Social class and pedagogy: a model for the investigation of pedagogic variation     

Ursula Hoadley 《British Journal of Sociology of Education》2008,29(1):63-78

This article addresses an enduring concern in the sociology of education: how social class differences are reproduced through schooling. In particular it focuses on the functioning of pedagogy in this regard. The article presents a model that elucidates the inner logic of pedagogy in order to reveal the structuring of inequality with respect to different groups of students. Theoretical concepts are drawn from the work of Bernstein, Dowling (1998 Dowling, P. 1998. The sociology of mathematics education: Mathematical myths/pedagogic texts, London: Falmer.  [Google Scholar]) and Pedro (1981 Pedro, E.R. 1981. Social stratification and classroom discourse: A sociolinguistic analysis of classroom practice, Stockholm: Stockholm Institute of Education, Department of Educational Research.  [Google Scholar]). An analysis considering the relay of social class differences, what is relayed, and its organizational form is undertaken with respect to working class and middle class children learning literacy in a sample of South African primary schools.  相似文献   

Ethnicity and engagement in first-year New Zealand law programmes     

Lynne Taylor  Erik Brogt  Ursula Cheer  Natalie Baird  John Caldwell  Debra Wilson 《高等教育研究与发展》2017,36(5):1047-1060

This paper investigated the extent to which the engagement levels of a self-selected cohort of students enrolled in first-year law programmes at three New Zealand universities varied according to ethnicity. When viewed in the light of factors identified within the international literature as having a bearing on student engagement and, in consequence, academic success and retention, no significant differences were identified in the ways students of Pākehā (European), Māori, Pasifika, Chinese and Indian descent interacted with the law school at which they were enrolled. This was despite some identified differences in students’ backgrounds and motivations for study and in the external factors having an impact on their study. Nevertheless, the identified differences between the ethnicities in relation to personal and external factors can be utilised to enhance and/or improve the engagement of particular groups of students. Overall, the findings indicate a need for law schools to focus on student engagement in first-year programmes with a view to improving the engagement levels of students across all ethnicities.  相似文献   

Changing the culture of a primary school: The case of introducing ICT across the curriculum     

Ursula Hearne 《Irish Educational Studies》2013,32(2):65-76

Abstract

Teachers and teacher learning are critical and key to establishing, understanding and realizing the possibilities of a learning society One first step in the process requires teachers to place their own learning at the centre of their activities. They must learn how to change, change the way they learn, and learn how to change their conditions of learning. This paper examines some policies and practices in regard to the provision of teacher professional development. Providing opportunities for teacher learning in Ireland has in general been preoccupied with facilitating curriculum reform, supporting organizational change and with easing management concerns. Shifting the emphasis from programme delivery to professional development through personal development is one challenge that has been taken up by the Second Level Support Service. It favours a process that is organic, career long and participant driven. Shifting the emphasis to a more personal and holistic form of development will not be an easy task but is a necessary one if the vision of a learning society and lifelong learning is to become realised.  相似文献   

‘Leav[ing] the white[s] … far behind them’: The girls from fort shaw (Montana) Indian School,basketball champions of the 1904 world's fair     

Linda Peavy  Ursula Smith 《国际体育史杂志》2013,30(6):819-840

In spring 1903, barely a dozen years after the invention of ‘basket ball’, a girls' team from an Indian boarding school in Montana overcame racial and gender barriers to win that state's first basketball championship. Subsequently, these ten young women spent the summer of 1904 attending the government's Model Indian School at the St Louis World's Fair, where their twice-weekly intra-squad exhibition games provided fairgoers with their only glimpse of women's team sports. Having also taken on – and defeated – all challengers, they returned to Montana with a gleaming silver trophy declaring them ‘Basket Ball Champions’ of the 1904 World's Fair.  相似文献   

What If All the Kids Are White? Louise Derman-Sparks and Patricia Ramsey     

Ursula Thomas-Fair 《Multicultural Perspectives》2013,15(2)

  相似文献   

Lifelong learners in the literature: Adventurers,artists, dreamers,old wise men,technologists, unemployed,little witches and yuppies     

Ursula Giere 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1994,40(3-5):383-393

  相似文献   

National Security Letters,the USA PATRIOT Act,and the Constitution: The tensions between national security and civil rights     

Ursula Gorham-Oscilowski  Paul T. Jaeger 《Government Information Quarterly》2008

In response to the terrorist attacks of 9/11, the USA PATRIOT Act greatly expanded the ability of the Federal Bureau of Investigation to use National Security Letters (NSLs) in investigations and the contexts in which they could be used by relaxing the standards under which NSLs could be employed. NSLs allow investigators to acquire a significant amount of information about the subject of an investigation, and the range and frequency of uses of NSLs has risen dramatically since the passage of the USA PATRIOT Act. An outstanding question with NSLs is whether they are being used in a manner that violates the First and Fourth Amendments of the Constitution. This article explores the relationships between NSLs, the USA PATRIOT Act, and the Constitution. The paper reviews the legislative history of NSLs, synthesizes the First and Fourth Amendment issues and key judicial decisions related to NSLs, and analyzes the extent to which the USA PATRIOT Act Improvement and Reauthorization Act of 2005 adequately addresses challenges to the constitutionality of NSLs. The paper concludes with an examination of NSLs within the greater information policy context in the United States, as the expanded usage of NSLs—even if entirely constitutional—raises the possibility of chilling the freedom of expression.  相似文献   

The identification of variation in students’ understandings of disciplinary concepts: the application of the SOLO taxonomy within introductory accounting     

Ursula Lucas  Rosina Mladenovic 《Higher Education》2009,58(2):257-283

  相似文献   

Validation of a parent outcome questionnaire from pediatric cochlear implantation     

Nunes T  Pretzlik U  Ilicak S 《Journal of deaf studies and deaf education》2005,10(4):330-356

  相似文献   

Book reviews     

Christopher McIntosh  Ursula Giere  Werner Mauch  Robert Wood  Laverne Gyant 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1995,41(3-4):301-305

  相似文献