Using environmental print to enhance emergent literacy and print motivation     

Michelle M. Neumann  Michelle Hood  Ruth M. Ford 《Reading and writing》2013,26(5):771-793

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Facilitating engagement in new career goals: the moderating effects of personal resources and career actions     

Anna Praskova  Peter A. Creed  Michelle Hood 《International Journal for Educational and Vocational Guidance》2013,13(2):115-134

Goal engagement in young adults is variable. We recruited university students to test whether general personal characteristics (educational ability, core self-evaluations, and well-being; study 1, N = 195) and career adaptive variables (career confidence, exploration, and planning; study 2, N = 152) facilitated career goal engagement. Goal engagement was associated positively with goal disengagement in study 1. Moderating effects showed that the positive relationship between engagement and disengagement was stronger when core self-evaluations and well-being (satisfaction) were high, and when career confidence, exploration, and planning were high. Results are discussed in the context of transitions and promoting adaptable career goals.  相似文献   

Multicultural Inclusion of Lesbian and Gay Literature Themes in Elementary Classrooms     

Stephanie R. Logan  Dwight C. Watson  Yolanda Hood  Terri A. Lasswell 《Equity & Excellence in Education》2016,49(3):380-393

This article provides a rationale for and methods to assist elementary educators in creating spaces where the enhancement of awareness of lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ)-themed literature could be explored in elementary schools and classrooms. The authors assert that an approach to providing gender and sexuality diversity in the elementary grades is part of multicultural practice in elementary classrooms. Through document analysis, the authors discovered the existing theories, practices, and evidence available in the literature that would provide elementary educators support to use LGBTQ-themed children's literature in academic spaces. The authors then provide a set of guidelines for educators to modify their existing instructional practices in order to empower young learners with the critical literacy attributes necessary in order to gain access to knowledge, power, and opportunities.  相似文献   

Safe practice in using wire rope in mines     

R.H. Kudlich  O.P. Hood 《Journal of The Franklin Institute》1920,189(1):107

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On some peculiar changes in the internal structure of iron,independent of,and subsequent to,the several processes of its manufacture     

Charles Hood 《Journal of The Franklin Institute》1843,35(2):118-125

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Learning challenges in higher education: an analysis of contradictions within Open Educational Practice     

Heli Kaatrakoski  Allison Littlejohn  Nina Hood 《Higher Education》2017,74(4):599-615

Open education, including the use of open educational resources (OER) and the adoption of open education practice, has the potential to challenge educators to change their practice in fundamental ways. This paper forms part of a larger study focusing on higher education educators’ learning from and through their engagement with OER. The first part of the study was a quantitative survey investigating educators’ learning behaviour when they learned to use OER in their practice. The second part of the study explored qualitatively how educators engaged with OER and how they conceptualised their learning. Data were gathered through interviews with 30 higher education educators. This paper reports the analysis of these interviews. The analysis draws on the theory of self-regulated learning and cultural–historical activity theory to explore the challenges adult education practitioners encounter when changing their practice. The study tests the application of a framework that traces the discursive manifestations of contradictions, exploring how this framework can be used to examine different aspects of self-regulated learning as educators learn how to use OER. We have identified three distinct tensions in higher education educators’ practice: tensions between the emerging needs of the individual (as he or she adopts new forms of practice) and organisational policies; between the transfer of responsibilities from educators to students as new practice is embedded and institutional accountability; and between cost efficiency and learning objectives. The framework for the discursive manifestations of contradictions was a useful tool used to surface these apparent tensions.  相似文献   

Shake,rattle and roll – can music be used by parents and practitioners to support communication,language and literacy within a pre-school setting?     

Philip Hood 《Education 3-13》2013,41(2):139-151

This article reports on the findings from the first part of a pilot project which gathered data from a mixed-ability Year-4 class on their perceptions of their identities as learners. A questionnaire was used which addressed both academic and affective issues, for example, why pupils do or do not enjoy certain subjects, whether they prefer to work collaboratively or alone and why they do or do not feel comfortable in the classroom. It also asked about the reasons for such preferences. The data were analysed using a trial framework which classified the pupils' responses under four headings and sought to evaluate the interaction between these elements.  相似文献   

Towards a Realist Sociology of Education: A Polyphonic Review Essay          下载免费PDF全文

Michael Grenfell  Susan Hood  Brian D. Barrett  Dan Schubert 《Educational theory》2017,67(2):193-208

This review essay evaluates Karl Maton's Knowledge and Knowers: Towards a Realist Sociology of Education as a recent examination of the sociological causes and effects of education in the tradition of the French social theorist Pierre Bourdieu and the British educational sociologist Basil Bernstein. Maton's book synthesizes the scholarship of Bourdieu and Bernstein and complements their work with “discoveries” from the world of systemic functional linguistics to produce a new “realist sociology of education.” It does so by means of Legitimation Code Theory, defined as a “toolkit” to analyze knowledge construction in cultural fields, especially education. The authors of this review essay take a polyphonic approach in assessing this ambitious synthesis, offering four perspectives on Maton's book. Brian Barrett provides a Bernsteinian perspective; Dan Schubert approaches the book from his grounding in Bourdieu; and Susan Hood contributes a view from systemic functional linguistics. Michael Grenfell weaves these three perspectives together and provides introductory and concluding reflections. They aim, through their combined expertise, to use Maton's book as an occasion to take stock of the state of the field of sociology of education generally and to reflect on the questions: What is its nature and what type of knowledge does it express? To what uses may it be set and what is its place within the larger project of educational theory?  相似文献   

Knowledge typologies for professional learning: educators’ (re)generation of knowledge when learning open educational practice     

Nina Hood  Allison Littlejohn 《Educational technology research and development : ETR & D》2017,65(6):1583-1604

Open education resources (OER) and accompanying open education practices (OEP), are changing the education landscape. For educators to take full advantage of the opportunities OER offer they must engage in learning activities to facilitate the extension and adaption of their practice. This paper forms part of a larger study exploring how adult educators learn from and through their engagement with OER in the contexts of their work. Following a quantitative investigation of the learning behaviours of 521 educators around OER use, follow up interviews were conducted with 30 participants. The interviews explore in greater detail the ways knowledge is being (re)generated and used by the educators as they learn new practices with and through OER. Six broad knowledge types were identified as supporting the expansion of practice. The data suggest educators not only require multiple types of knowledge, but also must be able to move fluidly among these different types of knowledge.  相似文献   

Sociology of Childhood     

John Hood‐Williams  John Fitz 《British Journal of Sociology of Education》1983,4(1):99-105

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