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SUE JACKSON 《Gender and education》1997,9(4):457-468
ABSTRACT We are living in times of change and uncertainty, where many groups are challenging existing structures. Challenges to education have come from postmodernists and poststructuralists, calling into question previously held beliefs and ideologies, and from people from a variety of cultural and ethnic groups, examining the relationship of the oppressed and the exploited to educational structures. Through consideration of the work of Henry Giroux and Paulo Freire, considered to be liberatory and radical, I will consider ways in which their work might inform feminist theory, but also consider how feminists in turn have built on their work, considering new levels of insight. I will call for feminist perspectives to be interwoven with the already rich and valuable ideas of educationists such as Paulo Freire and Henry Giroux to enable us all-women and men-to move towards a feminist pedagogy of change. 相似文献
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Item options of shortened forms of the GRE Verbal and Quantitative tests were empirically weighted by two variants of a method originally attributed to Guttman (1941). When compared with formula scores, it was found that tests scored with the empirical weights were more reliable but less valid when correlated with undergraduate GPA. A factor analysis revealed large increases in variance accounted for by the first factor. It was suggested that the weighting procedures used tended to capitalize on omitting behavior which, although a highly reliable tendency, may be invalid. 相似文献
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The focus of the study reported in this article is the behavioural response of pupils with Asperger syndrome to light and sound intensity and the development of ways to help them to cope with such sensory stimuli. A number of practical ways of minimising the negative effects of various sensory stimuli are noted: (1) the establishment of ‘a place of safety’ for every pupil who needs it; (2) the necessity for pupils to have a clear understanding of the programme that has been designed for them; (3) the critical importance for staff of reflecting on the day that has passed in order to prepare effectively for the day that lies ahead; (4) the use of pictorial communication given the pupils' poor comprehension of the spoken word; and (5) the importance of a consistent and predictable approach to the pupil. 相似文献
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EUGENE JACKSON 《Counselor Education & Supervision》1986,25(3):230-236
A group of 83 undergraduates enrolled in interpersonal skills training groups were administered the Kagan Affective Sensitivity Scale—Form E-80 (KASS-E80). At the end of the semester they selected peers whom they believed would best be able to help another person deal with an emotional or interpersonal problem. First, the KASS-E80 scores for those frequently chosen and those unchosen were compared with a group chosen with moderate frequency within the sample (middle comparison group). Analysis of variance (ANOVA) planned comparisons showed significantly lower scores for the unchosen group but not significantly higher scores for the frequently chosen group when both were compared to the middle comparison group. Second, when the two extreme groups were each compared to the population of KASS-E80 examinees, one-sample z tests showed that the frequently chosen group significantly outscored the population of KASS-E80 examinees, whereas the unchosen group's scores were significantly lower. Implications for prediction and selection of counselor trainees were discussed. 相似文献
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