The experiences of lesbian,gay and bisexual students and staff at a Further Education college in South East England          下载免费PDF全文

Adam J. White  Rory Magrath  Bryan Thomas 《British Educational Research Journal》2018,44(3):480-495

Research exploring the educational experiences of lesbian, gay and bisexual (LGB) students and staff members has traditionally been characterised by homophobia, hostility, victimisation and marginalisation. Recent research has evidenced a shift in the experiences of LGB young people, to somewhat more accepting and positive narratives, including within post‐compulsory schooling. Yet, there is limited research exploring the lived experiences of LGB staff members in the Further Education context. Utilising inclusive masculinity as a sociological paradigm, this research explores the qualitative data from the narratives of 26 LGB staff and students at one Further Education college in the south of England. The results find a distinct lack of homophobia within this college, a nuanced understanding of homosexually themed language, and an organisational culture of inclusivity and widespread symbolic visibility of the LGB community. Overall, our research aligns with broader social patterns that the experiences for LGB persons is improving.  相似文献   

Travelling policies and contextual considerations: on threshold criteria     

Adam Nir  Yasar Kondakci  Serap Emil 《Compare》2018,48(1):21-38

Educational policy borrowing has become rather common in our globalised world. However, the literature lacks contextual criteria that may be employed by researchers and policy makers to assess the correspondence of a particular policy to the local context of a borrowing system. Based on a secondary analysis of documents and research reports, this paper describes the process of policy borrowing in the Israeli and Turkish educational systems. Discrepancies were found between the basic qualities of the borrowed policies and the contextual features and processes that characterise each educational system. The lack of congruency appears to be even deeper in centralised structures where the act of policy setting is done by top-level policy makers who are isolated from local school circumstances. Threshold criteria referring to fundamental considerations during decision making are offered and their theoretical and practical implications for centralised structures are discussed.  相似文献   

Guest Editors' Column     

Margaret Hundleby  Marjorie Rush Hovde  Jo Allen 《Technical Communication Quarterly》2003,12(1):5-6

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The instructional design portfolio: Peer assessment support system (Pass)     

Li  Lan  Steckelberg  Allen L. 《TechTrends》2005,49(4):80-84

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Callous–unemotional (CU) traits in adolescent boys and response to teacher reward and discipline strategies     

Jennifer L. Allen  Amy Morris  Celine Y. Chhoa 《Emotional and Behavioural Difficulties》2016,21(3):329-342

The aim of this study was to investigate the relationship between callous–unemotional (CU) traits and response to rewards and discipline in adolescent boys using a mixed-methods approach. Participants comprised 39 boys aged between 12 and 13 years and 8 teachers. Quantitative findings showed that CU traits were significantly related to punishment insensitivity, controlling for conduct problems, autism symptoms and hyperactivity. In contrast, there was no significant association between CU traits and reward sensitivity. Qualitative analysis indicated that teachers view children high in CU traits as responsive to fewer reward and discipline strategies, and strategies need to be implemented and monitored with care to avoid unintended, undesirable outcomes. However, time out, praise, support from other staff and maintaining a positive teacher–child relationship were identified as effective strategies. Findings emphasise the need to carefully select, modify and implement existing evidence-based classroom behaviour-management strategies with high-CU children.  相似文献   

Examining environmental learning experiences at an earth education summer camp     

Adam Cheeseman  Tarah Wright 《Environmental Education Research》2019,25(3):375-387

Many barriers restrict children’s access to nature resulting in negative consequences, including a lack of opportunities to learn and engage with the natural environment. Fortunately, environmental education programs offer participants an opportunity to counteract these challenges. While the benefits of environmental education as measured by pre-determined outcomes are well documented, research focused on participants’ perceptions and preferences related to their environmental learning experiences continues to be under-represented in the literature. Using a pre-/post-test survey approach, this study aimed to explore how an earth education summer camp, Sunship Earth ^TM, contributed to participants environmental learning experiences. Results suggest that Sunship Earth ^TM provides children with various EL opportunities that help to increase their understanding of some ecological concepts. Results also suggest that this learning experience may have helped to broaden participants’ understanding of environmental issues and actions, as well as enhance feelings of care, interest, and responsibility towards the environment.  相似文献   

Keynote address with david thornburg unlocking the web: Breaking the rearview mirror     

Stephanie Allen doctoral student at Utah State University  David Thornburg 《TechTrends》2002,46(1):6-7

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Whiteness and Critical Pedagogy     

Ricky Lee Allen 《Educational Philosophy and Theory》2004,36(2):121-136

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MicroObservatory Net: A Network of Automated Remote Telescopes Dedicated to Educational Use     

Philip M. Sadler  Roy R. Gould  P. Steven Leiker  Paul R. A. Antonucci  Robert Kimberk  Freeman S. Deutsch  Beth Hoffman  Mary Dussault  Adam Contos  Kenneth Brecher  Linda French 《Journal of Science Education and Technology》2001,10(1):39-55

Many students have a deep interest in astronomy, but a limited opportunity to use telescopes to explore the heavens. The MicroObservatory Network of automated telescopes is designed to provide access to classroom teachers who wish their students to conduct projects over the World Wide Web. The intuitive interface makes it easy for even 10-year-olds to take pictures. Telescopes can be remotely pointed and focused: filters, field of view, and exposure times can be changed easily. Images are archived at the website, along with sample challenges and a user bulletin board, all of which encourage collaboration among schools. Wide geographic separation of instruments provides access to distant night skies during local daytime. Since first light in 1995, we have learned much about remote troubleshooting, designing for unattended use, and for acquiring the kinds of images that students desire. This network can be scaled up from its present capability of 240,000 images each year to provide telescope access for all US students with an interest in astronomy. Our WWW address is http://mo-www.harvard.edu/MicroObservatory/  相似文献   

Ethics and Visual Rhetorics: Seeing's Not Believing Anymore     

Nancy Allen 《Technical Communication Quarterly》1996,5(1):87-105

When working with graphics and illustrations, technical communicators face ethical questions at almost every step. The visual rhetorics available offer help with evaluating visual components but little guidance on ethical issues. This article presents examples of ethical conflicts, describes some of the prominent visual rhetorics, and discusses ethical issues that need to be addressed. Some steps for improving ethical awareness related to graphics and illustrations are suggested.  相似文献