“Back to the Backlash?” Primary Practitioner Discourses of Resistance to Gender-inclusive Policies     

Evelyn Johnson 《Discourse: Studies in the Cultural Politics of Education》2005,26(2):225-246

In this article I discuss how observed discourses of resistance indicate the exclusion of the standpoint of primary school practitioners from feminist theorization, as well as the exclusion of feminist perspectives from primary school practice. I do so from a feminist position which sees the modernist policy framework of the gender-inclusive curriculum as still having transformative potential in the postmodern era, whilst also perceiving the need for much more specific analysis of the varied discourses of resistance. The data is selected from a wider longitudinal case study that investigated the conceptualization and enactment of a gender-inclusive curriculum policy in the state of Victoria in Australia since 1975. I focus this discussion on interviewed “exemplars” who observed primary practitioner resistance to gender inclusive curriculum policy. I conclude that this case study empirically demonstrates the failure of “backlash” in accounting for the significant specificities of primary practitioner discourses of resistance.  相似文献   

Advising time inventory: Consequences of the general college individualized baccalaureate degree program on faculty advising,activities, and academic load     

Ms. Evelyn Unes Hansen 《Innovative Higher Education》1980,4(3):212-221

Faculty of the General College are assigned advising responsibilities in addition to their teaching load. Full-time members, for example, advise 35–40 students per year. When the College initiated an individualized baccalaureate degree program in 1971, little provision was made for consequent changes on the advising function and the academic load. As a result, advisers, faced with the complex and time-consuming matters that adhere to individualized learning programs, felt mounting pressure. Large numbers of evening school students were attracted to the program and sought advice and, upon admission, expected to be assigned a faculty adviser. The College made no formal acknowledgment of the addition of the non-day school advisees to advisers' loads. Strained by the overburden, faculty participated in this study to identify how much real time they spend in advising, with whom, and on what kinds of activities. Evidence from this study was used to support their request for recognition by the College of the changed nature and full scope of their advising work.The author wishes to acknowledge Drs. Paul J. Feltovich and Thomas Brothen for their help with the researching of this paper.  相似文献   

Remembering in California sea lions: Using priming cues to facilitate language-like performance     

Ronald J. Schusterman  Evelyn Hanggi  Robert C. Gisiner 《Learning & behavior》1993,21(4):377-383

Two sea lions(Zalophus californianus) were trained to respond to relational commands fey bringing the last designated object (transport item, or TI) to the earlier designated object (goal item, or GI). Most errors on this task involved forgetting of the GI due to interference from memory for the TI. We reasoned that instructing the animals to act directly on the same object several times in single-object commands immediately before a relational command that included the same object as the GI should make the GI associative episode less prone to interference by the TI associative episode. Results confirmed that prior cuing or prompting in this manner did enable the sea lions to perform significantly better on relational commands when no cuing was given.  相似文献   

A Decade of Teacher Stress: the changing nature of the determinants of teacher stress, 1981 to 1991     

Evelyn Bransgrove 《Asia-Pacific Journal of Teacher Education》1994,22(1):39-52

This article describes a longitudinal comparative case study of teacher stress. Results of a series of eight questionnaires administered to practising teachers in suburban and inner urban settings are presented. School location emerged as a significant variable. Implications for teacher education are drawn.  相似文献   

Faculty orientations toward institutional goals: A broken front with implications for planned change     

Edwin A. Rugg  Timothy Lynn Warren  Evelyn L. Carpenter 《Research in higher education》1981,15(2):161-173

The formulation of institutional goals in higher education often involves input from various campus constituencies including faculty. The faculty's viewpoint is typically treated as though it were a uniform perception. The research reported here tested the uniform nature of the faculty's goal orientations. Statistical comparisons were conducted on mean ratings of five discipline groups of 207 faculty from a major public university on the scales of the Institutional Goals Inventory. Although discipline groups shared common viewpoints on the importance of academic instruction, intellectual pursuits, and research, major differences among groups were found for goals involving university service, off-campus instruction, accountability, intercollegiate athletics, and humanistic values. Institutional planners desiring a change in one of these latter areas should expect different levels of faculty support and resistance from different discipline groups.  相似文献   

Visualizing biological data in museums: Visitor learning with an interactive tree of life exhibit     

Michael S. Horn  Brenda C. Phillips  Evelyn Margaret Evans  Florian Block  Judy Diamond  Chia Shen 《科学教学研究杂志》2016,53(6):895-918

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Translating dyslexia across species     

Lisa A. Gabel  Monica Manglani  Nicholas Escalona  Jessica Cysner  Rachel Hamilton  Jeffrey Pfaffmann  Evelyn Johnson 《Annals of dyslexia》2016,66(3):319-336

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Continuing professional development needs and activities of school psychologists     

Evelyn Fowler  Patti L. Harrison 《Psychology in the schools》2001,38(1):75-88

The study investigated school psychologists' continuing professional development (CPD) needs and their relationship to selected demographic factors, preservice training, incentives, and typical engagement in various CPD activities. A survey questionnaire was mailed to 500 randomly selected National Association of School Psychologists (NASP) members, and responses were received from 235. Respondents reported their greatest CPD needs to be in the areas of direct service and consultation. No demographic variables were related to respondents' CPD needs. Few preservice training or incentive factors were related to CPD needs. Respondents' perceived value of preservice training in CPD management was related to their CPD needs, but few respondents reported that they had received this type of preservice training. Several personal incentives for CPD, including self‐assessment of CPD needs, opportunity to practice new skills and receive feedback during CPD training, and opportunity to evaluate the effectiveness of CPD training and CPD goal attainment were related to CPD needs. Respondents' CPD needs in each specific skill area, including direct service, consultation, assessment, program planning and evaluation, supervision, and research, had significant but low correlations with the amount of actual CPD activity in the respective skill area. © 2001 John Wiley & Sons, Inc.  相似文献   

Sport in history: promises and problems     

Sandra Heck  Evelyn Mertin 《Sportwissenschaft》2010,40(1):69-70

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Individual differences in relative metacomprehension accuracy: variation within and across task manipulations     

Evelyn S. Chiang  David J. Therriault  Bridget A. Franks 《Metacognition and Learning》2010,5(2):121-135

In recent decades, increasing numbers of studies have focused on metacomprehension accuracy, or readers’ ability to distinguish between texts comprehended more vs. less well. Following early findings that suggested readers are fairly poor at doing so, a number of studies have identified specific tasks to supplement a single reading of text that have resulted in greater metacomprehension accuracy. One assumption underlying these studies is that, in the absence of such tasks, metacomprehension accuracy is uniformly poor, and given their implementation, readers uniformly improve. Here we describe the individual variation that occurs both in the absence (e.g., within a single text reading manipulation) and presence (e.g., within a rereading or selective rereading task manipulation) of these supplementary tasks (N = 214), in order to make a case for greater attention to individual differences in metacomprehension accuracy. We also introduce a new manipulation in metacomprehension research, selective rereading, and argue that certain types of tasks may be more likely to reveal individual differences in metacomprehension accuracy due to the nature of the task being more or less demanding on working memory capacity.  相似文献