Lesbian and gay teachers and sex/uality education policy enactment in schools     

Naomi Rudoe 《Discourse: Studies in the Cultural Politics of Education》2018,39(6):926-940

ABSTRACT

This paper examines lesbian and gay teachers’ identities and experiences in schools in the context of school policies relating to homophobia and to sex and sexuality education. Drawing on semi-structured interviews with 12 lesbian and gay teachers working in English and Welsh schools, and using the concept of ‘policy enactment’, I analyse the ways in which school policies around homo/bi/transphobic bullying and sex/uality education and their enactment are perceived by lesbian and gay teachers. The article examines teachers’ personal experiences in relation to sexuality in school, and then broadens out into related issues for pupils and a discussion of the varied approaches to sex and relationships education in the schools. I argue that the enactment of these policies is not straightforward, and that they could be better supported by a more inclusive and comprehensive sexuality education curriculum.  相似文献   

Early Conversations and Word Learning: Contributions from Child and Adult   总被引：3，自引：0，他引：3  

Lois Bloom  Cheryl Margulis  Erin Tinker  Naomi Fujita 《Child development》1996,67(6):3154-3175

Temporal and topic contingencies between child and mother speech are reported at 2 achievements in language development in the second year. Measured against their respective baseline rates of speech, children were most likely to talk before mother speech and mothers most likely to talk after child speech. This pattern, evident at both language achievements, increased in amplitude with development. These early conversations were generated by the children; neither their interactions nor word learning depended on adult-scaffolded formats. Only about one-third of all child speech occurred in response to something mothers said; only half of all child speech received a topic-related response. When mothers responded, they most often simply acknowledged, repeated, or clarified what the child said. The results supported the intentionality model for language development, in which the child's role is primary: Children learn words for expression and interpretation in order to share contents of mind, bringing words to their conversations that they've already learned in other contexts.  相似文献   

Engagement during reading instruction for students who are deaf or hard of hearing in public schools     

Donne V  Zigmond N 《American annals of the deaf》2008,153(3):294-303

An observational study of reading instruction was conducted in general education, resource, and self-contained classrooms, grades 1-4, in public schools. Participants included students who were deaf or hard of hearing and their reading teachers. Results indicated that time engaged in reading and/or academically responding varied significantly by grade level enrolled, reading curriculum grade level, and instructional setting, but not level of hearing loss or presence or absence of concomitant conditions. Students working with reading curriculum one grade level below spent significantly less time in reading instruction and reading than students working on grade level or two levels below. Students in general education settings spent significantly more time in reading instruction and reading silently than students in self-contained settings. The probability that students would engage in reading was significantly increased by several teacher and ecological conditions more likely to be observed in general education settings.  相似文献   

Implementation of Bug-in-Ear Coaching by Community-Based Professional Development Providers     

Jennifer R. Ottley  Shayne B. Piasta  Christan Grygas Coogle  Caitlin F. Spear  Naomi L. Rahn 《Early education and development》2019,30(3):400-422

Research Findings: Bug-in-ear coaching implemented under highly controlled situations has a promising research base. Yet few researchers have examined its effects when implemented within less controlled environments using authentic professional development conditions. The purpose of this study was to examine the implementation and effects of bug-in-ear coaching when staff from a community organization served as community coaches for early childhood educators. We found that community coaches implemented bug-in-ear methods, but additional supports may be necessary to increase the intensity and quality of feedback provided. Effects of the intervention were observed for 1 of the 6 targeted outcomes for educators. However, effects did not translate to children’s communication outcomes. Practice or Policy: Bug-in-ear coaching is 1 method of providing early childhood educators with performance-based feedback. One benefit is that while community coaches observe educators live, they provide feedback that educators can immediately use to improve practice. However, bug-in-ear coaching poses challenges with respect to reviewing goals and reflecting on one’s performance. Community coaches and educators should systematically plan for reflection so that educators can create new implementation goals to improve their practice. Changing educator practice is a complex endeavor, but bug-in-ear coaching is a promising tool for doing so in a supportive manner.  相似文献   

‘The customer is always right?’: Student discourse about higher education in Australia     

