Learning about domestic violence: young people's responses to a Healthy Relationships programme     

Jo Bell  Nicky Stanley 《Sex education》2013,13(3):237-250

This paper reports on an evaluation of a drama‐based Healthy Relationships programme on domestic violence delivered on a pilot basis to Year 8 pupils. The programme included a play delivered by a local theatre‐in‐education company followed by a series of weekly workshops. Eighty‐five pupils in a secondary school located in an area with high rates of social exclusion participated in the programme and the evaluation. Pupils completed questionnaires immediately before and after the programme and one year after the programme had finished. Thirteen pupils also took part in gendered discussion groups, which considered their views and opinions concerning the play and the workshops. The evaluation indicated that the programme was successful in enhancing pupils' understandings of domestic violence up to one year after delivery. Pupils responded well to the use of drama as a medium for learning, and some young people were able to demonstrate that they had developed positive ideas about healthy relationships. However, there was evidence of uncertainly for some young people with regard to the gendered nature of domestic violence following the programme. The discussion highlights this issue and identifies additional recommendations for both future research and future programmes.  相似文献   

Sex and ethics: young people and ethical sex/Sex and ethics: the sexual ethics education programme for young people/Sex and ethics pack     

Jo Bell 《Sex education》2013,13(4):502-504

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Connecting to the Good Life through outdoor adventure leadership experiences designed for Indigenous youth     

Stephen D. Ritchie  Mary Jo Wabano  Rita G. Corbiere  Brenda M. Restoule  Keith C. Russell  Nancy L. Young 《Journal of Adventure Education & Outdoor Learning》2013,13(4):350-370

Indigenous voices are largely silent in the outdoor education and adventure therapy literature. The purpose of this research collaboration was to understand how a 10-day outdoor adventure leadership experience (OALE) may promote resilience and well-being for Indigenous youth through their participation in the program. The process was examined through a community-based participatory research project that sought insight from the perspectives of one First Nations community in Canada. The OALE was implemented with six different groups for a total of 43 youth participants (ages 11.9–18.7 years) from Wikwemikong Unceded Indian Reserve in northeastern Ontario. Field data were collected from multiple sources including participant interviews, journals, focus groups, and talking circles. Using a critical ethnographic lens, we analyzed the data inductively to understand how the OALE promoted resilience and well-being. We listened to Indigenous voices, adhered to principles of Indigenous coding for thematic content and respected Indigenous ways of knowing for interpreting results. The process of connecting to the Good Life (Anishinaabe Bimaadziwin) or waking up (nsidwaaswok) to the Good Life emerged as the dominant theme. Connecting to the Good Life may offer a simple yet compelling way to understand the net impact of the OALE.  相似文献   

民族聚居区双语师资队伍存在的问题及对策——以和田地区教育学院双语师资为例     

吐尼沙·巴拉提 《和田师范专科学校学报》2013,32(1):62-64

百年大计,教育为本。在全国教育优先发展战略的影响下,自治区"双语"教育改革日益推进,取得了很大的成绩,和田地区教育学院根据自己的实际情况,形成了以一年制培训,学历班,学前教育,职业类等为一体的模式,本文旨在研究这一模式形成的现状,这一模式之下的"双语"教育教学存在的问题并提出相应的对策。  相似文献   

关于校园网络组建的研究     

买买提江·阿不都热西提 《和田师范专科学校学报》2013,32(1):116-121

网络应用涉及到社会的各个方面,已对人们的经济和文化生活产生重大影响。通过校园网络的组建,将实现办公、公文处理、日程安排、会议管理、档案管理、财务管理与报销、信息发布等方面实现信息共享和各种类型的无纸化办公等需求。网络组建设计要尽量简单化、结构化、模块化,这样既能节省资金投入,又能便于网络的管理与升级。本文对校园网络的组建采用自顶向下的设计方法进行研究和探索。  相似文献   

From the disjunction between passive and active instruction approaches towards their integration as an alternative for the significant learning of sustainable development / De la disyuntiva entre los enfoques de instrucción pasiva y activa hacia su integración como alternativa para un aprendizaje significativo del desarrollo sostenible     

Abraham-Allec Londoño  Oscar-Alonso Vélez 《Cultura y Educación》2013,25(4):766-786

Abstract

This study aims to show how the integration of passive and active learning approaches contributes towards the significant understanding of problems associated with sustainable development. To do this, a case study from the municipality of San Miguel de Achiutla in Oaxaca, Mexico, is used as a general method, with the specific procedure including an instrument based on secondary sources representing the passive learning phase, as well as an instrument created on the basis of primary sources, designed in relation to the active learning component. The passive learning phase enabled us to identify variables pertaining to the highly vulnerable dimensions of sustainable development, and to also detect areas in which there is a deficit of information, since not all data are available, while the active learning phase revealed the causes of vulnerability from the perspective of different agents, including those who experienced the issues directly. In view of the above, we conclude that rather than being exclusive, these two different approaches should in fact be complementary.  相似文献   

¿Usos cotidianos o usos enlatados? Enseñar y evaluar la lectoescritura a sujetos reales y mentes flexibles     

Pablo del Río 《Cultura y Educación》2013,25(19-20):5-24

En el campo del lenguaje y la lectoescritura, la renovación educativa parece estar situándose en la batalla por el diseño abierto y la evaluación informal. En este artículo se propone un modelo teórico para la lectoescritura flexible que pueda soportar las posibilidades que se abren y evitar los inconvenientes que amenazan a los actuales métodos informales de renovación a los que está dedicado el tema central de este número.  相似文献   

Bridge over troubled waters? Connecting research and pedagogy in composition and business/technical communication     

Jo Allen 《Technical Communication Quarterly》2013,22(4):5-26

Although different writing courses exist because of the different forms and purposes of writing they teach, some continuity between composition and business/technical communication would allow students to move more readily from one course to the next, while clarifying for them that writing is primarily a system of options based on analyses of situations, readers, obstacles, and goals. In this article, I call for that kind of continuity not only in pedagogy but also in research. Explaining the value of connections in pedagogy and research between composition and professional communication studies, I conclude with various questions and avenues for further research.  相似文献