Globally mobile middle class lives in government secondary schools     

Joanne Higginson  Julie McLeod  Fazal Rizvi 《Discourse: Studies in the Cultural Politics of Education》2019,40(5):633-646

ABSTRACT

Schooling has long been studied for its role in class formation and reproduction, Australian government secondary schools have also traditionally been associated with ‘the local’ and with ‘nation building’. Some schools might now also be engaged with ideas of the ‘the global’ not only through policy practices and priorities, but also through the social dynamics of migration and movement. In globalizing times neither class formation nor schooling can be thought of simply in national terms. They are connected to globalizing forces yet cannot be divorced from their national specificity. We suggest that within Australia recent and historical emphases on skilled migration are pivotal to considering local connections to global middle class circuits. We argue for new approaches to studying the school experiences of global middle-class families and students, through a focus on transnational connectivities, generational dynamics, family and social life, rather than on more ‘culturalist’ approaches and national comparisons.  相似文献   

Hedonic and utilitarian value: the role of shared responsibility in higher education services     

Joanne T. Cao  Jamye Foster  Gallayanee Yaoyuneyong  Nina Krey 《Journal of Marketing for HIGHER EDUCATION》2019,29(1):134-152

While on-campus student housing availability has been shown to improve retention, the interdependence between students and providers in creating the value of campus living has not been explored. This paper, therefore, draws on theories from marketing and education to investigate the role of shared responsibility in educational service outcomes (perceived utilitarian value, perceived hedonic value, satisfaction, and positive word-of-mouth) in the context of university housing. Analysis using a general linear model shows that all dependent variables increase as students’ sense of shared responsibility increases. These results contribute to the literature by introducing the notion of shared responsibility to the examination of student housing value perceptions. After implications for various stakeholders are discussed, recommendations for future research are given.  相似文献   

Adolescent sport,recreation and physical education: experiences of recent arrivals to Canada     

Ellen O'Reilly  Joanne Tompkins  Margaret Gallant 《Sport, Education and Society》2013,18(2):211-221

Many physical educators in Canadian Atlantic provinces are forced to cope with large classes, inadequate facilities and equipment, and reductions in scheduled time for physical education classes. These factors seriously inhibit teachers' attempts to encourage their students to practice physically active lifestyles. In the following article our research focuses on how seven female physical educators negotiate compromises between their restrictive pedagogical environments and their goal of helping students to establish lifelong activity habits through promotion of fun in physical education class.  相似文献   

Two thinking skills assessment approaches: “Assessment of Pupils’ Thinking Skills” and “Individual Thinking Skills Assessments”     

Lynsey A. Burke  Joanne M. Williams 《Thinking Skills and Creativity》2012,7(1):62-68

This paper is linked to a previous paper outlining an evaluation of a thinking skills intervention (Burke & Williams, 2008). Following extensive requests for the assessment tools used in the intervention, this short paper presents the development and potential uses of two thinking skills assessment tools. The aim of the paper is simply to make these measures available for other researchers to use, adapt and extend them in future research. The Assessment of Pupils Thinking Skills (APTS) measure is a 14-item measure of a range of thinking skills and metacognition. The assessment can be used to provide a comparative measure across thinking skills or to provide a sum score of thinking skills and raise metacognitive awareness of thinking skills. It can be used to assess thinking skills interventions and to monitor change in thinking skills over time among 9 to 12-year-olds. The Individual Thinking Skills Assessments (ITSA) are six more in-depth measures of specific thinking skills that can be used before, during or after interventions to provide more detailed information on children's individual thinking skills. The APTS and the ITSA can be used separately or in conjunction to assess thinking skills and change in thinking skills among older children.  相似文献   

High stakes testing and student perspectives on teaching and learning in the Republic of Ireland     

Emer Smyth  Joanne Banks 《Educational Assessment, Evaluation and Accountability》2012,24(4):283-306

There is now a well developed literature on the impact of high stakes testing on teaching approaches and student outcomes. However, the student perspective has been neglected in much research. This article draws on a mixed method longitudinal study of secondary students in the Republic of Ireland to explore the impact of two sets of high stakes examinations on student experiences. The analyses are based on surveys completed by 897 lower secondary students and 748 upper secondary students, along with 47 lower secondary and 53 upper secondary group interviews with students. Findings show the presence of impending high stakes exams results in increased workload for students, with many reporting pressure and stress. Throughout their schooling career, students clearly favour active learning approaches. However, for some students, particularly high-aspiring middle-class students, these views change as they approach the terminal high stakes exam, with many showing a strong preference for a more narrowly focussed approach to exam preparation. This article highlights how students shift from a position of critiquing exam-focused teaching methods as inauthentic to accepting such methods as representing ??good teaching??.  相似文献   

