Publishing perspectives from the British Ecological Society: Partnership,community, collaboration,and innovation     

Emilie Aim  Erika L. Newton  Catherine Hill 《Learned Publishing》2020,33(1):52-56

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Planting virtual lemons: performing forest protection in the context of political performativity     

Catherine Diamond 《Inter-Asia Cultural Studies》2017,18(4):540-557

The socialist People’s Democratic Republic of Laos (Lao PDR) has some of the largest intact forests in Southeast Asia, yet these are being quickly depleted by illegal logging, slash-and-burn farming, increasing population pressures, monocrop plantations, mining and dam building. Foreign government and nongovernmental organizations stage “infotainment” theatre plays to educate and inform the Lao public of its role in protecting the forests even though government projects and concessions are the primary causes of forest destruction. Because all the nationally subsidized performing arts troupes are government mouthpieces they cannot critique the government’s role. Foreign aid agencies funding the dramas are also made complicit in the hypocrisy of promoting forest protection to those with the least power to do so, while both performers and spectators know who is profiting the most from the sale of forest products. This article examines theatrical performances regarding forest protection presented in this context of performativity in which the state manipulates socialist rhetoric to conceal its actions that enrich its officials and capitalist partners at the expense of the rest of the Lao public.  相似文献   

The learning worker,organizations and democracy     

Catherine Casey 《International Journal of Lifelong Education》2013,32(6):620-634

A current turn of interest in notions of the ‘learning economy’ and the ‘learning society’ is fuelling discussions on promoting education, training and learning in contemporary organizations and workplaces. Although the education of workers has been variously theorized and practised throughout the 20th century, the current debates are marked by a prevailing economic perspective that places emphasis on constructing ‘learning organizations’ and on ‘human resource’ learning in service of organizational strategies for innovation and competitive advantage in economic activities. Critics point out that economic and managerial models scarcely attend to the human subjectivity of the learner‐worker and the worker's diverse learning interests. Broader socio‐cultural ends of worker learning such as lifelong human development and participatory citizenship in democratic society are very often overlooked. This article offers a critical discussion of current conceptions of learning organizations and learning workers. It argues that the prevailing focus on techno‐economic imperatives and of obscured managerial elite interests in organizations currently circumscribe and delimit learning in production organizations. It proposes that a more comprehensive approach to learning in organizations attends explicitly to the needs and interests of workers as learning persons. Taking a longer view, it proposes that organizational and worker learning may generate not only improved work practices but may regenerate links between lifelong learning, societal democratic citizenship and civilized organizations.  相似文献   

Policy discourse analysis: negotiating gender equity     

Catherine Marshall 《教育政策杂志》2013,28(2):125-156

This analysis of activists' and bureaucrats' politicking for gender policy in Australia demonstrates the utility of discourse analysis. Feminist policy initiatives are special: they challenge hegemony and they circulate counter discourse. Policy elites try to manage and discredit them. Traditional policy frameworks are used to identify policy with policy mechanisms, policy communities, value shifts and the like. But the use of policy discourse analysis for this Australian story elicits key strategies for constructing and managing a counter narrative and maintaining a counter public of outsiders using insiders to institutionalize gender policies even as equity and social justice value priorities recede.  相似文献   

12. Calling for community in a conservative age     

Catherine A. Lugg 《教育政策杂志》2013,28(1-2):101-110

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Making and Molding Identity in Schools: Student Narratives on Race,Gender, and Academic Engagement     

Catherine Rassiguier 《课程研究杂志》2013,45(5):595-598

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Amount,content and context of infant media exposure: a parental questionnaire and diary analysis     

Rachel Barr  Catherine Danziger  Marisa E. Hilliard  Carolyn Andolina  Jenifer Ruskis 《International Journal of Early Years Education》2010,18(3)

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Editorial     

Jason Irizarry  Catherine Tebaldi 《Equity & Excellence in Education》2017,50(2):123-124

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Understanding student article retrieval behaviors: Instructional implications     

Catherine P. Cook-Cottone  Karen Dutt-Doner 《Research Strategies》2005,20(4):379-388

This study evaluates the use of full-text databases amongst 425 undergraduate and graduate students in western New York. A review of literature implicated convenience, time issues, article retrieval option knowledge, and the appreciation and understanding of research article quality as potential predictors of full-text reliance. These variables were then evaluated via survey response and frequency counts, by conducting correlations, a one-way ANOVA, and stepwise regression analyses. The findings suggested that convenience, appreciation and understanding of research quality, and time management issues played a significant role in the prediction of student full-text reliance. These findings as well as the relationships among independent variables are discussed. Implications for instruction are then addressed.  相似文献   

The development of pattern recognition ability in children     

Les Sternberg  Paul Larson 《Contemporary educational psychology》1976,1(2):146-156

Pattern recognition development was studied in high and low ability preschool, kindergarten, and first-grade youngsters. Pattern recognition was assessed by the administration of 96 pattern tasks which measured the ability of a youngster to find: (a) duplicate patterns and elements to a model; (b) the opposite pattern to a model; and (c) duplicate patterns but different elements than in the model. Aside from main effects for grade level, ability level, and pattern task, a significant three-way interaction was noted. This interaction was analyzed in terms of its component simple effects. The implication of these simple interaction effects for Piagetian theory and educational practice were discussed.  相似文献