Deal‐making and rule‐breaking: behind the façade of equity in academia     

Sue‐Ellen Kjeldal  Jennifer Rindfleish  Alison Sheridan 《Gender and education》2005,17(4):431-447

A glass ceiling for women still exists in academia after two decades of equal employment opportunity (EEO) legislation in Australia. There are complex factors that when combined make gender inequity in the higher education sector highly resistant to change. Using personal histories as a reflexive device, the paper makes explicit the embedded male patterns of behaviour in academia that operate beneath the façade of policies and rules put into place to counter inequity. In particular, the paper focuses on the cognitive dissonance individuals experience due to the disparity between formal organizational policies promoting equity, such as workload allocations, and perceptions of the unequal opportunities for women and men. Using social identity theory and the leader member exchange (LMX) framework, the daily experiences of three academic women are interpreted, the impediments to equality identified, and suggestions made for more fundamental change to gendered organizational structures within academia. The analysis of such behaviours shows that the traditional emphasis of EEO legislation on formal policies and procedures to bring about gender equity in academia needs to be accompanied by cultural change programs that make explicit and challenge behaviours that reproduce and reinforce male hegemony in academia.  相似文献   

Bottling fog? The quest for instructional management     

Joseph Murphy  Christine M. Neumerski  Ellen Goldring  Jason Grissom  Andy Porter 《Cambridge Journal of Education》2016,46(4):455-471

Elsewhere, the authors have unpacked instructional leadership and have documented that such leadership is associated with more effective schools. Indeed, there has been for a considerable time nearly universal acceptance that learning-centered leadership should provide the central platform on which leadership is enacted. In this paper, a less sanguine narrative is provided on instructional management. Specifically, it documents that for all the evidence and recognition of importance, learning-focused leadership remains a small domain of action for leaders at the school and district levels. It then focuses on both the culture of the profession of school administration and the nature of schooling to explain why in the face of considerable energy and effort only marginal improvements have been realized in deepening instructional leadership. It closes with an analysis of possible paths going forward.  相似文献   

Preservice teachers’ perceptions of an ICT-rich learning environment: Development of an instrument     

Adam Handelzalts  Ellen van den Berg  Geesje van Slochteren  Suzanne Verdonschot 《Learning Environments Research》2007,10(2):131-144

This article reports the development of an instrument to measure preservice teachers’ perceptions of the Study Landscape (SLS), which is an ICT-infused learning environment that encourages preservice teachers to direct their own learning to build a two-way relationship between theory and teaching practice. This study comprised a qualitative and quantitative part. Six factors derived from interviews with users formed the basis of the instrument: (1) Support of Learners’ Initiatives; (2) Support of Information Searches; (3) Support of Interaction; (4) Relationship with Fellow Students; (5) Relationship with Teacher Educators; and (6) Relationship with SLS Staff. Once developed, the questionnaire was responded to by 186 students. Analysis of the data supported five out of six factors.  相似文献   

Characteristics of a positive experience for women who have unmedicated childbirth   总被引：1，自引：0，他引：1       下载免费PDF全文

Hardin AM  Buckner EB 《The Journal of perinatal education》2004,13(4):10-16

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How science really works: the student experience of research-led education     

Lillian Smyth  Federico Davila  Thomas Sloan  Ellen Rykers  Sam Backwell  Stephen B. Jones 《Higher Education》2016,72(2):191-207

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Problem solving in the rat: Piecemeal acquisition of cognitive maps     

Paul Ellen  B. J. Soteres  Charlene Wages 《Learning & behavior》1984,12(2):232-237

The purpose of this experiment was to compare the problem-solving performance of rats allowed to explore either one or two tables of Maier’s three-table-problem apparatus on successive days. The feeding experience and test trial were administered on the day after all tables and runways had been explored in this piecemeal fashion. No rat that explored only one table and runway per day was able to solve the problem, whereas 60% of the rats that explored two tables and their interconnecting runways did solve the problem. All rats that explored the entire apparatus on each exploratory day were able to solve the problem. These data support the notion that animals can conceptually link objects experienced successively into cognitive representations which specify the constant relationships existing between those objects. The existence of such an absolute spatial mechanism makes it unnecessary for an organism to depend upon relative spatial mechanisms such as routes or cues.  相似文献   

Infants' Reliance on a Social Criterion for Establishing Word-Object Relations   总被引：3，自引：0，他引：3  

Dare A. Baldwin  Ellen M. Markman  Brigitte Bill  Renee N. Desjardins  Jane M. Irwin  Glynnis Tidball 《Child development》1996,67(6):3135-3153

