Travels in extreme social mobility: how first-in-family students find their way into and through medical education     

Erica Southgate  Caragh Brosnan  Heidi Lempp  Brian Kelly  Sarah Wright  Sue Outram 《Critical Studies in Education》2017,58(2):242-260

ABSTRACT

Higher education is understood as essential to enabling social mobility. Research and policy have centred on access to university, but recently attention has turned to the journey of social mobility itself – and its costs. Long-distance or ‘extreme’ social mobility journeys particularly require analysis. This paper examines journeys of first-in-family university students in the especially high-status degree of medicine, through interviews with 21 students at an Australian medical school. Three themes are discussed: (1) the roots of participants’ social mobility journeys; (2) how sociocultural difference is experienced and negotiated within medical school; and (3) how participants think about their professional identities and futures. Students described getting to medical school ‘the hard way’, and emphasised the different backgrounds and attitudes of themselves and their wealthier peers. Many felt like ‘imposters’, using self-deprecating language to highlight their lack of ‘fit’ in the privileged world of medicine. However, such language also reflected resistance to middle-class norms and served to create solidarity with community of origin, and, importantly, patients. Rather than narratives of loss, students’ stories reflect a tactical refinement of self and incorporation of certain middle-class attributes, alongside an appreciation of the worth their ‘difference’ brings to their new destination, the medical profession.  相似文献   

The effects of rime‐ and phoneme‐based teaching delivered by Learning Support Assistants     

Robert Savage  Sue Carless  Morag Stuart 《Journal of Research in Reading》2003,26(3):211-233

This paper evaluates three word‐level teaching programmes delivered by trained Learning Support Assistants (LSAs) for Year 1 children ‘at risk’ of reading difficulties. Rime‐based, phoneme‐based, and ‘mixed’ (rime and phoneme‐based) interventions were contrasted with controls receiving only the National Literacy Strategy. Phonological onset‐rime and phoneme manipulation, spelling, and word and non‐word reading were measured before and after the nine‐week intervention. High rime neighbourhood (HRn) non‐words (e.g. ‘dat’– with many real word rime neighbours) and low rime neighbourhood (LRn) non‐words (e.g. ‘tav’ with few real word neighbours) were used to evaluate onset‐rime‐ or grapheme‐phoneme‐based decoding strategies. Results showed greater phonological onset‐rime skills, letter‐sound knowledge and non‐word reading skills in all LSA‐taught intervention groups. There was no difference between the HRn and LRn non‐words. The only reliable difference between the intervention groups was an advantage in phoneme blending for the rime‐taught group. It was concluded that LSAs can enhance literacy development for 6‐year‐old poor readers. There appears to be no simple association between rime‐ or phoneme‐based teaching intervention and changes in the size of unit used by children following interventions.  相似文献   

Beginners Learning Together: Literacy Collaboration Between Preservice Teachers and First-Grade Students     

Carol Sue Marshall  Ruth A. Davis 《Early Childhood Education Journal》1999,27(1):53-56

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Beneath the Web and Over the Stream: The Search for Safe Places in Charlotte's Web and Bridge to Terabithia     

Sue Misheff 《Children‘s Literature in Education》1998,29(3):131-141

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The Discourse of Research Degrees Supervision: a case study of supervisor training     

Sue Clegg  Isabelle Gall 《高等教育研究与发展》1998,17(3):323-332

This article is designed to add to the literature dealing with the supervision of research degrees. It examines the discourse of supervision in the context of accredited research supervisor training at one British university. The data is based on naturalistic observation of course participants and in‐depth interviews with a range of stake‐holders. It explores the metaphors employed by supervisors to describe their roles within the research award process. This is the first stage of a larger project that is looking in more depth at supervisory discourse and using the analysis of that discourse as a heuristic device to encourage reflection in professional education.  相似文献   

Who Speaks for Education? One newspaper's reporting of a review of the Queensland school curriculum     

Sue Thomas 《Discourse: Studies in the Cultural Politics of Education》1999,20(1):41-56

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Exploring primary pupils’ experiences and understandings of ‘e-safety’     

Sue Cranmer  Neil Selwyn  John Potter 《Education and Information Technologies》2009,14(2):127-142

This paper examines the experiences and understandings of primary (K6) school pupils with regards to managing issues of risk and safety during their everyday use of information and communication technologies (ICTs). The paper is based on survey and interview data with pupils aged 7 to 11 years old in five English primary schools (n = 612). Analysis of these data shows that whilst most pupils recognised a general need to be mindful of ICT-related risks and dangers, their actual experiences of risk tended to be described in terms of operational problems encountered when using ICTs. Conversely, pupils’ understandings of potential risk were often based upon exaggerated fears deriving from a number of moral panics relating to child safety. These data suggest that official notions of ‘e-safety’ remain abstract and poorly understood concepts for many children. In considering what implications these data have for the ongoing ‘e-safety’ agenda in UK schools the paper concludes by suggesting three possible areas of change: (1) re-orientating the topic and tone of the official discourses surrounding e-safety; (2) increasing pedagogical interventions in primary schools aiming at enhancing pupils’ critical literacy skills; and (3) establishing a meaningful and sustained dialogue between pupils, teachers and parents about safety and risk when using ICTs.  相似文献   

Editorial     

Sue Ralph  Julie Marshall  Juliet Goldbart 《Journal of Research in Special Educational Needs》2009,9(2):64-65

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Editorial     

Sue Ralph 《Journal of Research in Special Educational Needs》2009,9(3):139-140

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The ‘good’ parent in relation to early childhood literacy: symbolic terrain and lived practice     

Sue Nichols  Helen Nixon  Jennifer Rowsell 《Literacy》2009,43(2):65-74

In this paper we consider the place of early childhood literacy in the discursive construction of the identity(ies) of ‘proper’ parents. Our analysis crosses between representations of parenting in texts produced by commercial and government/public institutional interests and the self‐representations of individual parents in interviews with the researchers. The argument is made that there are commonalities and disjunctures in represented and lived parenting identities as they relate to early literacy. In commercial texts that advertise educational and other products, parents are largely absent from representations and the parent's position is one of consumer on behalf of the child. In government‐sanctioned texts, parents are very much present and are positioned as both learners about and important facilitators of early learning when they ‘interact’ with their children around language and books. The problem for which both, in their different ways, offer a solution is the “not‐yet‐ready” child precipitated into the evaluative environment of school without the initial competence seen as necessary to avoid falling behind right from the start. Both kinds of producers promise a smooth induction of children into mainstream literacy and learning practices if the ‘good parent’ plays her/his part. Finally, we use two parent cases to illustrate how parents' lived practice involves multiple discursive practices and identities as they manage young children's literacy and learning in family contexts in which they also need to negotiate relations with their partners and with paid and domestic work.  相似文献