The research reported here was part of a large study of the impact of age, disability, race and sex on the teaching profession in England. The basic question asked in this research was how do these factors interact with career aspirations and achievements of classteachers, promoted teachers and headteachers? There were three different data sources: a large postal survey drawn from diverse geographic regions across England with over 2000 respondents; face‐to‐face individual interviews with over 100 teachers in 18 case study schools from across all of the main regions of England; discussions with special interest groups of teachers. Not surprisingly, the answer to the above question was complex. Nonetheless, the paper's conclusion highlights some of the noteworthy themes across this broad sample of teachers from primary, secondary and special schools.
Les travaux de recherche décris dans cet article ont fait partie d'une large étude sur l'impact de l'age, des handicaps, de l'origine ethnique et du genre sur les professions de l'enseignement. L'une des questions abordées dans cette recherche était de savoir comment ces facteurs interagissaient avec les aspirations professionnelles et les carrières des enseignants, administratifs et chefs d'établissement. Trois principales sources d'information ont été utilisées: un sondage par courrier de plus de 2000 personnes, couvrant différentes régions géographiques de l'Angleterre; des entretiens individuels avec une centaine d'enseignants de 18 écoles cibles, reparties sur les principales régions de l'Angleterre; des discussions avec des groupes de travail d'enseignants. De manière non surprenante, la réponse à la question ci‐dessus s'est avérée complexe. Néanmoins, cet article met en évidence un ensemble de thèmes significatifs à travers ce large groupe d'enseignants issus du primaire, du secondaire et d'institutions spécialisées.
La investigación que se presenta aquí formó parte de un largo estudio sobre el impacto que tenía la edad, discapacidad, diferencias de etnia y género en la profesión de maestro en Inglaterra. Una de las principales cuestiones a contestar en la presente investigación fue cómo estos factores interactúan en las aspiraciones profesionales de maestros, jefes del departamento y directores, se presentan en este artículo. Hubo tres principales fuentes de datos. Estas incluían: una amplia encuesta por correo la cual tuvo en cuenta diversas regiones de la geografía de Inglaterra, con cerca de unas 2000 personas encuestadas; entrevistas individuales cara a cara a unos 100 maestros en 18 estudios de casos de escuelas a través de todas las principales regiones de Inglaterra; y discusiones con grupos interesantes de maestros. No nos debe sorprender que las respuestas a las preguntas comentadas anteriormente fueran complejas de resolver. De todas formas las conclusiones del artículo dan luz a algunos de los temas significativos a través de la amplia muestra de maestros de escuelas de primaria, secundaria y escuelas especiales.
Die hier präsentierte Forschungsarbeit war Teil einer umfassenden Studie, die sich mit der Auswirkung von Alter, Behinderung, ethnischer Herkunft und Geschlecht auf den Lehrberuf in England auseinandersetzt. Die wesentliche Frage, die in dieser Forschungsarbeit gestellt wurde, lautete wie folgt: wie wirken sich genannte Faktoren auf Karriereaspirationen und Leistungen von Klassenlehrern, beförderten Lehrern und Schulleitern aus? Die Daten wurden aus drei Hauptquellen bezogen; dazu gehören: eine umfassende, geographisch breitgefächerte Postumfrage in England, auf die über 2000 Befragte antworteten; persönliche Gespräche mit über 100 Lehrern aus 18 zu Fallstudien herangezogenen Schulen in den Haupregionen Englands; und Diskussionen mit Lehrern, die bestimmte Interessengruppen vertreten. Die Antwort zu der oben genannten Frage war erwartungsgemäss komplex. Nichtsdestoweniger werden in dieser Arbeit einige der Themen hervorgehoben, die Lehrer aus dem Primär‐, Sekundär‐ und Sonderschulbereich für besonders erwähnenswert hielten. 相似文献
