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Two studies on monitoring and assisting students at risk are presented against a contemporary perspective in higher education: that of monitoring and developing the quality of student learning. A basis for risk categorisation at an individual level is outlined, and the effects of an intervention aimed at students at risk are evaluated in two contrasting settings. At risk in the present study represents, in conceptual terms, a relatively extreme set of learning behaviours.The first study approximates an ideal set of circumstances in which an individual-level intervention for students conceptually at risk is described. The second study reflects the uncompromising reality of a large first-year service course, in which a reduced form of the same intervention was pragmatically attempted. In both interventions the emphasis was on assisting students to engage manifestations of their own self-reported, contextualised study behaviour. This was the starting point of a developmental and reflective programme in which students were not taught study skills, but were rather assisted to develop deeper contextual perceptions, metalearning awareness, and internal locus.The targeted students in these studies, and the basic nature of the intervention employed, differ considerably from those used in other intervention studies. The first study produced positive results, while the second study did not. An overall conclusion is that, while interventions of the type described can assist students to develop their learning potential, they can only do so in carefully managed circumstances that are sensitive to individual students' learning problems and the discipline-specific context in which these occur. 相似文献
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This article reports on recent research funded by international development actors which explored how Senegalese youth acted as ‘active citizens’ and claimed their education and sexual and reproductive health (SRH) rights. Our analysis is framed by a review of contemporary international development discourses that seem to offer fertile possibilities for more plural understandings of sexuality. After describing the research methodology and methods, we draw on post-structural theory to analyse the discourses youth deployed to talk about sex and their sexualities. Rather than a source of pleasure, youth’s talk of sex and sexuality was dominated by discourses of morality and medicine, in ways that sustained a heteronormative gender regime permeated by entrenched hegemonic masculinities. We conclude that rather than the fertile possibilities identified in our opening review, the SRH lens re-inscribed a negative framing of sexuality which was compounded by both family and religious norms. 相似文献
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Jo Hickman Dunne 《Sport, Education and Society》2013,18(9):1019-1022
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Éamonn Dunne 《Educational Philosophy and Theory》2013,45(6):625-636
Abstract Popular filmic and literary stereotypes of teachers from Brodie and Chips to Keating and Schneebly have not only reflected a public desire for radically innovative and perverse teaching practices, but also created those paradigms in ways that are not always readily identifiable or traceable. This article seeks to analyse tensions between traditional institutional protocols and contemporary populist opinion on the role of the effective teacher. In doing so, the article takes Peter Weir’s Dead Poets Society (1989) as a primary example of those tensions and argues for a perverse ‘foolosophical’ view of pedagogical performance and a new appreciation for the necessity of ignorance in the classroom. Since ignorance and understanding are not taken as unambiguous antonyms, the article proposes that effective teaching and learning occur most effectively in the interstices between humility and hospitality. 相似文献
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Ciarán Dunne 《Sport in Society》2017,20(11):1780-1798
Building on a large body of extant international research, which has consistently found that sportswomen are underrepresented and marginalized in media reporting, this article presents a study examining the coverage of sportswomen over a four-month period in a major Irish broadsheet newspaper, The Irish Times. The findings, which are based on a data-set of 471 pages, reveal that less than 4% of photographs were of sportswomen. These findings indicate that the Irish situation mirrors international research on the topic and reflects a continuation of the status quo in terms of how sportswomen and women’s sports are (under)valued and (under)reported in the media. The implications of these findings are discussed as well as directions for further study. The article makes a useful contribution to the field given the dearth of research conducted on this topic in Ireland to date. 相似文献
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Joseph Dunne 《Journal of Philosophy of Education》2003,37(2):353-369
This essay takes issue with Alasdair MacIntyre's denial that teaching is a practice. It does so less by appeal to MacIntyre's concept of practice than by criticism of his conception of teaching. It argues that this conception, as reconstructed from adversions to teaching in a range of his writings, does less than justice to what good teachers accomplish; and that, if this inadequacy is rectified—as much else in his writings suggests that it ought to be—there are clearer grounds for acknowledging teaching as a practice. 相似文献
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Siobhán Dunne 《New Review of Academic Librarianship》2016,22(4):410-429
The objectives of this study were to identify how, when, and where students research; the impact of learning environments on research productivity, and to recommend improved supports to facilitate research. An ethnographic approach that entailed following five students in the final six weeks of their program enabled deep level analysis. The study examined the practice of undergraduate research inside and outside the library walls and found that the research process can be influenced by a number of factors including age, experience, work commitments, family, peer, academic, and library support. Mobile research is continuing to grow among undergraduate students, particularly those juggling family and work commitments. The research suggests a correlation between intercultural issues such as ethnicity and language with library anxiety. Until they had immersed themselves in the research process, most of the students in this study believed that research was a linear process. 相似文献
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This article considers some of the ways in which the transformative power of Web 2.0 digital technology is reconfiguring learning, knowledge and academic identities in the contemporary university. Through a focus on five specific examples, we consider the impact of virtualization processes on spatiality, materiality and embodiment, and pedagogic relations. We argue for the benefits of taking a microsociological approach in order to reflect on the potential of virtualization to bring about new geographies of knowledge production and as a means to identify the ways in which potential transformations are uneven, problematic and contested. 相似文献
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OBJECTIVE: Active involvement by parents may contribute substantially to the success of school-based programs to prevent child sexual abuse (CSA). In China, little is known about parental understanding of CSA. This study investigated Chinese parents' knowledge, attitudes, and communication practices with their children about CSA. METHOD: Six hundred and fifty-two parents of Grade 3 pupils of seven elementary schools in Jingzhou city, Hubei province (central China), completed an anonymous questionnaire (response rate=81%). RESULTS: More than 95% of respondents agreed that elementary schools should provide programs to prevent CSA and were willing to have their children participate in such programs. Although nearly all parents talked with their children about stranger danger, they were much less likely to talk specifically about sexual abuse. Many parents personally lacked basic knowledge about characteristics of perpetrators, the sexual abuse of boys, and nonphysical consequences of CSA. About half (46.8%) expressed some concern that CSA preventive education could cause their children to know "too much about sex." Contrary to expectations from research in western nations, parents who talked with their children about CSA did not have better knowledge or more supportive attitudes to CSA prevention than did parents who said they never discussed CSA with their children. CONCLUSION: This study confirms and extends two recent surveys indicating strong support for the concept of school-based CSA prevention in China. However, given the apparently low levels of knowledge about CSA, even among those who talk about this problem with their children, future prevention programs should include community-wide efforts to educate adults to ensure that parental advice is accurate and hopefully, effective. 相似文献