Men and women academics: An Anglo-American comparison of subject choices and research activity     

Blackstone  Tessa  Fulton  Oliver 《Higher Education》1974,3(2):119-140

In both the U.S. and the U.K. women academics are concentrated in certain subject fields. There is considerable similarity between the two countries in this respect: women are found in relatively large numbers in the humanities and are virtually absent from the applied sciences, but in both countries they are a small minority in all five major subject areas. In the U.S.A. the degree of polarisation between the men and women is greater than in the U.K. This is also true with respect to the teaching and research activities of men and women: in both countries women tend to publish fewer articles than men, but in the U.S. the difference is greater. The degree to which this is true varies according to subject fields; it is most marked in the humanities and least marked in the social sciences and applied sciences. There is one unexpected difference between the two countries: whereas in America women teach more than men, in Britain they teach less except in the social sciences. The causes of the different behaviour and interests of men and women academics are likely to be a function both of cultural definitions of male and female roles in the wider society, and institutional factors associated with educational systems both prior to the university stage and at that stage.

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Moving Beyond a Deficit Model to Describe and Promote the Career Development of At-Risk Youth     

Donna Schnorr  Herbert W. Ware 《Journal of Career Development》2001,27(4):247-263

A theoretical framework for understanding the career maturity of diverse groups is needed since the career maturity construct has evolved using white, middle class samples (Cheatham, 1990). Krumboltz holds that career beliefs can be influenced by one's social environment (1991). If career beliefs were related to the career maturity of a diverse group, they could be used to provide a more coherent understanding of the unique social experiences that surround their career maturity. This study examined relationships between the career beliefs and the career maturity of academically at-risk students who were failing core academic courses. Several career beliefs were significantly related to the career maturity of the sample in this study such as the belief that obstacles can be overcome and college/occupation variation. The career beliefs construct appeared to clarify the role that social experiences played on the career maturity of the sample in this study.  相似文献   

Inquiry learning for gifted children     

Tessa H.S. Eysink  Loes Gersen  Hannie Gijlers 《High Ability Studies》2015,26(1):63-74

The aim of the study was to investigate the effects of support on knowledge acquisition of gifted learners and their flow and mood during inquiry learning. Sixty-four gifted primary school children were randomly assigned to one of three conditions differing in support given in an inquiry task. Results showed that learners who were allowed to experiment themselves learned more, experienced more flow, and felt more positive toward the task than those who were not given this opportunity, but only when they were guided through the inquiry cycle by prompts to generate hypotheses, perform experiments, and draw conclusions. The overall conclusion is that gifted children benefit more from open, complex tasks when their learning process is externally regulated.  相似文献   

Teaching beyond the intervention: the contribution of teacher language extensions to vocabulary learning in urban kindergarten classrooms     

Sabina Neugebauer  Michael Coyne  Betsy McCoach  Sharon Ware 《Reading and writing》2017,30(3):543-567

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Autonomy,rights and children with special educational needs: the distinctiveness of Wales     

Jean Ware 《International Journal of Inclusive Education》2019,23(5):507-518

ABSTRACT

Wales was the first UK country to incorporate the UNCRC into domestic law and the first to appoint a children’s commissioner. Wales is distinctive in the strong links between education and the promotion of the Welsh language as evidenced in successive Welsh language strategies. With regard to children with special educational needs, the 2018 Additional Learning Needs and Educational Tribunal Act makes provision for children’s voices to be heard in their own right. This paper examines the complexities in hearing the voices of children with severe and profound learning difficulties (SPMLD), and how these can be addressed in the language context of Wales. It concludes that there are cautious grounds for optimism about our ability to hear the views of children with SPMLD, as long as we are prepared to acknowledge the resource implications. However, there is a need for more debate about the potential tensions between the Welsh language strategy and making provision for children with special educational needs in their preferred language. This debate needs to be informed by research on the impact of immersion education on progress, access to the curriculum and inclusion for children with SPMLD, and on their views about all aspects of their provision.  相似文献   

Visualising the future: surfacing student perspectives on post-graduation prospects using rich pictures     

Tessa Berg  Tracey Bowen  Colin Smith 《高等教育研究与发展》2017,36(7):1339-1354

The gradual commodification of higher education in the context of an increased focus on graduate employability attributes together with evolving labour markets is creating challenges for universities and students alike. For universities, there has been significant investment in careers services and, through institution-wide initiatives, employability or graduate attribute development established to support graduate transitions into work. Meanwhile, for students, experience of part-time work together with pessimistic post-recession employment discourses are challenging the notion that a good degree guarantees their future career prospects. Simultaneously, decreasing financial support from the state has resulted in worrying levels of debt for new graduates. This pilot study was designed to gain a fresh perspective of how students imagine themselves following graduation. The study used rich pictures (RP) as a methodology to explore student views of life beyond university in the UK and Canada. Content analysis of the RPs provided insights into their thoughts and anxieties about potential challenges for the future. Students presented both positive and negative visions of their future, with success in achieving a respectable performance in their final degree as the key differentiator. The insights gained are discussed in the context of related research into students’ concerns and university initiatives to support students throughout higher education and then into graduate employment. The findings revealed student motivations, hopes and fears which can inform the development of impactful university interventions.  相似文献   

Teachers at war: Norwegian teachers during the German Occupation of Norway 1940-45     

Tessa Dunseath 《History of education》2013,42(4):371-383

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Truth,postmodernism and historical revisionism in Japan     

Tessa Morris-Suzuki 《Inter-Asia Cultural Studies》2013,14(2):297-305

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Specialist Teachers for Pupils with Learning Difficulties? A Survey of Headteachers in Schools and Units     

Georgina Julian  & Jean Ware 《British Journal of Special Education》1998,25(1):28-32

Georgina Julian, a third year undergraduate, and Jean Ware, a lecturer in the Psychology of Education and Special Educational Needs, at the University of Wales, Cardiff, report on research into the current position on the relevant qualifications of teachers, and intending teachers, in schools and units for pupils with moderate to profound learning difficulties. They suggest that there has been little consistent progress in the preparation of teachers for this work since the ACSET (Advisory Committee on the Supply and Education of Teachers) Report in 1984.  相似文献   

The case for evaluating video programs     

Burwell Ware 《Performance Improvement》1995,34(4):43-44

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