Naomi Rosh White 《Higher Education》2007,54(4):593-604

Changed funding arrangements and views of education have resulted in a re-prioritization of activities and practices in Australian universities. While considerable research attention has been given to the consequences of these changes for university policies and the activities of academic staff, less attention has been given to how students perceive these changes. In this paper, undergraduate students’ experience of the commodification of higher education sector are explored. The evidence suggests that the changed context is beginning to affect how students perceive university priorities and their effects on teaching and learning.  相似文献   

The teacher as a ‘colony’: a case study of agentive responses to ‘colonising’ education policy in Vietnam     

Eisuke Saito  Matthew Atencio  Thi Diem Hang Khong  Naomi Takasawa  Masatsugu Murase  Atsushi Tsukui 《Cambridge Journal of Education》2018,48(1):65-86

Neo-liberal educational policies that are being implemented globally work to foster competition among schools and teachers, as well as among children. In this situation, teachers must often come to accept the dominant representations of curricular policy developed by higher authorities. In this study, a case study design is used to describe how one school in Vietnam shifted away from this state of ‘colonisation’ by reforming the school under the framework of lesson study for learning community (LSLC). This paper subsequently argues that there is a need for school-level policies that democratise school culture and practices, resisting the negative impacts of colonising policies.  相似文献   

Effects of context exposure during conditioning on conditioned taste aversions     

Bills C  Smith S  Myers N  Schachtman TR 《Learning & behavior》2003,31(4):369-377

Rats were used in a conditioned taste aversion procedure in order to examine the effects of context exposure duration during the conditioning sessions on conditioned responding. One flavor was paired with lithium chloride during a long session in one context, whereas another flavor was conditioned during a short session in another context. Testing occurred in the home cage. The results showed that conditioning during short sessions produced strong conditioned taste aversions. Conditioning during long sessions produced strong conditioned taste aversions when the conditioned-stimulus-unconditionedstimulus (CS-US) pairing occurred at the end of the lengthy session. Other results showed that context-US associations were formed during the short duration sessions and that these associations supported conditioned responding to the CS trained in that context. The results are discussed with respect to the different influences that contextual cues can exert on conditioned responding.  相似文献   

Chronicling engagement: students’ experience of online learning over time     

Tracey Muir  Naomi Milthorpe  Cathy Stone  Janet Dyment  Elizabeth Freeman  Belinda Hopwood 《Distance Education》2019,40(2):262-277

Although there is ample research into student engagement in online learning, much of this investigates the student experience through surveys administered at a fixed point in time, usually at the exit point of a single unit of study or course. The study described in this paper, by contrast, aimed to understand online student engagement over a whole semester, guided by two overarching questions: What factors impact students’ engagement over a semester? What factors account for fluctuation in engagement levels over time? This paper presents results from weekly feedback on online education students’ engagement over the length of one semester at a regional Australian university. It also chronicles in more depth the experiences of one student across the same semester. The findings offer longitudinal accounts of student engagement, demonstrating that levels of engagement fluctuate and are influenced by a variety of factors.  相似文献   

‘It’s not about punitive’: exploring how early-career teachers in high-poverty schools respond to critical incidents     

Jo Lampert  Bruce Burnett  Barbara Comber  Angela Ferguson  Naomi Barnes 《Critical Studies in Education》2020,61(2):149-165

ABSTRACT

This article explores how early-career teachers working in high-poverty schools in Australia account for their decision-making during critical classroom incidents. Classroom management solutions are problematized by investigating how two teachers take up particular positions, make decisions, and enact what they believe to be ‘quality teaching’ in context. Through a combination of interviews and observations of teachers ‘in situ’, we examine what these teachers do, why they do it, what informs their decisions, and how they reflect on their actions. The complexity of teachers’ work in schools located in high-poverty areas is highlighted. We argue that both early-career teachers prefer to position themselves within ‘pastoral’, in contrast to ‘disciplinarian’, discourses, as part of constituting the school as a site of possibility and teachers who advocate for youth growing up in poverty.  相似文献   

Heightened consciousness and curriculum in a time of crisis     

Poindexter  Naomi Kikue  Smith  Liesa Griffin  Wang  Hongyu 《Prospects》2021,51(1-3):47-61

PROSPECTS - This article discusses heightened curriculum consciousness in a time of crisis due to Covid-19. A teacher, a principal, and a university professor in the United States offer intertwined...  相似文献