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Hilda Kean 《教育政策杂志》2013,28(2):145-154
Abstract Recent legislation embodies different concepts of education that are commonly driven by the market and financial considerations. The Local Management of Schools (LMS) part of the Education Reform Act (ERA) is very similar in concept to recent innovations in the structure of other local government services. The continuing financial incorporation of education within the local government framework has resulted in the education welfare tradition being eroded especially through compulsory competitive tendering. Policy alternatives might be considered that look at structures for education outside the specific education remit and that see schools as a site for broad local authority provision. 相似文献
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赞赏《重构文献情报队伍、迎接２１世纪的挑战》一文。阐述从图书馆学情报学会日制在校生 和广大在职人员两个方面进行图书馆学情报学教育的改革是实现重构我国文献情报队伍任务和正确途径。 相似文献
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Vignettes depicting the physical mistreatment, psychological mistreatment and neglect of children were used in an experimental design to test for bias in perception and reportage of child abuse. Subjects were 160 jurors and 176 child protective service (CPS) and police personnel. Jurors born before 1945 were less critical of such mistreatment than those born later. Female jurors pledged to report mistreatment more often than did male jurors, and they pledged to report the abuse of a female victim more often than a male victim. The other groups did not show this bias in reporting. Findings might explain discrepancies between studies of the incidence of child abuse and reportage of it. 相似文献
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Sarah G. Ross Brianna Bruggeman Melanie Maldonado Megan Deiling 《Journal of College Student Psychotherapy》2020,34(3):183-197
ABSTRACT Although college student mental health concerns are on the rise, many struggling students do not seek psychological treatment when needed. Stigma toward psychological treatment has been demonstrated to influence intent to seek treatment in college student populations. This study aimed to identify factors that predict treatment stigma in college students by examining other forms of student-held stigma, parent-held stigma, and mental health literacy. Results indicated that student-held personal, perceived, and self-stigma all predicted student attitudes toward treatment, while parent-held personal stigma was found to predict self-stigma in students. Those individuals who had received previous education about psychological disorders had lower levels of personal stigma, and, surprisingly, higher levels of self-stigma. Implications for campus outreach programming are discussed. 相似文献
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Joyce M. Alexander Kathy E. Johnson Jennifer Albano Thea Freygang Brianna Scott 《Metacognition and Learning》2006,1(1):51-67
Across two studies, we developed and tested a declarative metacognitive interview to investigate the effects of developmental
level and verbal intelligence on children's metaconceptual understanding of processes related to concept use and object categorization.
Metaconceptual knowledge developed throughout elementary school, with near ceiling scores for adults. IQ scores correlated
positively with metaconceptual interview scores for all groups of children. Study 2 confirmed a relationship between scores
on the metaconceptual interview and performance on a Twenty Questions task for which strategic performance was presumed to
depend on such knowledge, though metaconceptual knowledge was most important when IQ was lower. Implications for theory development
and hypotheses about how metaconceptual knowledge develops are discussed. 相似文献
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Eli Kean 《Multicultural Perspectives》2020,22(2):57-67
Queer is difficult to pin down conceptually; it is willfully disruptive, intentionally destabilizing everything from identity to knowledge to politics to power. The intent of this article is to illuminate some of the ways teacher educators are conceptually connecting queer to transgender identities and experiences in their classroom curriculum and pedagogical strategies. The data discussed in this article refers to three courses designed for pre-service teachers and include transgender content. A syllabus analysis and interviews illuminated the various ways queer is being conceptualized in different ways by each teacher educator. Trans identities and experiences were affirmed to various degrees through the participants’ conceptualizations of queer as an identity, queer as an embodiment/expression, queer as an analytical approach, and queer as a political project. Fundamental to the instructors’ understanding of queer was an intentional subversiveness, an affinity for non-conformity and disruption, and a commitment to anti-assimilationist practices. Furthermore, the participants saw trans and queer connecting through a common gender socialization experience and social positioning outside gender norms, and through a mutual vulnerability to heteronormativity as a system of oppression—particularly those who are both trans and queer. 相似文献
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This article explores the feminist politics of the National Union of Women Teachers (NUWT) between 1910 and 1930. It argues that the Union was as much a part of contemporary feminism as educational trade unionism. The feminist teachers were conscious of the effect of the State on their lives and saw their enfranchisement as a way of obtaining a voice in the educational and political arena. The article explores their development as equal rights feminists in the 1920s and indicates the relevance of much of their educational and political views for modern feminists. 相似文献