Impacts and effects of action learning in practice     

Sue Smith  Kathryn Winterburn  Kath Aspinwall  Christine Abbot 《Action Learning: Research and Practice》2017,14(3):256-257

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Trends and issues in instructional design and technology     

Gary J. Anglin  Kathryn Ley 《Educational technology research and development : ETR & D》2002,50(4):67-71

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Opening Oz's curtain: who’s really running the annual IEP meeting to discuss secondary transition issues?     

Jamie L. Doronkin  James E. Martin  Barbara A. Greene  Belkis Choiseul‐Praslin  Faye Autry‐Schreffler 《Journal of Research in Special Educational Needs》2020,20(3):206-216

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Exploring indicators of engagement in online learning as applied to adolescent health prevention: a pilot study of REAL media     

Ray  Anne E.  Greene  Kathryn  Pristavec  Teja  Hecht  Michael L.  Miller-Day  Michelle  Banerjee  Smita C. 《Educational technology research and development : ETR & D》2020,68(6):3143-3163

Educational technology research and development - Engagement is central to the effectiveness of online health messages and the related educational programs that aim to deliver these messages to the...  相似文献   

Understanding Violence Against Women in Southeast Asia: A Group Approach in Social Justice Work     

Kathryn L. Norsworthy 《International journal for the advancement of counseling》2003,25(2-3):145-156

Using a liberatory group approach, women and men from three countries in Southeast Asia, Thailand, Cambodia, and among refugees of Burma, analyzed gender-based violence within their cultural contexts. Group members also discussed strategies for transforming systems supporting violence against women into structures of peace and gender justice. The author briefly describes the group model employed in the project, based on principles from liberation theory and feminist psychology. Themes emerging from the analyses generated by group members are also presented along with preliminary recommendations for social change at the personal, family, community, institutional, and societal levels.  相似文献   

Discourse appropriation and category boundary work: casual teachers in the market     

Jennifer Charteris  Kathryn Jenkins  Marguerite Jones  Michelle Bannister-Tyrrell 《Discourse: Studies in the Cultural Politics of Education》2017,38(4):511-529

With the increasing casualisation of the teacher labour force, there is little written on the experiences of casual teachers and the challenges they face in brokering professional identities within constantly shifting and uncertain work contexts. Being a category bound casual teacher (a product of category boundary work) is a complex subject position. The aim of this article is to advance our understandings of the identity work inherent in casual relief teachers (CRTs) performativity. Anti-essentialist theories support this exploration of CRT subjectivities and processes of discourse appropriation. Using collective biography methodology as re-storied memory work, this article speaks back to neoliberal politics of casualisation. The stories draw attention to how both experienced practitioners and newly graduated teachers might ‘do’ category boundary work within the complexity of school politics as they navigate the uncertainty of gaining and maintaining employment in the Education market.  相似文献   

After postmodernism: anti-fascist theories     

Kathryn J. Strom 《Educational Philosophy and Theory》2018,50(14):1324-1325

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Structural marginalisation,othering and casual relief teacher subjectivities     

Jennifer Charteris  Kathryn Jenkins  Michelle Bannister-Tyrrell  Marguerite Jones 《Critical Studies in Education》2017,58(1):104-119

Produced through market relations of neoliberal managerialism, teacher subjectivities are becoming progressively commodified. With the increasing casualisation of the teaching workforce, the well-being and status of casual relief teachers (CRTs) can be seen as an area of concern, at risk of ‘flexploitation’. More than just a convenient labour pool, CRTs operate on the margins of school communities, a space fraught with a range of issues. In many instances, CRTs experience less job satisfaction; less rapport with students and colleagues and less access to school information, professional development, resources and teaching materials. This article draws on a positioning theory to frame the discursive production of CRT selves within the neoliberal milieu. It offers a detailed analysis of collective biographies that explore narrative formations of casual teaching. Schooling discourse is replete with metaphorical language that frames teacher positioning, and a range of existing metaphors in CRT literature highlight their vulnerability in particular. Rather than offering an analysis that addresses casual teacher performance as a problem to be solved, this article proposes that the relationship between ‘structural marginalisation and the ‘othering’ that CRTs can experience is associated with the politics of market-related performativity.  相似文献   

The influence of mentoring on the academic trajectory of a 17-year-old Black male college sophomore from the United Kingdom: a single case study     

Ramon B. Goings  Julius Davis  Joseph Britto  Dijaria Greene 《Mentoring & Tutoring: Partnership in Learning》2017,25(3):346-368

There has been a national- and state-level call for colleges and universities to develop targeted mentoring programs for Black males. However, there is limited published scholarship that has investigated the experiences of non-U.S.-born Black males in these college mentoring programs generally, and at historically Black colleges and universities (HBCUs) specifically. Thus, the purpose of this qualitative study is to examine the experiences of a 17-year-old Black male college sophomore from the United Kingdom who enrolled in a HBCU male-focused mentoring program. Findings reveal that he benefited from pre-college mentoring as he developed strategies to respond to racist encounters during his K–12 schooling in the United Kingdom. In the university mentoring program, he benefited most from one-on-one mentoring opportunities with university officials. Implications for universities and future research are discussed.  相似文献   

Who says we are not attracting the best and brightest? Teacher selection and the aspirations of Australian school students     

Jennifer Gore  Rosie Joy Barron  Kathryn Holmes  Maxwell Smith 《The Australian Educational Researcher》2016,43(5):527-549

Internationally, the quality of teachers is a growing focus of educational reform, with new policies attempting to ensure that only the ‘best and brightest’ are selected for the teaching profession. This article tests the assumption underpinning these developments that prospective teachers lack the desired academic and personal qualities. Drawing on data on the career aspirations of 6492 Australian school students in Years 3–12, we investigated who, among these students, expressed interest in teaching and their reasons for doing so. Using logistic regression, we found that interest in teaching was widespread and prior academic achievement was not a significant predictor. Thematic analysis of reasons expressed for interest in teaching indicated that working with children and/or in specific subject areas, altruism, and perceptions of personal suitability for the job dominated student responses. These data provide a counter-narrative to the primacy, in policies for teacher recruitment and selection, of needing to attract ‘better’ students. We argue that policies for improving teacher quality should also capitalise on the widespread interest in teaching among school students. Without such a discursive broadening, we caution that current attempts to attract the ‘best and brightest’ risk undermining the very goals espoused.  相似文献