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61.
While participation in the activities like bondage, domination, submission/sadism, masochism that fall under the umbrella term BDSM is widespread, stigma surrounding BDSM poses risks to practitioners who wish to disclose their interest. We examined risk factors involved with disclosure to posit how sex education might diffuse stigma and warn of risks. Semi-structured interviews asked 20 adults reporting an interest in BDSM about their disclosure experiences. Most respondents reported their BDSM interests starting before age 15, sometimes creating a phase of anxiety and shame in the absence of reassuring information. As adults, respondents often considered BDSM central to their sexuality, thus disclosure was integral to dating. Disclosure decisions in nondating situations were often complex considerations balancing desire for appropriateness with a desire for connection and honesty. Some respondents wondered whether their interests being found out would jeopardize their jobs. Experiences with stigma varied widely. 相似文献
62.
Stephenson Tanya Fleer Marilyn Fragkiadaki Glykeria 《Research in Science Education》2022,52(4):1243-1260
Research in Science Education - As societal needs change and STEM solutions are offered, an increasing concern for the participation of girls in STEM has emerged. Research has consistently shown... 相似文献
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F. Sayako Earle Stephanie N. Del Tufo Tanya M. Evans Jarrad A. G. Lum Laurie E. Cutting Michael T. Ullman 《Mind, Brain, and Education》2020,14(2):176-186
Prior research has demonstrated that linguistic skills and knowledge contribute to successful reading acquisition. In contrast, little is known about the influence of domain‐general learning abilities on reading. To investigate associations between general memory functions and reading during the early stages of learning to read, performance measures of word‐level reading and of declarative and procedural learning were obtained in a cohort of 140 children, annually during their first 4 years of school. We hypothesized that differences in learning task performance would relate to reading ability in the early years, when children are first learning to read. We employed a series of linear mixed effects models to test the relationships between learning abilities and reading across time. Declarative learning performance predicted reading ability in first grade, while procedural learning performance predicted reading ability in second grade. Our findings suggest that reading acquisition may depend in part on general capacities for learning. 相似文献
64.
Tanya Manning-Lewis 《Changing English: An International Journal of English Teaching》2019,26(4):392-404
ABSTRACTCaribbean students are repeatedly engaged in rigid forms of writing to meet the requirements of external exams, which often leads to negative attitudes to writing. With current shifts to multimodal and multi-literate texts to engage students’ multiple literacies in learning, students’ creation of graphic novels in Caribbean English classrooms can enable their engagement in meaningful creative writing. To illustrate this, I draw on my recent experiences with four inner-city boys at a Jamaican high school who showed marked improvement in their attitudes and their creative writing skills after creating graphic novels. The preliminary findings from my research suggest a need for more personalised learning strategies and for more opportunities for students to use their home language in Caribbean classrooms. 相似文献
65.
Tanya White 《The International Journal of Art & Design Education》2019,38(4):798-808
In fashion design, pedagogy balancing a strong technical foundation with a more disruptive attitude during the ideation and development procedures provides the potential for diverse, emergent, aesthetically and critically poignant outputs. The ultimate goal in this is to offer a learning environment that is inclusive and accesses dormant design curiosity, also, as a teacher, to devise methods that will lead to discovering a personal and distinct aesthetic vocabulary. ‘Ratio’, ‘resize’, ‘repeat’, ‘reduce’, ‘remix’ and ‘rearrange’ are the 6Rs that can challenge the creative design process and reprogramme the design brain into unearthing radical new forms, concepts and aesthetics. This article will address the established literature on the ways of nurturing creative thinking as it supports the methodology of serious play directed by the 6R terms to exercise ideation generation in fashion education. This discussion will be evidenced with a case study to show that the 6Rs can successfully introduce and/or expand creative thinking in fashion design processes. The aim of this is to provide students with tools, habits and tasks that empower a creative mindset when approaching the early conceptual and compositional stages of garment development, while also addressing the tutor’s role in establishing and exemplifying a creative ethos that is integral to initiating these methods and pedagogy. Most importantly, this approach is fundamentally driven by the need to invest in a more diverse student body to potentially reach unnoticed and less privileged fashion talent. 相似文献
66.
