Parent attitudes about working conditions of their adult mentally retarded sons and daughters     

J W Hill  J Seyfarth  P D Banks  P Wehman  F Orelove 《Exceptional children》1987,54(1):9-23

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Socio-economic disadvantage, literacy and social justice: Learning from longitudinal case study research     

Barbara Comber  Sue Hill 《The Australian Educational Researcher》2000,27(3):79-97

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‘If you miss the ball,you look like a total muppet!’ Boys investing in their bodies in physical education and sport     

Joanne Hill 《Sport, Education and Society》2015,20(6):762-779

Connections have been drawn between masculinity, muscularity and physical or social status in sport. Not only are sporting bodies often related to masculinity but also to whiteness, leading to the devaluing of Asian boys' bodies and sporting experiences. This paper draws on three British Asian teenage boys' visual and verbal narratives to enquire how they negotiate these connections in their physical education and recreational sport experiences. Bourdieu's notion of capital is used to make sense of boys' ways of investing in their bodies to manage their status in school. Drawing from focus-group interviews which used participant-driven photography and photo elicitation techniques, the research indicates how three boys invested in their bodies by doing particular types of physical activity that would enable them to develop muscularity, fitness and/or motor competence, to attain or retain physical and social capital in school. Along the way, they add pertinent comments on the intersections of masculinity and ethnicity in constructing and performing a sporting body.  相似文献   

Shifting the Perspective of the Research Librarian: A CoResearch Paradigm     

Pamela Carter Speaks  Sarah Burkhead Whittle  Carl Farinelli  Renée L. Cambiano  Ronald M. Cambiano 《The Reference Librarian》2015,56(4):259-273

This article proposes the coresearch engagement model (CoRE), which addresses how the academic research librarian can become a coresearch partner with any patron. The CoRE model is an interpersonal process and is founded upon the concepts of mutual respect, collaboration, reciprocity, and empowerment. Grounded in Howard Gardner’s multiple intelligences theory, Malcolm Knowles’ andragogical model, and guidelines from the Reference and User Services Association, CoRE has the potential to result in engagement for the librarian and patron. The CoRE model can be utilized in many ways including self-awareness and development for those who need and want to expand their abilities as a research librarian. It provides a theoretical framework and a knowledge base, in addition to giving a context for further development by expanding, comparing the related theories for further research, and implementing various applications suggested by this article.  相似文献   

The Job Interview and Cognitive Performance: Does Structure Reduce Performance on Selection Batteries,and Can Explanation of Purpose Improve It?     

Jennifer Bragger  Eugene J. Kutcher  Gaynell Schettino  Bridget Muzyczyn  Pamela Farago  Emily Fritzky 《Performance Improvement Quarterly》2016,29(2):97-124

Structuring job interviews is a method of decreasing bias and increasing the predictive validity of job performance, but research suggests that applicants can react negatively to structure (Chapman & Zweig, 2005) and that negative attitudes about selection tools can predict performance (Hausknecht, Day, & Thomas, 2004). The current exploratory study investigates how structuring the job interview in conjunction with priming the ethnicity and sex of the applicant, and in some conditions providing an explanation of the structure, affected post‐interview cognitive ability performance. Three levels of structure were randomly assigned. Those who experienced a structured interview without an explanation of its purpose scored lower than those who experienced an unstructured interview, but those who experienced a structured interview with an explanation of its purpose did not score lower than those who experienced an unstructured interview. Scores differed for females and Hispanics depending on the structure condition, but not in the same manner. Implications for recruitment, selection, and performance management are discussed.  相似文献   

Constructing the academic category of teacher educator in universities’ recruitment processes in Aotearoa,New Zealand     

Alexandra C. Gunn  David Berg  Mary F. Hill  Mavis Haigh 《师资教育杂志》2015,41(3):307-320

An examination of recruitment materials and interviews with personnel involved in the employment of teacher educators to positions in university-based New Zealand initial teacher education (ITE) courses reveals three constructions of teacher educator as academic worker: the professional expert, the dually qualified, and the traditional academic. However, this study’s analysis shows how these constructions allow universities to pursue a bifurcated approach for the employment of teacher educators, an approach that maintains binaries within teacher education and hinders development in the field. Furthermore, as the spectre of a major cultural shift in the provision of New Zealand ITE arises, the extent to which the professional expert and traditional academic constructions of teacher educator might serve the scope of work required of postgraduate ITE going forth is questioned.  相似文献   

Girls’ active identities: navigating othering discourses of femininity,bodies and physical education     

Joanne Hill 《Gender and education》2015,27(6):666-684

Within physical education and sport, girls must navigate discourses of valued athletic and gendered bodies that marginalise or ‘other’ non-normative performances through systems of surveillance and punishment. The purpose of this paper is to share girls’ perspectives on how these discourses affected their gender performances and activity engagement. Students aged 13–14 in one ethnically diverse UK secondary school were invited to create a photo diary of the physical activities they engaged in. Photo-elicitation interviews in small groups followed. The girls positioned themselves as physically active but had to carefully manage their activity choices and gender performances in a single-sex physical education environment that regulated deviation from the fit, slender, girly-girl. Although the girls demonstrate the difficulty of resisting, they indicate moments of positioning themselves against norms that suggest the possibilities of shifting gendering processes. The paper points out the importance of listening to ‘other’ girls’ narratives in building positive physical education engagements.  相似文献   

English school exercises, 1420–1530     

Gabriel Hill 《History of education》2015,44(4):534-536

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Familial and Institutional Factors: Job Satisfaction for Female Counselor Educators     

Carrie Alexander‐Albritton  Nicole R. Hill 《Counselor Education & Supervision》2015,54(2):109-121

Job satisfaction based on familial and institutional factors was explored for 157 female counselor educators. Results indicate that female associate professors had lower levels of intrinsic rewards domain after controlling for institutional type. Parental responsibility and partnership status were equivocal, with significant interaction effects after controlling for Carnegie Classification.  相似文献   

Sustainability as a cross-curricular priority in the Australian Curriculum: a Tasmanian investigation     

Janet E. Dyment  Allen Hill  Sherridan Emery 《Environmental Education Research》2015,21(8):1105-1126

In this paper, we report on an investigation into sustainability education in schools in the Australian state of Tasmania following the implementation of the Australian Curriculum. Sustainability is one of three cross-curriculum priorities in the new national curriculum and is the focus of this research (sustainability cross-curriculum priority (CCP)). Principals and Curriculum Leaders (PCLs) from all schools in Tasmania were invited to complete a survey that asked them about their understanding of various aspects of sustainability and how the sustainability CCP was integrated across learning areas. Sixty-eight PCLs (24%) responded to the survey. They reported generally good understandings of sustainability and education for sustainability, but lesser understandings of the sustainability CCP and the nine organising ideas. Respondents’ understandings of sustainability were dominated by an environmental focus. The PCLs’ responses in relation to sustainability implementation across learning areas gave insights into ways that the sustainability CCP can serve as a pivot for cross-curricular teaching and learning, which is strongly advocated for achieving transformative sustainability education. We conclude this paper with a discussion of how the sustainability CCP is an important asset in the necessary reorientation of the Australian formal education system for a more sustainable future. We note the importance of professional support so that educators may better understand sustainability and its complexity as a cross-curricular priority and envision ways in which the sustainability CCP can be realised within education.  相似文献