School books or wedding dresses? Examining the cultural dissonance experienced by young Gypsy/Traveller women in secondary education     

Paula Hamilton 《Gender and education》2018,30(7):829-845

Although considerable attention has been given to issues impacting on the educational experiences of Gypsy/Traveller learners in the UK, most of the literature is oriented towards ethnicity rather than gender. This paper illuminates the experiences of young Gypsy/Traveller women who are engaging with secondary education, and functioning in a dual cultural framework, in a time of increased gender equality. The intersectionality of culture, class and religion frequently conflicts with the notions of gender equality and education, requiring young women to make difficult choices. It is suggested there is an urgent need to problematise and deconstruct stereotypes typically held about Gypsy/Traveller girls, as not all young women feel disengaged, restricted, excluded and in conflict. While some young women, as is their right, wish to conform to cultural-gendered norms, this study has revealed some strong, resilient women who critically challenge values and norms within their community, which negate their right to a full education, to bring about positive change.  相似文献   

Book review     

Paula A. Cordeiro 《Educational Assessment, Evaluation and Accountability》1996,10(2):191-192

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Private Schools and Public Funding: a comparison of recent policies in England and Australia     

Tony Edwards  John Fitz  Geoff Whitty 《比较教育学》1985,21(1):29-45

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Response to ACCEL: Emphasize Development,Domains, and Application     

Paula Olszewski-Kubilius  Rena F. Subotnik  Frank C. Worrell 《Roeper Review》2017,39(3):199-202

In this article, we provide a response to the Active Concerned Citizenship and Ethical Leadership (ACCEL) model put forward by Sternberg (2017). Our commentary focuses on four critical areas that do not receive sufficient attention in Sternberg’s proposed model: (a) the developmental nature of giftedness; (b) that giftedness is domain specific, particularly at later stages in the talent development process; (c) the challenge in applying ACCEL in the real world of schools; and (d) whether the arts and other performance areas are compelled to have an ethical theme in order to be valuable.  相似文献   

Reflections about outdoor adventure sports and professional competencies of physical education students     

Alcyane Marinho  Priscila Mari dos Santos  Miraíra Noal Manfroi  Juliana de Paula Figueiredo  Vinicius Zeilmann Brasil 《Journal of Adventure Education & Outdoor Learning》2017,17(1):38-54

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Teachers' personal epistemological beliefs about students with disabilities as indicators of effective teaching practices   总被引：1，自引：0，他引：1  

Anne Jordan  Paula Stanovich 《Journal of Research in Special Educational Needs》2003,3(1)

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Developing Theories of Mind: Understanding Concepts and Relations between Mental Activities   总被引：1，自引：0，他引：1  

Paula J. Schwanenflugel  William V. Fabricius  Joyce Alexander 《Child development》1994,65(6):1546-1563

The purpose of the study was to expand our knowledge of older children's understanding of the unique features and potential relations existing among mental activities. 8- and 10-year-olds as well as adults were asked to rate the similarity of pairs of mental activity scenarios in terms of how their mind would be used for each one. The scenarios involved primarily Prospective Memory, List Memory, Recognition Memory, Comprehension, Inference, Planning, Comparison, or Selective Attention. There was a developing tendency to organize mental activities on the degree to which memory was a component of the activity. Several distinctions were also more likely to be made with age: the distinction between recall and recognition, the distinction between the roles of internal and external cues in mediating cognitive activity, and the distinction among the various roles of attentional processes in regulating input from the sensory world. Together, these findings suggest that a constructivist theory of mind develops in later childhood.  相似文献   

Understanding the Development of a Hybrid Practice of Inquiry-Based Science Instruction and Language Development: A Case Study of One Teacher’s Journey Through Reflections on Classroom Practice     

Sarah Capitelli  Paula Hooper  Lynn Rankin  Marilyn Austin  Gennifer Caven 《Journal of Science Teacher Education》2016,27(3):283-302

This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher’s reflections on her teaching and her students’ learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development.  相似文献   

Durable Research,Portable Findings: Rhetorical Methods in Case Study Research     

Devon Moriarty  Paula Núñez De Villavicencio  Lillian A. Black  Monica Bustos  Helen Cai  Brad Mehlenbacher 《Technical Communication Quarterly》2019,28(2):124-136

ABSTRACT

Case studies have been a central methodology employed by scholars working in the rhetoric of science and technical communication. However, concerns have been raised about how cases are constructed and collected, and what they convey. The authors reflect on how rhetoricians of science and technical communication researchers can – and do – construct a variety of case-based mixed-methods studies in ways that may make our research more portable and durable without undercutting the important and central role of case-based analysis.  相似文献   

Anxiety, depression, and peer relationships during adolescence: Results from the Portuguese national health behaviour in school-aged children survey     

Margarida Gaspar de Matos  Paula Barrett  Mark Dadds  Alison Shortt 《European Journal of Psychology of Education - EJPE》2003,18(1):3-14

Use data from the Portuguese HBSC (Health Behaviour in School-Aged Children) survey, which was conducted by one of the authors who is the national representative of the European Study HBSC, a World Health Organisation collaborative study (Currie, Hurrelmann, Setterbulte, Smith, & Todd, 2000; Matos, Simões, Carvalhosa, Reis & Canha 2000), to examine correlates of depression and anxiety in a large, representative sample of adolescents. The study had four aims: (1) to examine the relationship between feelings of anxiety and depression; (2) to examine the association of positive peer relationships, and anxiety and depression in school-age adolescents; (3) to examine the relationship between health, peer relationships, depression and anxiety; and finally, (4) to assess age and gender differences with regard to the above issues. Measures were constructed of depression, anxiety, peer relationships, and health. Consistent with previous studies, anxiety and depression were found to be significantly correlated. A MANOVA revealed that females and adolescents in grades 8 and 10 were more likely to report high anxiety and/or depressive symptoms. High anxiety and depression in adolescence was associated with poor peer relationships and poorer health. Implications of these results and directions for further research are discussed.  相似文献