Fugitive Practices: Learning in a Settler Colony     

Leigh Patel 《Educational Studies A Journal of the American Educational Studies Association》2019,55(3):253-261

In this article, I connect the ways that learning is fundamental to life, for human and nonhuman beings. I write this article at a time of crystalline xenophobic backlash, the rise of several totalitarian regimes across the planet, as well as the formation and action from many social movements. I argue that in this moment, it is even more important for education and education studies to distinguish between the achievement-measured desires of a settler state from what learning itself is and how it is intertwined with live and sovereignty. To highlight learning as fugitive practice, I connect the ways that learning has been maintained and protected even when it has been forbidden, foreclosed and seemingly withered through colonialism.  相似文献   

Where are learning communities now? National leaders take stock     

Jean MacGregor  Barbara Leigh Smith 《About Campus》2005,10(2):2-8

A multiyear effort to understand and improve the practice of learning communities across North America has revealed encouraging trends and areas in which work should continue. The authors asked nearly sixty educators involved in the work to write and talk about the state of learning communities.  相似文献   

Attachment in deaf mothers and their children     

Leigh IW  Brice PJ  Meadow-Orlans K 《Journal of deaf studies and deaf education》2004,9(2):176-188

In attachment research, there has been a growing interest in how adults conceptualize their relationships with their own parents as well as in the transmission of attachment status from parent to child and the variables that influence that transmission. The primary goal of the present study was to examine the transmission of attachment from deaf mother to child. Adult Attachment Interviews were collected on 32 deaf women and Strange Situation Procedure data were obtained from their children. While the distribution of deaf mother attachment classifications was similar to that found with hearing samples, the concordance between mother and child in terms of attachment status was lower than in hearing samples. Having a deaf parent did not affect a deaf adult's attachment status. Post hoc analyses suggested a trend towards a dismissing stance in attachment relationships. Results are discussed in terms of variables affecting attachment status as well as the transmission of attachment.  相似文献   

Undergraduate Students’ Conceptions of Mathematics: An International Study     

Peter Petocz  Anna Reid  Leigh N. Wood  Geoff H. Smith  Glyn Mather  Ansie Harding  Johann Engelbrecht  Ken Houston  Joel Hillel  Gillian Perrett 《International Journal of Science and Mathematics Education》2007,5(3):439-459

In this paper, we report on an international study of undergraduate mathematics students’ conceptions of mathematics. Almost 1,200 students in five countries completed a short survey including three open-ended questions asking about their views of mathematics and its role in their future studies and planned professions. Responses were analysed starting from a previously-developed phenomenographic framework (Reid et al., 2003) which required only minor modification. Students’ conceptions of mathematics ranged from the narrowest view as a focus on calculations with numbers, through a notion of mathematics as a focus on models or abstract structures, to the broadest view of mathematics as an approach to life and a way of thinking. Broader conceptions of mathematics were more likely to be found in later-year students (p<0.001) and there were significant differences between universities (p<0.001). The information obtained from the study not only confirms previous research, but also provides a basis for future development of a monitoring questionnaire.  相似文献   

‘Sticks and stones': masculinities and conflict spaces     

Leigh Adams Tucker  Kaymarlin Govender 《Gender and education》2017,29(3):352-368

Drawing upon a post-structural ethnography of boys’ constructions of gendered and sexual identities in one South African high school, this paper empirically seeks to theorise how 20 Grade 8 boys, identified as The Jokers, The Achievers, The Outcasts and The Average Ou's, simultaneously seek out spaces in male peer culture to cultivate, police and challenge hegemonic notions of masculinity. The paper illustrates the construction and positioning of masculinities across spaces of conflict, more particularly, the personal and social resources reproduced by boys in the pursuit of ‘desirable’ masculinities across experiences of interpersonal conflict, punishment, friendship and play. Given the nature of these identity struggles in school boy peer culture, this paper highlights the need for fostering and maintaining peer conversational spaces where boys and girls are challenged to actively deconstruct prevailing gendered identities and work towards more expansive definitions of self.  相似文献   

The College Promise in Communities: Do Place-based Scholarships Affect Residential Mobility Patterns?     

Leigh  Elaine W.  González Canché  Manuel S. 《Research in higher education》2021,62(3):259-308

Research in Higher Education - Place-based scholarships within the College Promise movement reduce the cost of college for students in particular places and often include incentives for families to...  相似文献   

Marcus S. Cox. Segregated Soldiers: Military Training at Historically Black Colleges in the Jim Crow South. Baton Rouge: Louisiana State University Press, 2013. 280 pp. Cloth $42.95.     

Shawn Leigh Alexander 《History of education quarterly》2014,54(2):234-236

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Publishing in Open Access Education Journals: The Authors’ Perspectives     

Bryna Coonin  Leigh M. Younce 《Behavioral & Social Sciences Librarian》2013,32(2):118-132

Open access publishing is now an accepted method of scholarly communication. However, the greatest traction for open access publishing thus far has been in the sciences. Penetration of open access publishing has been much slower among the social sciences. This study surveys 309 authors from recent issues of open access journals in education to determine why they choose to publish in open access journals and to gain insight into the ways publishing practices within the discipline itself impact the willingness of authors to engage in open access publishing.  相似文献   

Collaborating Over the Centuries: Creating the What Middletown Read Database     

Katharine Leigh 《Cataloging & classification quarterly》2013,51(1-3):224-238

In 2003, library records from over a century ago were discovered in the attic of the Muncie Public Library. This finding led to a multi-year collaboration between the Muncie Public Library, the Center for Middletown Studies, and the University Libraries at Ball State University to create the What Middletown Read database, http://bsu.edu/libraries/wmr/index.php. This article describes the collaboration between various groups, focusing especially on the role of the Cataloging and Metadata Services unit at University Libraries in the project, and ends with lessons learned and recommendations for cataloging units.  相似文献   

Perceptions of Women and Men Leaders Following 360‐Degree Feedback Evaluations     

Lawrence A. Pfaff  Karyn J. Boatwright  Andrea L. Potthoff  Caitlin Finan  Leigh Ann Ulrey  Daniel M. Huber 《Performance Improvement Quarterly》2013,26(1):35-56

In this study, researchers used a customized 360‐degree method to examine the frequency with which 1,546 men and 721 women leaders perceived themselves and were perceived by colleagues as using 10 relational and 10 task‐oriented leadership behaviors, as addressed in the Management‐Leadership Practices Inventory (MLPI). As hypothesized, men and women leaders, as well as their supervisors, employees, and peers, perceived women leaders to employ nine of the 10 relational leadership behaviors significantly more frequently than men leaders. Additionally, the employees' perceptions of their women leaders' use of task‐oriented behaviors were significantly higher when compared to similar assessments from the employees of men leaders. However, the leaders as well as their supervisors and peers perceived men and women leaders' use of task‐oriented behaviors as approximately equal. Broader implications of these findings are discussed.  相似文献