A historian looks at gender and science     

Ann Hibner Koblitz 《International Journal of Science Education》2013,35(3):399-407

Gender theorists such as Evelyn Fox Keller suggest that science, through its association with objectivity, is inherently masculine. According to this theory women who enter science do so at considerable cost to their psyches. Such a view rests on weak evidence and is historically untenable; it can only hinder, and not help, efforts to improve women's position in society.  相似文献   

The teacher’s enthusiasm     

Andrew Metcalfe  Ann Game 《The Australian Educational Researcher》2006,33(3):91-106

Social relations are often seen as transactions between individuals. The dynamic teacher, accordingly, is one who gives energy and knowledge to students. Because this understanding fails to appreciate the relational forces at work in the lively classroom, it produces unhealthy attitudes toward education. Teachers who try to live up to it will not only burn out, they will distort their students’ educational development. The vitality of the classroom comes from an energy that is created between teachers and students; it is an energy in which both teachers and students share, but for which neither is individually responsible. The successful teacher must be able to receive if they are to be able to give. This argument is advanced using interviews with Australian teachers and students, all of whom were asked to describe the teachers who changed their lives.  相似文献   

Communities of the Dead in Umayyad Cordoba     

Ann Christys 《Al-Masaq: Islam & the Medieval Mediterranean》2009,21(3):289-299

There are frequent references to Cordoba's cemeteries in Arabic, Latin and Romance sources, and archaeologists have uncovered several of them. This provides some evidence for the social aspects of burial. This paper considers two factors that seem to have determined where a citizen of Cordoba might be buried–the individual's social status and religious affiliation–and evaluates their significance.  相似文献   

The experiences of disabled pupils and their families     

Ann Lewis  Ian Davison  Jean Ellins  Louise Niblett  Sarah Parsons  Christopher Robertson  Jeremy Sharpe 《British Journal of Special Education》2007,34(4):189-195

In this article, Ann Lewis, Professor of Education at the University of Birmingham, and Ian Davison, Jean Ellins, Louise Niblett, Sarah Parsons, Christopher Robertson and Jeremy Sharpe from the research team provide a summary of discussions and selected recommendations arising from four linked projects run between 2004 and 2006. The projects were funded by the Disability Rights Commission (DRC) and looked into the experiences of disabled pupils and their families across England, Scotland and Wales. A central aim of the research was to identify the key concerns and priorities in relation to their experiences of education for children and young people with special educational needs (SEN) or disabilities and their families in the UK. The research encompassed a UK-wide parent survey (N=1776); in-depth case studies of individual children and young people (N=36); group case studies (of, for example, school councils) (N=3); and a series of project advisory groups involving disabled people. Underlying these aspects was an emphasis on the importance and validity of hearing directly from (potentially all) children and young people themselves. Thus the work meshes closely with initiatives worldwide concerning the recognition of children's'voice'in matters that concern them. The authors are not aware of any comparable evidence which focuses in-depth on a wide cross-section of pupils with disabilities or special needs and their families in the UK-wide educational context and which is located alongside concurrent authoritative data concerning the views of parents and carers.  相似文献   

Expanding Higher Education in the UK: From ‘System Slowdown’ to ‘System Acceleration’     

Ann Hodgson  Ken Spours 《Higher Education Quarterly》2000,54(4):295-322

This paper sets out to explore the implications of current patterns of participation and attainment, particularly among 16–19 year‐olds, for the further expansion of higher education in the UK. It uses a range of recent statistics on participation and attainment to describe what is termed ‘system slowdown’. It then explores a basis for ‘system acceleration’ through the development of five possible routes into higher education both for 16–19 year‐olds and for adults. We conclude the paper by looking briefly at a number of inter‐related strategies the Government could adopt to encourage ‘system acceleration’. We suggest that unless the Government is prepared to consider policy changes of this type, it is unlikely to reach the higher education participation target it has set itself and may also jeopardise the basis for a sustainable lifelong learning system for the 21st century.  相似文献   

THE DYNAMICS OF AMERICAN POLITICAL OPINION     

James  Peggy Ann; Fournelle  Thomas A. 《Int. Journal of Public Opinion Research》2000,12(4):398-418

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A German child's first day of school: “Der Ernst des Lebens hat begonnen” (“The seriousness of life has begun”)     

James O. Schnur  Mary Ann Schnur 《Early Childhood Education Journal》1994,22(2):16-18

Photos by Dorit Baudman of the German School in Potomac, MD.  相似文献   

Web & wild     

Beth Ann Miller 《TechTrends》2002,46(4):64-64

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The Content of Writing in the Early Years: Issues of Gender     

Ann Browne 《Literacy》1994,28(3):2-8

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The Impact of the Internet and Digital Technologies on Teaching and Research in Technical Communication     

Laura J. Gurak  Ann Hill Duin 《Technical Communication Quarterly》2004,13(2):187-198

Technical communication practices have been changed dramatically by the increasingly ubiquitous nature of digital technologies. Yet, while those who work in the profession have been living through this dramatic change, our academic discipline has been moving at a slower pace, at times appearing quite unsure about how to proceed. This article focuses on the following three areas of opportunity for change in our discipline in relation to digital technologies: access and expectations, scholarship and community building, and accountability and partnering.  相似文献