ABSTRACTThis paper is a response to an earlier article in the Journal of Education Policy, which calls for ‘new ideas and constructive principles and practices for the provision of socially-just education’. We first discuss how an economistic approach to education entrenches socioeconomic disadvantage and argue that, in the light of evidence that inequalities are increasing both nationally and internationally, it has become increasingly important that we understand models of social justice in schools in deprived locations. Reporting on original longitudinal research with schools in disadvantaged coastal areas in England, and drawing on the notion of the insistent affirmation of possibility, we then discuss three dimensions of active social justice undertaken by participating school leaders. By examining practical examples of social justice, we aim to shift the debate into more positive territory, in which there can be more appreciation of the efforts and outcomes of some leaders in highly disadvantaged areas and more leaders can take heart in following their example. 相似文献
67.
Cécile Barnaud Guy Trébuil Tanya Promburom François Bousquet 《The Journal of Agricultural Education and Extension》2013,19(1):55-74
Abstract Although stakeholder participation is expected to promote equitable and sustainable natural resource management, lessons from the past tell us that more careful attention needs to be paid to achieving equitable impacts. Now the question is how to address social inequities and power asymmetries. Some authors emphasize the need for more dialogue, while others prefer a critical perspective, arguing that dialogue might not be sufficient to avert the risk of a process deepening existing social inequities. This article aims to enrich this debate and question the practical implications of the critical perspective through an in-depth analysis of power games in a participatory process. A Companion Modelling (ComMod) process was conducted in an Akha community of Northern Thailand with a critical perspective, i.e. with a concern for the less influent stakeholders. Simulation tools such as role-playing games were used to mediate a cross-cultural learning process among researchers, farmers and administrators about a local irrigation water management problem. The detailed analysis of power games in this learning and negotiation process reveals that in spite of initial power asymmetries, the poorest farmers of the community started to voice and assert their interests. This was very much due to the role of a Western researcher who put the equity issue on the public agenda and to the strategic support of a charismatic Christian leader. We identify a set of practical facilitation methods that helped to manage power asymmetries and to level the playing field, but we also discuss the main limits of our cultural-embedded methodological choices. Acknowledging that ‘the facilitators’ neutrality' is an illusion, this study allows us to raise the question of their social legitimacy. We suggest that they should systematically make explicit and reflect on their cultural-ideological background and methodological hypothesis and choices and their effects on the socio-political context. This article is an original attempt to accept this challenge. 相似文献
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We examined the relationship between implicit and explicit “exerciser” and “sedentary” self-identity when activated by stereotypes. Undergraduate participants (N = 141) wrote essays about university students who either liked to exercise or engage in sedentary activities. This was followed by an implicit identity task and an explicit measure of exercise self-identity. Results showed that implicit and explicit exerciser identities were not highly correlated. There were also no significant prime effects, but women showed greater implicit sedentary identity, whereas men showed greater implicit exercise identity. This research suggests that implicit exercise-related identity is a distinct construct from explicit exercise identity. The results also reflect responses to societal pressures for women to be thin and for men to be strong, when free of self-presentational bias. 相似文献
70.
Steven G. Little Angeleque Akin‐Little Ronald S. Palomares Tanya L. Eckert 《Psychology in the schools》2012,49(6):554-567
There is a paucity of research examining the experiences and perceptions of men employed as school psychology academicians. The purpose of this investigation was to ascertain male school psychology academicians' perceptions of their respective academic climates, levels of support, incidences of harassment, and levels of stress, and to compare these results with a previous survey conducted with women in similar positions. A total of 146 male school psychology academicians (41% response rate) completed the 48‐item survey entitled, “Men in School Psychology: Academia Questionnaire.'' The findings suggested that men were more likely than women to indicate that climate and opportunities within their department were equal, whereas women indicated that the climate and opportunities tend to favor men. When men indicated that inequalities exist, they reported believing that women were favored. Results are discussed in terms of implications for faculty in school psychology. © 2012 Wiley Periodicals, Inc. 相似文献