Where is the discourse of desire? Deconstructing the Irish Relationships and Sexuality Education (RSE) resource materials     

Elizabeth Kiely 《Irish Educational Studies》2013,32(2-3):253-266

Inspired by poststructuralist insights and the critical literature on the topic of school-based sexuality education, this paper is derived from a close examination of the Relationships and Sexuality Education (RSE) resource materials devised for teachers involved in delivering the programme in Irish schools. It seeks critically to uncover how students are expected to come to know themselves socially and sexually. It is argued that the liberal individualist discourse, which is very pronounced in the RSE discursive framework, promotes a narrow kind of sexual subjectivity, which obscures sexual pleasure and desire. Some suggestions are made as to how a discursive space might be created in the classroom in the interests of facilitating students’ exploration into how they can be sexual, safe and ethical in their relations and activities.  相似文献   

USING TEXT STRUCTURE TO IMPROVE OLDER ADULTS' RECALL OF IMPORTANT MEDICAL INFORMATION     

G. Elizabeth Rice  Bonnie J.F. Meyer  David C. Miller 《Educational gerontology》2013,39(5):527-542

This study makes use of the “levels effect” in prose recall to increase older adults' recall of important medical information. Seventy older adults (over 65) read and recalled two passages containing medical information about hypertension and arthritis. Half of the adults read the passages in which the text structure had been revised so that target ideas (identified as important by physician consultants) were located at the highest levels of the content structure. Recall of target ideas, details, and total number of ideas were investigated. Results showed an increase in recall of target ideas for the revised passages. Education, medical condition, and age also affected recall to differing degrees depending on the measure studied. The results indicate that older adults remain sensitive to differences in prose structure and that their memory for important information can be improved by use of principles developed with younger subject groups.  相似文献   

Exploring ways that ePortfolios can support the progressive development of graduate qualities and professional competencies     

Margaret Faulkner  Syed Mahfuzul Aziz  Vicki Waye  Elizabeth Smith 《高等教育研究与发展》2013,32(6):871-887

Since the late-1990s, the University of South Australia has embedded seven Graduate Qualities across all programs. Subsequently, the higher education landscape has changed dramatically in terms of national policies and standards, as well as technologies available to support learning and teaching. Most higher education institutions now have their own list of qualities or attributes developed by graduates. Further changes in Australia include quality assurance accredited through a national body, such as the Tertiary Education Quality and Standards Agency, and the development of disciplinary Threshold Learning Outcomes under the Learning and Teaching Academic Standards project. Similar changes are underway internationally. A multi-disciplinary research project at University of South Australia explored how ePortfolios might enhance this learning environment with a focus on aligning standards, Graduate Qualities and professional requirements. This paper outlines approaches taken in Engineering and Law undergraduate programs using two different ePortfolio tools (PebblePad and Mahara), where we sought to discover if this would empower learners to articulate their achievements and to understand professional frameworks. Lessons learnt and evaluation data are presented, along with recommendations to support a progressive developmental approach across programs. Whilst the experiences relate to two disciplinary areas, the approach taken can be adapted for other programs. Many of the insights gained also apply to strategies that exclude ePortfolio tools.  相似文献   

Contextually Based Professional Development     

J. Michael Blocher  Shadow W. Armfield  Laura Sujo–Montes  Gary Tucker  Elizabeth Willis 《学校用计算机》2013,30(2):158-169

In this article, the authors detail a study of a three-year professional development project designed to increase in-service teachers’ classroom technology integration. Participants engaged in learning activities that modeled technology integration from a contextually based perspective that included technology, and pedagogical and content knowledge. Although participants reported having very limited technology skills before professional development began, after two years they reported a significant increase in using technology skills. In addition, participants reported increased comfort and confidence in using technology to the level where they changed their teaching practice to integrate technology. Indeed, between years two and three, participants reported a significant increase in technology use for learning by their students.  相似文献   

AMERICA ON THE MOVE     

Ruth Elizabeth Murphy∗ 《Religious education (Chicago, Ill.)》2013,108(5):303-306

Representatives from six disciplines presented their points of view in a panel under the chairmanship of Buel G. Gallagher, President of the College of the City of New York. Their statements have been condensed and are given under the names of the panel members.  相似文献   

COGNITIVE COMPLEXITY AND THE LEARNING CONGREGATION     

Elizabeth Box Price 《Religious education (Chicago, Ill.)》2013,108(4):358-370

  相似文献   

Narrative Inquiry: A Spiritual and Liberating Approach to Research     

Elizabeth McIsaac Bruce 《Religious education (Chicago, Ill.)》2013,108(3):323-338

This article identifies various research characteristics of narrative inquiry including its holistic and creative approach and its emphases on experience, relationships and participation, subjectivity and consciousness-raising, commitment and resistance, ethical action, and claiming voice and power. The author suggests that these characteristics point to ways in which narrative inquiry is a spiritual and liberating research methodology that may offer a research practice aligned with the values of researchers in the field of Religion and Education.  相似文献   

Environmental Education as a Model for Constructivist Teaching     

Elizabeth S. Klein  Eileen Merritt 《The Journal of environmental education》2013,44(3):14-21

Abstract

Current literature related to science instruction often includes a discussion of the philosophy of constructivism. The authors describe four main components of a constructivist science lesson or unit. A review of commonly used environmental education materials was conducted to look for these components. Parallels between teaching strategies used in environmental education and constructivist methods are discussed.  相似文献   

An evaluation of trauma focused cognitive behavioral therapy for children in Zambia     

Laura K. Murray  Itziar Familiar  Stephanie Skavenski  Elizabeth Jere  Judy Cohen  Mwiya Imasiku  John Mayeya  Judith K. Bass  Paul Bolton 《Child abuse & neglect》2013

To monitor and evaluate the feasibility of implementing Trauma Focused-Cognitive Behavioral Therapy (TF-CBT) to address trauma and stress-related symptoms in orphans and vulnerable children (OVC) in Zambia as part of ongoing programming within a non-governmental organization (NGO). As part of ongoing programming, voluntary care-workers administered locally validated assessments to identify children who met criteria for moderate to severe trauma symptomatology. Local lay counselors implemented TF-CBT with identified families, while participating in ongoing supervision. Fifty-eight children and adolescents aged 5–18 completed the TF-CBT treatment, with pre- and post-assessments. The mean number of traumas reported by the treatment completers (N = 58) was 4.11. Post assessments showed significant reductions in severity of trauma symptoms (p < 0.0001), and severity of shame symptoms (p < 0.0001). Our results suggest that TF-CBT is a feasible treatment option in Zambia for OVC. A decrease in symptoms suggests that a controlled trial is warranted. Implementation factors monitored suggest that it is feasible to integrate and evaluate evidence-based mental health assessments and intervention into programmatic services run by an NGO in low/middle resource countries. Results also support the effectiveness of implementation strategies such as task shifting, and the Apprenticeship Model of training and supervision.  相似文献   

Correction of defective consonant sounds     

Elizabeth M. Nemoy  Serena F. Davis 《Communication quarterly》2013,61(1)

  相似文献