ABSTRACTNative women and girls suffer sexual violence at the highest rate of any demographic in the United States—primarily perpetrated by non-Native assailants. In this essay, we explore how dominant Euro-American discourses regarding trauma, sexual violence, and indigenous peoples complicate this epidemic. These discourses individualize trauma, assign it an unrealistic linear timeline that presupposes a stable subject position, and ignore the experiences of women of color. Such rhetoric renders Native bodies as disposable and disguises structural oppression by blaming women for the sexual violence committed against them. Ultimately, we argue that rhetoric of survivance, which combines survival, endurance, and resistance to assert Native presence over historical absence and perceived oblivion, creates a space in which communities disproportionately affected by violence can simultaneously practice collective coping methods while also challenging dominant discourses. To advance this argument we conduct a rhetorical analysis of the illustrated handbook, What to Do When You’re Raped: An ABC Handbook for Native Girls, which was produced by a Native American women’s organization to address sexual violence. We explore how four central characteristics of survivance—infinitive temporality, storytelling, collective agency, and structural critique—assert Native presence and make visible the problem of sexual violence against Native women. 相似文献
Simulating blast and fragment loading simultaneously in a single computation requires the combined use of multiple states of the art solvers. A pipe bomb is an example of simple improvised explosive device (IED) that consists of a piece of pipe filled with explosive material and capped at both ends. To simulate the explosion of a pipe bomb and the damage it causes, a coupled multisolver approach based upon finite element and finite volume methods is applied. The numerical calculation presented demonstrates the ability of ANSYS AUTODYN(?) to correctly simulate the threats of lEDs and provides insight into how the most significant physical phenomena affect the results. 相似文献
This paper is drawn from a recent microhistory of teacher stress, a genealogical inquiry that reveals the debilitating effects of a ‘game of truth’ called ‘economic rationalism’ on South Australian teachers during the last two decades of the twentieth century. It explores the everyday stresses of teaching through extracts from the teachers' oral history narratives, contemporary articles from the mass media and relevant policy statements from the period. Informed by the theories of Foucault, Weber, and the Annales,2The Annales movement (founded in 1929 with a journal of that name), heralded the writing of a new kind of history with problem‐orientated analysis, a history that embraced a whole new range of human activities and dealt with ideas, feelings and mentalities.View all notes it juxtaposes particular historical discourses about ‘stress’ with ‘regimes of knowledge’ that were circulating in the world of education. 相似文献
This article uses documentary evidence to review debates on spoken language and learning in the UK over recent decades. It argues that two different models of talk have been at stake: one that wishes to ‘correct’ children’s spoken language and another than encourages children to use talk to learn and represent their worlds. The article suggests that the latter, more democratic, approach is now under attack, but that the teacher can still choose to use learning talk in the classroom. 相似文献
Cases have been recommended as an important instructional tool for developing professional knowledge across disciplines. In this paper, we begin by defining case methods, a potentially valuable instructional tool for encouraging authentic, active learning. We describe our approach to the design and use of instructional design (ID) cases, and go on to report on the design and use of a Web-based ID case in a team case competition involving six universities. Students and most officials were enthusiastic about the use of ID cases and about this event. Team collaboration and competition were noted as motivating factors for students. The findings are being used to inform ongoing research and development, which is also described.A previous version of this paper was presented at the annual meeting of the Association for Educational Communications & Technology (AECT), Albuquerque, NM, February 1997.The authors may be contacted at the Department of Educational Leadership, Foundations, and Policy, Curry School of Education, University of Virginia, Charlottesville, VA 22903-2495. Phone (804) 924-7471; fax (804) 924-0747; e-mail: Kinzie@Virginia.edu. 相似文献
This article discusses and demonstrates combining scores from multiple-choice (MC) and constructed-response (CR) items to create a common scale using item response theory methodology. Two specific issues addressed are (a) whether MC and CR items can be calibrated together and (b) whether simultaneous calibration of the two item types leads to loss of information. Procedures are discussed and empirical results are provided using a set of tests in the areas of reading, language, mathematics, and science in three grades. 相似文献
