Transformative Pedagogy: Emergent Bilinguals and Perspective Taking     

Mary Esther Soto Huerta 《Journal of Latinos & Education》2017,16(3):192-202

This study contributes to the limited research on emergent bilinguals, perspective taking, and second language reading of informative text. The explicit integration of Freire’s (1993) notion of conscientizacao, or consciousness-raising, with the constructs of empathy and embodiment (Gee, 2001; Hurtado, 1996) and with translanguaging (García, 2009) represented conceptual frameworks that explicitly guided the pedagogical approaches implemented in the study. The findings indicated that the incorporation of the integrated conceptual frameworks with the prescribed fourth grade social studies curriculum enabled emergent bilinguals to generate their own perspectives concerning social justice and equity when studying about slavery in Texas.  相似文献   

Instrumentalism amongst students: a cross-national comparison of the significance of subject choice     

Dr Esther Muddiman 《British Journal of Sociology of Education》2018,39(5):607-622

Both educational policies and academic literature assume that students take an instrumental approach to their studies at university. However, despite wide-ranging discussions in the academic literature about contemporary arrangements and practices in higher education, empirical examinations of these conditions are notably scarce. This article reports on a comparative qualitative study into undergraduate students’ accounts of studying business or sociology at universities in Britain and Singapore. Drawing on Eric Fromm’s distinction between learning as ‘having’ and ‘being’, the article demonstrates that – regardless of national context – those studying business displayed many elements of passive, instrumentalised, or ‘having’ orientations to learning, whilst those studying sociology showed clear signs of the more active and less instrumental ‘being’ mode of learning. By examining subject allegiance across national borders, this article underscores the importance of recognising subject choice, alongside other important contextual factors, in moving towards a nuanced understanding of student dispositions.  相似文献   

‘The Best Education Ever’: Trumpism,Brexit, and new social learning     

Liz Jackson 《Educational Philosophy and Theory》2018,50(5):441-443

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Differently Academic? Constructions of ‘academic’ in higher education     

Sue Jackson 《高等教育研究与发展》2000,19(3):279-296

This article draws on my research, in which I have interviewed a group of students over the course of their degrees. The women are all taking women's studies combined with a range of other subjects in a ‘new’ university with campuses in inner London and on its outskirts. This article considers the women's perceptions of both women's studies and their second subjects as "academic", as well as how they think both the university and the wider world value the academic nature of their various subjects. It asks whether subjects are only valued as "academic" if they focus on the writings of men, and are considered "objective", abstract and theoretical. Do students need to be seen to be "thinking like a man" in order to value their subjects and have them valued by others, or are there ways to be "differently academic"? It concludes by suggesting some alternative ways for institutions of higher education to consider the meaning of "academic" in higher education.  相似文献   

Reflection‐Impulsivity in Retarded Adolescents and Non‐retarded Children     

Merrill S. Jackson  Allan T. Haines 《International Journal of Disability, Development & Education》1983,30(3):230-232

This study examined the responses to Kagan's Reflectivity‐Impulsivity test (and its relevance to temptation to steal dilemmas) of mentally retarded and non‐retarded subjects matched for both MA and CA and for sex. Retarded subjects were less reflective than non‐retarded children when matched on the basis of CA but showed no difference when matched on the basis of MA, confirming findings by Borys and Spitz (1978).  相似文献   

The academic research-teaching nexus in eight advanced-industrialized countries     

Esther E. Gottlieb  Bruce Keith 《Higher Education》1997,34(3):397-419

The purpose of this study is to examine the internationalcomplexities of the research-teaching nexus in higher educationalinstitutions. The Carnegie International Survey of the Academic Professionis employed to compare teaching and research activities in eight countries.These countries include the former West Germany, United Kingdom, Sweden, TheUnited States, Australia, Israel, Japan, and South Korea. Findings revealthat teaching and research are not mutually exclusive activities in thework/life of faculty. Research oriented faculty are more likely to viewtheir research commitments as being competitive with teaching. Research isfound to positively affect teaching, but attributes of teaching (e.g.,course load, student demand, etc.) negatively impact research. In addition,the paper finds academic orientation and the number of articles publishedduring the past three years to be the most important factors in determiningthe number of weekly hours spent on research and teaching activities.  相似文献   

Assessment of Prelinguistic Behaviors in Deaf Children: Parents as Collaborators     

Dromi E 《Journal of deaf studies and deaf education》2003,8(4):367-382

This article begins with the rationale for a detailed assessment of prelinguistic behaviors in young deaf children. I used a Hebrew adaptation of the parent questionnaire developed by Camaioni, Caselli, Volterra, and Luchenti (1992) in Italy to collect data on a relatively large heterogeneous Israeli sample of deaf participants: 43 deaf children of hearing parents (19 girls and 24 boys) ranging in age from 8 to 49 months. Results indicated that prelinguistic behaviors in deaf infants resemble only to some extent the theoretical model of prelinguistic communication in hearing infants. Unique interrelationships emerged among pointing and early noncommunicative behaviors, yet no correlation emerged between the use of referential gestures and early words or signs. We analyzed findings with respect to the comparison of prelinguistic behavioral characteristics in hearing and deaf children and the collaboration with parents in assessing the prelinguistic behaviors of their own deaf children.  相似文献   

School Counselling in America and England     

Bruce Shertzer  Ray Jackson 《比较教育学》1969,5(2):143-148

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Doctoral Students' Experiences with Pedagogies of the Home,Pedagogies of Love,and Mentoring in the Academy     

Jennifer Esposito  Taneisha Lee  Kelly Limes-Taylor Henderson  Amber Mason  Anthony Outler  Justina Rodriguez Jackson 《Educational Studies A Journal of the American Educational Studies Association》2017,53(2):155-177

In this article, a group of nontraditional and/or doctoral students of color and our advisor discuss how the advisor-advisee mentoring relationship has positively affected our experiences within academia. The mentoring relationship, cultivated within a group mentoring model, was integral to our acclimation of the hidden culture of our doctoral programs. We elaborate on the history and mentoring model of the group of which we are a part, and follow with a review of the literature on mentoring practices and a discussion of methodology. Finally, through autoethnographic vignettes, each author discusses his/her experience as a non-traditional and/or student of color and how our relationship with the group has provided us with the logistical, emotional, and psychological support needed to progress in and complete our programs.  相似文献   

‘Wild’ girls? An exploration of ‘ladette’ cultures in secondary schools   总被引：1，自引：3，他引：1  

Carolyn Jackson 《Gender and education》2006,18(4):339-360

‘Laddish’ attitudes and behaviours are central to current discourses on boys’ ‘underachievement’, as they are seen by many people to impede the progress of some boys in school. Whilst the vast majority of concern about ‘laddishness’ has, to date, focused upon boys, according to media reports there are now good reasons to worry about girls. Anecdotes from teachers and reports in the media suggest that some schoolgirls are now acting ‘laddishly’, that they are ‘ladettes’. This paper explores ‘ladette’ cultures in secondary schools, drawing upon interview data from100 pupils and 30 teachers. It tackles and discusses the following questions: (a) What does the term ‘ladette’ mean to pupils and teachers? (b) Do school‐aged ‘ladettes’ ‘exist’—and if so, what are they like inside and outside of school? (c) In what ways are ‘ladettes’ similar to, and different from, ‘lads’? (d) Are teachers concerned about ‘ladettes’? (e) Are ‘ladette’ behaviours on the increase?  相似文献