The language children hear presents them with a multitude of co-occurrences between words and things in the world, and they must repeatedly determine which among these manifold co-occurrences is relevant. Social factors—such as cues regarding the speaker's referential intent—might serve as one guide to whether word-object covariation should be registered. In 2 studies, infants (15–20 months and 18–20 months in Studies 1 and 2, respectively) heard novel labels at a time when they were investigating a single novel object; in one case the label was uttered by a speaker seated within the infant's view and displaying concurrent attention to the novel toy (coupled condition), whereas in the other case the label emanated from a speaker seated out of the infant's view (decoupled condition). In both studies, subsequent comprehension questions indicated that infants of 18–20 months registered a stable link between label and object in the coupled condition, but not in the decoupled condition, despite the fact that covariation between label and object was equivalent in the 2 conditions. Thus, by 18–20 months children are inclined to establish a mapping between word and object only when a speaker displays signs of referring to that object.  相似文献   

Subtypes of developmental dyslexia: The influence of definitional variables   总被引：1，自引：0，他引：1  

Linda S. Siegel  Ellen B. Ryan 《Reading and writing》1989,1(3):257-287

The purpose of this study was to investigate the hypothesis that the manner in which a reading disability is defined will influence the conclusions that are made about the characteristics of the disability. To test this hypothesis, learning disabled and normally achieving children, aged 6 to 14, were administered tasks measuring grammatical, shortterm memory, phonological, reading, and visual-spatial skills. The poor readers were divided into groups of poor readers with

1.	inadequate phonics skills,
2.	inadequate word recognition skills,
3.	adequate word recognition skills but low reading comprehension scores, and
4.	adequate word recognition scores but a slow reading speed.

These children were compared with children who had normal reading scores. Children with deficits in phonics and/or word recognition scored significantly below normal on all the cognitive tests, except some of the visual-spatial tasks. Reading comprehension difficulties were characterized by average phonics, word recognition, and language skills but below average scores on some memory tasks. Slow readers had cognitive profiles similar to the normal children. The presence of a deficit in phonics and/or word recognition constituted the basis of the most serious impairment of language and memory functioning. Reading disabled children, defined in this manner, appear to be reasonably homogeneous in regard to the presence of language and memory problem. There does not appear to be evidence for a distinctive non-language impaired subtype within this type of reading disability. Children with low comprehension scores and/or slow readers did not have language problems. The definition of a reading disability appears to determine the subtypes and characteristics of reading disability that will emerge.  相似文献   

Cognitive Complexity and Attentional Control in the Bilingual Mind   总被引：9，自引：0，他引：9  

Ellen Bialystok 《Child development》1999,70(3):636-644

In the analysis and control framework, Bialystok identifies analysis (representation) and control (selective attention) as components of language processing and has shown that one of these, control, develops earlier in bilingual children than in comparable monolinguals. In the theory of cognitive complexity and control (CCC), Zelazo and Frye argue that preschool children lack the conscious representation and executive functioning needed to solve problems based on conflicting rules. The present study investigates whether the bilingual advantage in control can be found in a nonverbal task, the dimensional change card sort, used by Zelazo and Frye to assess CCC. This problem contains misleading information characteristic of high-control tasks but minimal demands for analysis. Sixty preschool children, half of whom were bilingual, were divided into a group of younger ( M = 4,2) and older ( M = 5,5) children. All the children were given a test of English proficiency (PPVT-R) and working memory (Visually-Cued Recall Task) to assure comparability of the groups and then administered the dimensional change card sort task and the moving word task. The bilingual children were more advanced than the monolinguals in the solving of experimental problems requiring high levels of control. These results demonstrate the role of attentional control in both these tasks, extends our knowledge about the cognitive development of bilingual children, and provides a means of relating developmental proposals articulated in two different theoretical frameworks, namely, CCC and analysis-control.  相似文献   

Emergent patterns of teaching/learning in electronic classrooms   总被引：1，自引：0，他引：1  

Ben Shneiderman  Ellen Yu Borkowski  Maryam Alavi  Kent Norman 《Educational technology research and development : ETR & D》1998,46(4):23-42

Novel patterns of teaching/learning have emerged from faculty and students who use our three teaching/learning theaters at the University of Maryland, College Park. These fully-equipped electronic classrooms have been used by 74 faculty in 264 semester-long courses since the fall of 1991 with largely enthusiastic reception by both faculty and students. The designers of the teaching/learning theaters sought to provide a technologically rich environment and a support staff so that faculty could concentrate on changing the traditional lecture from its unidirectional information flow to a more collaborative activity. As faculty have evolved their personal styles in using the electronic classrooms, novel patterns of teaching/learning have emerged. In addition to enhanced lectures, we identified three common patterns: (a) active individual learning, (b) small-group collaborative learning, and (c) entire-class collaborative learning.  相似文献