Accelerated HE digitalisation: Exploring staff and student experiences of the COVID-19 rapid online-learning transfer     

Nicklin  Laura Louise  Wilsdon  Luke  Chadwick  Darren  Rhoden  Laura  Ormerod  David  Allen  Deborah  Witton  Gemma  Lloyd  Joanne 《Education and Information Technologies》2022,27(6):7653-7678

Education and Information Technologies - In the UK, the first ‘lockdown’ of the COVID-19 pandemic necessitated a rapid shift to online learning and digital technologies in Higher...  相似文献   

The Self‐Reference Effect on Memory in Early Childhood     

Sheila J. Cunningham  Joanne L. Brebner  Francis Quinn  David J. Turk 《Child development》2014,85(2):808-823

The self‐reference effect in memory is the advantage for information encoded about self, relative to other people. The early development of this effect was explored here using a concrete encoding paradigm. Trials comprised presentation of a self‐ or other‐image paired with a concrete object. In Study 1, 4‐ to 6‐year‐old children (N = 53) were asked in each trial whether the child pictured would like the object. Recognition memory showed an advantage for self‐paired objects. Study 2 (N = 55) replicated this finding in source memory. In Study 3 (N = 56), participants simply indicated object location. Again, recognition and source memory showed an advantage for self‐paired items. These findings are discussed with reference to mechanisms that ensure information of potential self‐relevance is reliably encoded.  相似文献   

Age‐Related Changes in Spreading Activation During Infancy     

Rachel Barr  Joanne Walker  Julien Gross  Harlene Hayne 《Child development》2014,85(2):549-563

The concept of spreading activation describes how retrieval of one memory cues retrieval of other memories that are associated with it. This study explored spreading activation in 6‐, 12‐, and 18‐month‐old infants. Infants (n = 144) learned two tasks within the same experimental session; one task, deferred imitation (DI), is typically remembered longer than the other task, visual recognition memory (VRM). At all ages, retrieval of the DI memory facilitated retrieval of the VRM memory, but the conditions under which this spreading activation occurred changed as a function of age. The implications of these findings are discussed in relation to the development of mnemonic networks during infancy and the value of studying infants for our understanding of memory more generally.  相似文献   

The use of case-based learning in the development of student teachers’ levels of moral reasoning     

Joanne O’Flaherty  Oliver McGarr 《欧洲师范教育杂志》2014,37(3):312-330

The important role of the teacher in developing morally sensitive individuals is widely acknowledged. This paper examines the integration of context-specific moral development interventions within a four-year undergraduate teacher education programme in Ireland. The intervention strategy employed a case-based pedagogical approach where participants (n = 123) explored and discussed classroom scenarios to prepare them for a six-week school-based placement. Using the Defining Issues Test, results indicate statistically significant increases in levels of moral reasoning post intervention, suggesting that the use of a layered case-based pedagogical strategy provides students with alternative perspectives on their classroom practices and challenges their lay theories.  相似文献   

“It’s the X and Y Thing”: Cross-sectional and Longitudinal Changes in Children’s Understanding of Genes   总被引：1，自引：0，他引：1  

Lesley A. Smith  Joanne M. Williams 《Research in Science Education》2007,37(4):407-422

Studies from different theoretical traditions investigating children’s inheritance and genetics concepts have adopted a cross-sectional method. This paper is the first to examine both cross-sectional and longitudinal changes in children’s basic genetic concepts. It forms part of a larger investigation into the development of intuitive inheritance and genetics concepts in childhood. Four age cohorts (4–5 years, 7–8 years, 10–11 years, 14–15 years) were interviewed individually at two measurement occasions (T1, N = 182; T2, N = 164) separated by a 1-year interval. Cross-sectional analyses revealed an increase in children’s knowledge of genetics by 10 years. Between 10 and 14 years, there were fewer changes in the content of children’s knowledge, especially at the level of scientific genetic understanding. There was little evidence of longitudinal changes over the 1-year period. Overall, children may hold an understanding of genetics that is tied to knowledge of inheritance within families. This may pose challenges for acquiring more abstract and formal concepts of genes.  相似文献