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Lise Bird Claiborne Sue Cornforth Bronwyn Davies Andrea Milligan Elizabeth Jayne White 《Gender and education》2009,21(1):47-61
This article undertakes a discursive analysis of the concepts of ‘inclusion’ and ‘mastery’ using memory stories generated in a collective biography workshop. The five authors analysed their memories from childhood and adolescence on two separate and competing concepts that currently inform educational practice: inclusion and mastery. These stories of mastery/non‐mastery and inclusion/exclusion often exceeded or transgressed dominant normative discourses concerning the competent performance of autonomous selves. Drawing on the work of several theorists, they authors explored these transgressions. In so doing, their analysis extends Butler’s theorising of the human subject as constituted through processes of exclusion and differentiation. 相似文献
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Andrea Powell 《Learned Publishing》1996,9(2):59-66
There is considerable pressure on most professional and society publishers to create a presence on the World Wide Web, from their members and customers alike. This paper describes the planning that went into the establishment of CAB INTERNATIONAL’S Home Page, focusing on the strategic issues and detailed preparation rather than the physical tasks involved. Although it is technically straightforward to set up a Home Page, many publishers are faced with difficult decisions about how to use the features of the World Wide Web to best advantage and how to develop a real presence in terms of both promotion and publishing activities. 相似文献
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The arguments in this article have been generated from involvement in a government-funded project designed to improve teaching. The authors reflect on their experience and use Jurgen Habermas's theory of communicative competence to argue that initiatives designed to improve university teaching often work against their own intentions by closing down opportunities for open dialogue. They argue that improvement of teaching requires undistorted communication and demonstrate that this is made difficult: by the pressure to be seen to succeed; by over-specifying what constitutes good teaching; and, by divorcing research from development. At the same time, they suggest that academics could seize opportunities to open up dialogue about teaching. 相似文献
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AbstractThe purpose of this research was to (i) identify Australian, Canadian and United Kingdom (UK) pre-service teachers’ use, confidence and success of various classroom management strategies and (ii) to ascertain any significant differences between the three cohorts. Significant differences were found amongst the cohort with the UK pre-service teachers using significantly more strategies to promote or guide positive student behaviour (namely strategies related to differentiation, prevention and rewards) than the Australian and the Canadian cohorts. Differences may be accounted for by the way in which classroom management is taught. This study highlights the need to actively model and teach preventive-based strategies to pre-service teachers. 相似文献