The nature of peer sexual health communication among college students enrolled in a human sexuality course     

Andrew Porter  Myrthle Henry  Jennifer Gallo  Beck Graefe 《American journal of sexuality education》2019,14(2):139-151

Most young people go to their friends for information on sexuality-related topics, thus it is important to understand the context of these communications so that we may gather insight into sexual values and the underlying emotions and styles of communication. We conducted qualitative weekly surveys regarding discussion of sexual health topics among peers with students enrolled in an undergraduate human sexuality course. A four-stage inductive analysis process was utilized to examine a total number of 824 survey submissions from 102 college students who agreed to participate. Seven relevant common themes emerged: safer sex, sexually transmitted infections, pregnancy, feelings about sex, sexual acts, peer support, and peer communication norms. Some perspectives varied between males and females. Life events create opportunities for peers to discuss sexual health with each other. The connection between life events and peer sexual health communication has numerous implications for both research and education.  相似文献   

Struggling with capital: a Bourdieusian analysis of educational strategies among internationally mobile middle class families in Sweden     

Jennifer Waddling  Emil Bertilsson  Mikael Palme 《Discourse: Studies in the Cultural Politics of Education》2019,40(5):697-716

ABSTRACT

Drawing on empirical data regarding educational strategies among internationally mobile families in the Stockholm-Uppsala region, this study questions the notion of a global middle class. First, a quantitative analysis shows that immigrating middle class professionals and their children are few, having marginal impact on the demand for international education. Furthermore, they far from constitute a homogeneous class, instead comprising of fractions opting for different types of schools. A second, qualitative study on capital conversion among mobile families illustrates that even well-educated international movers face serious challenges converting their existing knowledge, skills and contacts into well-informed social, professional and educational strategies in their new context. This suggests the limitations of concepts such as international capital. It is argued that the GMC concept overshadows the fact that social groups within the middle classes have varying degrees of international mobility that constitutes just one dimension of what separates them from each other.  相似文献   

Reading Literacy Performance in Norway: current practice and critical factors     

Jay Beck Rasmussen 《European Journal of Education》2003,38(4):427-443

This qualitative study explored reading literacy performance of Norwegian students (Grades 1–10). Semistandardised interviews were conducted with 36 academics, school administrators, and teachers to investigate reading literacy development, factors associated with literacy performance, and recommendations for improvement. Reading literacy lessons were also observed in 10 classrooms to determine how reading literacy is developed. Data from the International Association for the Evaluation of Educational Achievement study ( Elley, 1994 ) and the Programme for International Student Achievement study ( OECD, 2001 ) were analysed to enrich understanding of the Norwegian literacy situation. Recommendations include greater reading education for teachers, communication and collaboration between stakeholders, engagement and interest in reading, balanced reading instruction, development of linguistic awareness, use of early intervention programmes, explicit strategy instruction, and use of bilingual education.  相似文献   

The Sacred and the Profane in Recent Struggles to Promote Official Pedagogic Identities   总被引：1，自引：0，他引：1  

John Beck 《British Journal of Sociology of Education》2002,23(4):617-626

This paper begins by highlighting the concerns of a number of commentators about what they perceived as an unprecedented incursion of market-oriented instrumental values in higher education in the last quarter of the twentieth century. Bernstein's analysis of these issues is shown to draw upon Durkheimian concepts of the sacred and the profane. Similarities and differences between Durkheim's and Bernstein's definitions of these concepts are examined, and Bernstein's use of them in relation to the formation of pedagogic identities is a major focus of the paper. The second part of the paper examines two particular aspects of Bernstein's exploration of the consequences of growing marketization and managerialization for identity change in education: the displacement of 'singulars' by 'regions', and the introduction of 'generic' pedagogic modes. In both cases, although perhaps to differing degrees, the sacred is displaced and, under certain conditions, the profane 'outer' is in danger of becoming the subjective 'inner'. Bernstein's discussion of generic modes is illustrated by reference to recent changes in teacher training in England and Wales.  相似文献   

Team-based Introductory Research Experiences in Mathematics     

Brittany Smith Baum  Ginger Holmes Rowell  Lisa Green  Jennifer Yantz  Jesse Beck  Thomas Cheatham 《PRIMUS》2017,27(3):389-405

Abstract

As part of Middle Tennessee State University’s (MTSU’s) initiative to improve retention of at-risk STEM majors, they recruit first-time, full-time freshman STEM majors with mathematics ACT scores of 19 to 23 to participate in MTSU’s “Mathematics as a FirstSTEP to Success in STEM” project (FirstSTEP). This article overviews MTSU’s FirstSTEP research approach and demonstrates that introductory, early research experiences can be successful for mathematics projects. At the end of their freshman year, mathematics students can develop a foundation to conduct mathematical research, increase depth of content knowledge, and build confidence in their technical abilities.  相似文献   

Dyslexia policy and practice: cross‐professional and parental perspectives on the Northern Ireland context          下载免费PDF全文

Gillian J. Beck  Donna Hazzard  Therése McPhillips  Barbara Tiernan  Ann‐Marie Casserly 《British Journal of Special Education》2017,44(2):144-164

This article considers policy and practice in relation to dyslexia provision in Northern Ireland since the 2002 Task Group Report. Using interviews with original and current stakeholders, this research, funded by SCoTENS (Standing Conference on Teacher Education, North and South), examined the extent to which recommendations have been met in the intervening years. Perspectives of interviewees indicated that while pockets of good practice have existed, this has been inconsistent. Despite the Department of Education (Northern Ireland) promoting and funding a significant and replicable model of teacher education and making efforts to monitor its efficacy, concerns remain regarding the optional nature of training, the maintenance of the discrepancy model of dyslexia identification, the need for early multi‐disciplinary identification, whole‐school policy development and post‐primary provision. In addition, stakeholders questioned the sustainability of funding and advocated enhanced transparency for parents, whose voices, it would appear, can still go unheard.  相似文献   

Media images     

Bernard Beck 《Multicultural Perspectives》2013,15(4):19-21

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Correlates of Selected Physical Attributes     

Linus J. Dowell  Carl W. Landiss  Emil Mamaliga 《Research quarterly for exercise and sport》2013,84(3):637-639

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Arendt’s integrity     

Beck  Valentin 《Metascience》2022,31(2):289-292

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The action research process as a means of helping student teachers understand and fulfil the complex role of the teacher   总被引：1，自引：1，他引：0  

Clare Kosnik  Clive Beck 《Educational Action Research》2013,21(1):115-136

The Mid-Town elementary preservice cohort programme at OISE/UT has, for several years, had action research by student teachers as a major component. In this article, the authors outline the view of action research held by the faculty team and explain why they turned to action research as a strategy in teacher education. They detail how the action research requirement is implemented in the programme, and describe the effects of the action research process on the understandings, skills and behaviour of the preservice teachers. The findings suggest this is potentially a very valuable approach to teacher education, provided certain other conditions are fulfilled.  相似文献