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The paper provides (1) a teacher-administered rating instrument for inattention without confounding the rating with hyperactivity and conduct disorder, and (2) evidence that the ratings correlate with the scores obtained from cognitive tests of attention. In Study I, the first objective was to investigate the construct validity and the inter-rater reliability of the Attention Checklist (ACL) by factor analysing the teacher ratings of 110 Grade 4 children, obtained by using the ACL. The second objective was to investigate the predictive validity of the ACL by examining the relationship between the scores obtained for the participants from teachers' ratings using the ACL and the scores obtained by participants in the lab-type attention tests. The results of factor analysis showed that a single factor labelled ‘inattention’ underlies the 12 items in the ACL. Examining the differences in performance on attention tests, the ‘low attention’ children as rated by the teachers on the ACL scored lower than the ‘high attention’ children on the objective tests of attention. These findings were replicated in Study II, which was conducted to test further the construct validity and predictive validity of the ACL. This time, only those two tests (Auditory Attention and Visual Attention) that had shown relatively poor discrimination between the high and low attention groups in Study I were, again, administered to another cohort of 97 Grade 4 children, as it was our intention to further challenge the reliability of the ACL. Overall, the results of both studies suggest that comprehensive assessment of attention skills should include both ACL and objective measures of selective attention. 相似文献
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Nelly P. Stromquist 《International Journal of Lifelong Education》2015,34(1):59-75
Under the research radar, and yet highly influential in transformation of practices concerning the social understanding and enactment of gender, are women-led non-governmental organizations (WNGOs). Their continued efforts to reconfigure gender identities and their impact on public policy formation have expanded notions of citizenship and democracy as well as moved social justice to greater levels of concreteness. This article seeks to contribute to the literature by probing the role of WNGOs as educational institutions that both create and disseminate knowledge about gender inequalities and gender justice and, in so doing, foster the formation of assertive individual and collective identities that subsequently influence the public arena through their advocacy of measures to reduce inequalities between women and men. The work by these WNGOs confirms the theoretical premise that to effect social change, new knowledge must be created by the very groups that seek to alter the disadvantageous conditions that confront them. 相似文献
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Nelly P. Stromquist 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(4):545-558
The contributions to education of one of the great Latin American thinkers, Paulo Freire, have been enormous. His voice and wisdom have inspired educators globally. Three particular contributions – to emancipation, to literacy, and to dialogue – are explored in this article through a critical lens. From a gender perspective, Freire’s path to consciousness-raising is crucial for emancipation but so also is empowerment, a notion contributed by the women’s movement. Adult literacy, Freire’s vehicle to raise consciousness, has been challenged by a recognition of the complexity underlying its acquisition, a factor we still have to incorporate in training and teaching programmes. Dialogical approaches in adult education, essential as they are to the attainment of deeper understanding of social phenomena and the possibility of consensual social action, build on a long trajectory of efforts to use public space for collective advancement. Situating Freire against a denser historical background enables the recognition of his merits and at the same time rescues the confluence of similar perceptions as well as different ideas in the construction of our contemporary world. 相似文献
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Stromquist Nelly P. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(2):321-329
International Review of Education - 相似文献
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Oudshoorn N 《Social studies of science》2012,42(1):121-142
Dominant discourses on telecare technologies often celebrate the erasure of distance and place. This paper provides a critical intervention into these discourses by investigating how spaces still matter, despite the move from physical to virtual encounters between healthcare professionals and patients. I argue that science and technology studies (STS) research on telecare, as well as other technologies, can be enriched by including a focus on place to understand the dynamic interactions between people and things. Adopting insights of human geographers, I show how places in which technologies are used affect how technologies enable or constrain human actions and identities. Whereas some spaces may facilitate the incorporation of technologies, others may resist technologies. A focus on how places matter is important for understanding how telecare technologies reorder and redefine healthcare. Although other healthcare technologies are also important actors in transforming healthcare, telecare technologies do this in a very specific way: they redefine the spatial dimensions of healthcare. To capture and further explore this changing spatial configuration of healthcare, I introduce the notion of technogeography of care. This concept provides a useful heuristic to study how places matter in healthcare. Although telecare technologies introduce virtual encounters between healthcare providers and patients, the use of telecare devices still largely depends on locally grounded, situated care acts. Based on interviews with users of several cardiac telecare applications, including healthcare professionals and patients in Germany and The Netherlands, the paper shows how patients' homes and public spaces are important for shaping the implementation and use of telecare technologies, and vice versa. Last, but not least, telecare devices are implicated as well. The paper emphasizes the place-dependency of the use and meaning of technical devices by showing how the same technological device can do and mean different things in different places. 相似文献