Relational identities and intergenerational learning in an undergraduate critical food studies course     

Teresa K. Lloro-Bidart  Casey M. Sidwell 《The Journal of environmental education》2020,51(3):200-213

Abstract

Environmental education (EE) scholars view intergenerational learning as a means to influence adult understandings of and relationships with the environment. Yet EE researchers have studied intergenerational learning in a limited fashion, with no emphasis on its role in higher education. The purpose of this article is to use feminist posthumanist theories to broadly explore intergenerational learning in critical food studies courses taught at the university level. We rely primarily on student coursework and post-course interviews as data sources that convey student perceptions of interactions with their families and the natural world, demonstrating how students develop relational identities shaped by personal experience as well as experiences in the course. To conclude, we discuss both the limitations and implications of this research for the field of EE.  相似文献   

Parenting and family socialization strategies and children's mental health: low-income Mexican-American and Euro-American mothers and children     

Hill NE  Bush KR  Roosa MW 《Child development》2003,74(1):189-204

The extent to which current theories on family-related factors associated with children's depression and conduct problems are applicable to Mexican American children was examined among demographically comparable samples of low-income Mexican American (English and Spanish speaking) and Euro-American mothers and children. There were ethnic differences in mean levels of children's depression, maternal inconsistent discipline, and hostile control. In addition, there were differences across language within the Mexican American sample on levels of reported maternal inconsistent discipline and hostile control. The vast majority of relations between parenting and mental health were similar between Mexican Americans and Euro-Americans, suggesting that current theories do apply across ethnic groups. However, analyses across language within the Mexican American sample showed that language preference moderated the relation between maternal acceptance and children's conduct problems. Moreover, the relation between acceptance and hostile control differed across groups. These results are discussed in light of the relative influence of ethnicity and other contextual variables on parenting and children's mental health.  相似文献   

Exploring the relationship between institutional and professional autonomy: a comparative study between Portugal and Finland     

Teresa Carvalho  Sara Diogo 《Journal of Higher Education Policy & Management》2018,40(1):18-33

By comparing two distinct settings–Portugal and Finland–and based on previous studies revealing similar trends in both countries, this article analyses the relationship between institutional and academic autonomy in the higher education sector. Based on crosschecking of the literature review and 47 interviews with key actors in both the Portuguese and Finnish higher education systems, the authors analyse the extent to which the political attempts to increase institutional autonomy are perceived by academics in these countries as leading to an increase in their professional autonomy. Data reveals that there is a lack of complete correspondence between the way different institutional dimensions have been changing at the organisational level and the way academics perceive the effects at the professional level. While there is a correspondence in the perceptions over organisational and interventional autonomy, no correspondence is found concerning policy autonomy in both countries. Furthermore, there are no homogeneous perceptions within academics group in each country concerning professional autonomy.  相似文献   

Book reviews     

Teresa Cortez  Peggy A. Ertmer 《Educational technology research and development : ETR & D》1996,44(3):98-101

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Book Reviews     

Harold E. Hill  Rune Pettersson  Richard VanDeWeghe  Richard E. Clark 《Educational technology research and development : ETR & D》1982,30(1):54-60

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Research in progress     

Eve Bearne  Teresa Grainger 《Literacy》2004,38(3):156-158

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Reassessing “a statewide study of ECE and non-ECE schools on reading achievement, grades 2 and 3, based on the California assessment program results”     

Richard Hill  David Gordon  David Sweet 《Studies in Educational Evaluation》1977,3(3):207-214

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Time Management in the Work Economy of A Class, A Case Study: Integration of Cabri in Primary School Mathematics Teaching     

Teresa Assude 《Educational Studies in Mathematics》2005,59(1-3):183-203

Time is a constraint but also a condition of operating within a didactic system. Don’t we need to distinguish several kinds of times? Our study will focus on teachers’ time management strategies. We will identify these strategies by taking into account two temporal dimensions – didactic time and time capital – and the rate at which the former advances relative to the latter, called the pace of an activity, a lesson or a teaching sequence. Those strategies have been identified in the specific context of the integration of the Cabri-geometry dynamic geometry software in the daily work of a French primary school.  相似文献   

Changing thoughts,changing practice: examining the delivery of a group CBT-based intervention in a school setting     

Caoimhe Weeks  Vivian Hill  Charlie Owen 《Educational Psychology in Practice》2017,33(1):1-15

Promoting mental health and well-being for children and young people in the UK has attracted increasing prominence in recent years and has been a focus for government strategy within health and education. Training and practice in educational psychology has increasingly focused on developing skills and expertise to provide therapeutic support within school contexts, at an early stage of need. One approach, Cognitive Behaviour Therapy (CBT), has been heralded as an effective, evidence-based intervention for anxiety. This research examines the factors influencing the outcomes of a group CBT-based intervention, run by an Educational Psychologist (EP), in a school setting. The findings suggest that influential variables included pupil identification, measures of change applied and the role of school staff. It is concluded that EPs can play a key role in increasing access to psychological therapies, alongside considering due caution in relation to the application of traditional clinical approaches in school contexts.  相似文献   

An investigation into the consistency of marking examination scripts in B.Sc. Part I in mechanical engineering     

B. J. Hill 《Higher Education》1972,1(2):221-227

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