Education and Development: Measuring the Social Benefits: Walter W. McMahon; Oxford University Press, New York, 1999, pp. xiv + 299, Price U.S. $55 cloth     

Professor J. Paul Leigh   《Economics of Education Review》2001,20(6)

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Doctoral Students' Experiences with Pedagogies of the Home,Pedagogies of Love,and Mentoring in the Academy     

Jennifer Esposito  Taneisha Lee  Kelly Limes-Taylor Henderson  Amber Mason  Anthony Outler  Justina Rodriguez Jackson 《Educational Studies A Journal of the American Educational Studies Association》2017,53(2):155-177

In this article, a group of nontraditional and/or doctoral students of color and our advisor discuss how the advisor-advisee mentoring relationship has positively affected our experiences within academia. The mentoring relationship, cultivated within a group mentoring model, was integral to our acclimation of the hidden culture of our doctoral programs. We elaborate on the history and mentoring model of the group of which we are a part, and follow with a review of the literature on mentoring practices and a discussion of methodology. Finally, through autoethnographic vignettes, each author discusses his/her experience as a non-traditional and/or student of color and how our relationship with the group has provided us with the logistical, emotional, and psychological support needed to progress in and complete our programs.  相似文献   

‘Wild’ girls? An exploration of ‘ladette’ cultures in secondary schools   总被引：1，自引：3，他引：1  

Carolyn Jackson 《Gender and education》2006,18(4):339-360

‘Laddish’ attitudes and behaviours are central to current discourses on boys’ ‘underachievement’, as they are seen by many people to impede the progress of some boys in school. Whilst the vast majority of concern about ‘laddishness’ has, to date, focused upon boys, according to media reports there are now good reasons to worry about girls. Anecdotes from teachers and reports in the media suggest that some schoolgirls are now acting ‘laddishly’, that they are ‘ladettes’. This paper explores ‘ladette’ cultures in secondary schools, drawing upon interview data from100 pupils and 30 teachers. It tackles and discusses the following questions: (a) What does the term ‘ladette’ mean to pupils and teachers? (b) Do school‐aged ‘ladettes’ ‘exist’—and if so, what are they like inside and outside of school? (c) In what ways are ‘ladettes’ similar to, and different from, ‘lads’? (d) Are teachers concerned about ‘ladettes’? (e) Are ‘ladette’ behaviours on the increase?  相似文献   

High technology and performance technology     

Doug Leigh 《Performance Improvement》2004,43(2):1-4

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Education and personal development     

Sandy Jackson  Pierre Tap 《European Journal of Psychology of Education - EJPE》1998,13(4):435-445

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Social skills training with early adolescents: Effects on social skills, well-being, self-esteem and coping     

Jan O. Bijstra  Sandy Jackson 《European Journal of Psychology of Education - EJPE》1998,13(4):569-583

This study discusses the educational effects of a social skills training on adolescents’ social skills, self-esteem, well-being and coping. A group of 14- to 16-year-old normal adolescents followed a social skills training based on social learning principles. A pre-test — experiment — post-test design was used and the group’s performance was compared with that of a non-intervention control-group. The training was given at school, and the data were collected by means of self-report measures. The results show that the training was successful in several respects: the adolescents’ social anxiety decreased, their social activity increased, their self-esteem improved, and they made more use of adequate coping-strategies. The implications of the results for different sub-groups of adolescents are discussed. Critical attention is also given to two other issues: the type of assessment used and the short-term nature of the evaluation.  相似文献   

Performance improvement: More than just bettering the here‐and‐now     

Ryan Watkins  Doug Leigh 《Performance Improvement》2001,40(8):10-15

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Student Motivation and Internet Technology: Are Students Empowered to Learn Science?     

Megan Mistler‐Jackson  Nancy Butler Songer 《科学教学研究杂志》2000,37(5):459-479

The Kids as Global Scientists (KGS) project engages students in the study of atmospheric science through the use of current imagery and on‐line communication in a reform‐minded, inquiry‐based curricular program. This article presents case study data on one sixth‐grade classroom of KGS participants during the 8‐week program. Six students representing three motivation levels were selected for intensive study to help illustrate how different students view learning science and the use of technology both before and after a technology‐rich program. Pre‐ and postassessment scores were analyzed for the entire class, and the six students' comments from individual interviews served as one example of voices for each motivation group. Results indicated that students made significant gains in weather content knowledge as measured by written assessments, and interviews revealed a high level of student motivation and satisfaction with the project. We conclude with a discussion of the program characteristics we believe are important for creating a learning environment that fosters the motivation and achievement we observed. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 459–479, 2000.  相似文献   

On the same page in sporting dyads: does dissimilarity on 2 x 2 achievement goal constructs impair relationship functioning?     

Jackson B  Harwood CG  Grove JR 《运动与训练心理学杂志》2010,32(6):805-827

This study examined the extent to which 2 x 2 achievement goal constructs (Elliot, 1999) were associated with key relational perceptions (i.e., relationship commitment, relationship satisfaction) for members of athlete-athlete dyads. Both members from 82 regional-level partnerships (mean age = 22.72, SD = 3.83) were recruited from a variety of dyadic sports (e.g., tennis, badminton, rowing). Actor-partner interdependence model analyses revealed that greater dissimilarity between partners on mastery-approach and performance-approach goals was associated with lower commitment and satisfaction. Mastery goals displayed positive actor effects with respect to both relationship perceptions, whereas performance-avoidance goals were negatively related to commitment (i.e., actor and partner effects) and satisfaction (i.e., partner effect). These results indicate that achievement goal constructs may align with important interpersonal perceptions in athlete dyads.  相似文献   

Brokering and bridging knowledge in health and physical education: a critical discourse analysis of one external provider’s curriculum     

Leigh Sperka  Eimear Enright  Louise McCuaig 《Physical Education & Sport Pedagogy》2018,23(3):328-343

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