Educational Technology in Engineering Education     

Robert D. Strum  John R. Ward 《British journal of educational technology : journal of the Council for Educational Technology》1971,2(1):63-66

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Careers for persons with disabilities     

Lloyd W. Tindall  John J. Gugerty 《Journal of Career Development》1987,13(4):5-13

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Teacher Ideology and Sex Roles in Curriculum Texts     

John Abraham 《British Journal of Sociology of Education》1989,10(1):33-51

This paper explores the relationship between teachers’ general beliefs about sexism in society with their views on sexism in curriculum materials. In so doing, it seeks to elaborate on the nature of teachers’ ideological perceptions of sexism, sex roles and feminism. By analysing sex stereotyping in the school texts of one secondary school for the subjects English, mathematics and French, the research reported in the paper substantiates much of the previous research in this area which has found school texts to be male dominated. In conclusion, the paper suggests that, in certain cases, teacher ideology could be a considerable obstacle to the development of anti‐sexist pedagogies because those teachers who support traditional sex roles tend to resist or devalue anti‐sexist initiatives in education.  相似文献   

Training program in child abuse for community health workers     

Stuart Copans  Helen Krell  John Gundy  Frances Field  Janet Rogan 《Child abuse & neglect》1979,3(1):123-130

A wide range of health workers in the community provide care for families that abuse or have a potential for abusing their children. Frequently these workers are unable to work effectively because of difficulty dealing with feelings aroused by contact with such families.An experimental child abuse training program for community health workers was designed by a pediatrician, a social worker, a public health nurse and two child psychiatrists. This program included a six-month study group which met weekly to focus on feelings and conflcts aroused during the course of work with abusing or potentially abusing families.Through analysis of the group experience, the leaders identified eleven sets of feelings or conflicts which seemed to interfere consistently with effective delivery of care: 1)anxieties about a) being physically harmed by angry parents and b) about the effects of a decision; 2) denial and inhibition of anger; 3) need for emotional gratification from clients; 4) lack of professional support; 5) feelings of incompetence; 6) denial and projection of responsbility; 7) feeling total responsibility for assigned families; 8) difficulty separating personal from professional responsibility; 9) feelings of being a victim; 10) ambivalent feelings a) toward clients and b) about one's professional role; 11) need to be in control.This type of group experience seems to be an effective method for exploration and resolution of feelings and conflicts.  相似文献   

Heart Rate and Behavioral measures of Attention in Six-, Nine-, and Twelve-Month-Old Infants during Object Exploration     

Jeffrey M. Lansink  John E. Richards 《Child development》1997,68(4):610-620

In this study we examined the effect of heart rate and behavioral measures of attention on distractibility of 6-, 9-, and 12-month-old infants. The infants were presented with a toy, and a distractor was presented while they attended to the toy. The distractor was presented during heart rate changes indicating sustained attention or attention termination, or during periods of time when behavioral ratings indicated the infant was in focused or casual attention. There were longer distraction latencies during attentional engagement as defined by heart rate changes or behavioral ratings than for periods of inattention. Infants had the longest distraction latencies when heart rate and behavior measures were congruent with respect to attention engagement (heart rate deceleration and focused attention). Conversely, latencies were shortes for congruent values of inattention (heart rate acceleration and casual attention). Infant information processing may be greatest when a heart rate deceleration occurs simultaneously with an episode of focused attention.  相似文献   

Book reviews     

Steven B. Sample  Sue Tatum  Gordon A. Inkster  James Calderhead  John S. Andrews 《Higher Education》1987,16(5):647-657

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An Objectivist Critique of Relativism in Mathematics Education     

Rowlands  Stuart  Graham  Ted  Berry  John 《Science & Education》2001,10(3):215-241

Many constructivists tag as `absolutist' references to mathematics as an abstract body of knowledge, and stake-out the moral high-ground with the argument that mathematics is not only utilised oppressively but that mathematics is, in-itself, oppressive. With much reference to Ernest's (1991) Philosophy of Mathematics Education this tag has been justified on the grounds that if mathematics is a social-cultural creation that is mutable and fallible then it must be social acceptance that confers the objectivity of mathematics. This paper argues that mathematics, albeit a social-cultural creation that is mutable and fallible, is a body of knowledge the objectivity of which is independent of origin or social acceptance. Recently, Ernest (1998) has attempted to express social constructivism as a philosophy of mathematics and has included the category of logical necessity in his elaboration of the objectivity of mathematics. We argue that this inclusion of logical necessity not only represents a U-turn, but that the way in which Ernest has included this category is an attempt to maintain his earlier position that it is social acceptance that confers the objectivity of mathematics.  相似文献   

Postmodern literacy: A primer   总被引：2，自引：0，他引：2  

John Willinsky 《Interchange》1991,22(4):56-76

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On 'The Myth of the Learning Society'   总被引：2，自引：0，他引：2  

Michael Strain  & John Field 《British Journal of Educational Studies》1997,45(2):141-155

A recent critique by Hughes and Tight (1995) argued that the 'Learning Society' and related notions of productivity and change are 'myths'. In response, it is argued here that myth should not be confused with ideological distortion. The rhetorical dimension of current initiatives is a necessary feature of theoretical formulation, intended to influence public discussion and policy-making. The concepts of productivity and change are reconsidered in a wider historical dimension and the communitarian aspects of the project are shown to have a more positive significance in the light of, for example, recent work by Beck and Giddens on 'reflexivity' and 'risk'. It is acknowledged that faith in the application of technological solutions to societal learning challenges is frequently misplaced. But fear that the project's aims might be subverted by interests hostile to humane educational values is insufficient reason for such scepticism, which is too narrowly grounded and is misdirected.  相似文献   

Job satisfaction: perceptions of a national sample of teachers of students who are deaf or hard of hearing     

Luckner JL  Hanks JA 《American annals of the deaf》2003,148(1):5-17

The study examined the perceptions of a national sample of teachers of students who are deaf or hard or hearing to assess their level of job satisfaction. A questionnaire was developed and distributed; 610 completed surveys were analyzed. Overall, respondents appeared satisfied with their jobs. Of the 59 items in the survey, 51 were scored as positive for the group as a whole. Participants reported that their relationships with colleagues were the most enjoyable aspect of the job. Paperwork, state assessment tests, and lack of family involvement were identified as the least satisfying aspects. Data were also analyzed by comparing the responses of teachers across groups--itinerant, elementary, secondary, and resource room. Generally, this group-by-group analysis produced findings similar to those for the overall sample. Recommendations on addressing the specific factors that teachers responded to negatively are provided.  相似文献