approach is intended to maximise agency and can be used to describe the extent to which individuals are able to use limited resources to build a satisfying and enjoyable life. In this analysis, a derived capability set was used to narrow the larger body of research about primary and secondary students in online education in order to consider only studies that described ways in which students successfully used online education to maximise agency. The derived capability set was: autonomy, judgement, practical reason, affiliation, high school graduation and a desire to help others. A method for deriving the capability set and ways in which a capability approach fails to describe this experience are discussed.  相似文献   

Identity Management and Relational Culture in Interfaith Marital Communication in a United States Context: A Qualitative Study     

Laura V. Martinez  Stella Ting-Toomey  Tenzin Dorjee 《Journal of Intercultural Communication Research》2016,45(6):503-525

This study explored the identity management processes in interfaith marital communication in a United States setting. Sixteen marital partners participated in this interview study. Interviews were transcribed verbatim, interpreted, and analyzed. Guided by identity management theory, the interview data analysis revealed three general themes: development of the interfaith relational identity via the co-creation of a superordinate spiritual and value system; implementation of relational boundaries to prioritize the relational identity; and identification of key milestone decisions (i.e. wedding plans and children socialization coordination) interfaith partners face in their intimate relationships. Contributions, limitations, and directions for future studies on interfaith marital communication are addressed.  相似文献   

The Present Need     

Stella Craft Tremble 《The Educational forum》2013,77(2)

  相似文献   

WE SHALL KEEP FAITH∗     

Stella Craft Tremble 《The Educational forum》2013,77(3)

  相似文献   

Communication openness,satisfaction, and length of employment in Japanese organizations   总被引：1，自引：0，他引：1  

Hiroko Koike  William B. Gudykunst  Lea P. Stewart  Stella Ting‐Toomey  Tsukasa Nishida 《Communication Research Reports》2013,30(2):97-102

Hypotheses were generated regarding the relationship among communication openness, satisfaction, and length of employment in Japanese organizations. A questionnaire was administered to employees of Japanese organizations in the Tokyo area. The data revealed that upward, downward, and lateral communication openness were associated positively with both relational and organizational satisfaction. Length of employment also was associated with downward and lateral communication openness and with both relational and organizational satisfaction. The relationships between length of employment and satisfaction differed for employees in large and small‐to‐moderate sized organizations. Lateral communication openness was associated positively with satisfaction variables and there was a relatively small association between length of employment and satisfaction.  相似文献   

Our Forefathers     

Stella Craft Tremble 《The Educational forum》2013,77(3)

  相似文献   

The Quest for Instantaneous Perfection and the Demand for “Push-Button” Administration     

Stella C. Batagiannis 《The Educational forum》2013,77(1):33-43

  相似文献