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Carrie Paechter Sheryl Clark 《Discourse: Studies in the Cultural Politics of Education》2016,37(3):457-471
In this paper we consider discourses of friendship and belonging mobilised by girls who are not part of the dominant ‘cool’ group in one English primary school. We explore how, by investing in alternative and, at times, resistant, discourses of ‘being nice’ and ‘being normal’ these ‘non-cool’ girls were able to avoid some of the struggles for dominance and related bullying and exclusion found by us and other researchers to be a feature of ‘cool girls’ groupings. We argue that there are multiple dynamics in girls' lives in which being ‘cool’ is only sometimes a dominant concern. There are some children for whom explicitly positioning themselves outside of the ‘cool’ group is both resistant and protective, providing a counter-discourse to the dominance of ‘coolness’. In this paper, which is based on observational and interview data in one school in the south of England, we focus on two main groupings of intermediate and lower status girls, as well as on one ‘wannabe’ ‘cool girl’. While belonging to a lower status group can bring disadvantages for the girls we studied, there were also benefits. 相似文献
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Sheryl Clark 《Sport, Education and Society》2015,20(8):1012-1028
This paper considers girls' participation in running and other outdoor physical activities in their local areas in London, UK. The paper is concerned with the operation of risk discourses in and around this participation and looks at the way that such discourses impacted on girls' opportunities to take part in physical activities that required outdoor space. Drawing on data from longitudinal research into girls' participation in sport and physical activity, the findings suggested that girls, in particular, were subject to risk discourses around their participation in physical activities which constructed the girls as ‘weak’, and ‘vulnerable’. I look at the ways in which girls understood these messages and how they came to define certain spaces and activities as either ‘safe’ or ‘unsafe’. I look in particular at how girls were able to resist certain constructions of their embodied physical capacities and also at the ways in which this was constrained by specific incidences of sexual harassment. 相似文献
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Tracy R. Nichols Margaret Brown Sheryl L. Coley Allyson Kelley Kelly Mauceri 《The Journal of perinatal education》2014,23(2):79-88
The aim of this study was to understand adolescent mothers’ childbirth experiences. Semistructured interviews were conducted with participants recruited from a community-based program for adolescent mothers. Fourteen mothers described their birth experiences. Using a narrative analytic approach, responses were reconstructed into birth stories. Stories, condensed into poetic form, were compared and contrasted. Four unique categories emerged: connected births, surreal births, disconnected births, and disempowered births. Categories differed by agency, support, and emotional tone. Positive support was found in stories that portrayed high agency and positive affect, whereas problematic support was apparent in stories that conveyed passivity, frustration, and disappointment. This study has implications for tailoring childbirth education for adolescent mothers and can inform health-care professionals working with this population. 相似文献
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Sheryl L. Szeinbach James H. Barnes Kent H. Summers 《Structural equation modeling》2013,20(3):232-245
The purpose of this study was to examine and compare the decision process for physicians and pharmacists when considering medications to treat patients with panic disorder. A second‐order confirmatory factor analysis modeling physicians' prescribing influences revealed high factor loadings for efficacy considerations and side effects in conjunction with patient characteristics. A multisample analysis using the physician model revealed that pharmacists also consider the same factors important. Both health care professionals were concerned about the patient's quality of care, recovery, and medication efficacy. 相似文献
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Rebecca J. Kopriva Martha L. Thurlow Marianne Perie Sheryl S. Lazarus Amy Clark 《教育心理学家》2016,51(1):108-128
This article argues that test takers are as integral to determining validity of test scores as defining target content and conditioning inferences on test use. A principled sustained attention to how students interact with assessment opportunities is essential, as is a principled sustained evaluation of evidence confirming the validity or calling into question the inferences for individual students. Three innovative assessment systems are highlighted to illustrate where and how the developers might handle diverse test taker needs and learning characteristics. ONPAR measures challenging content using multisemiotic methods and novel item types, designing items to handle multiple profiles so they are accessible for most students. Dynamic Learning Maps has built an innovative network of learning maps, and multiple pathways designed to model how diverse students acquire knowledge. To support their assessments, the National Center and State Collaborative has built an exemplary web of educator resources such as content modules and guides in order to support differentiated learning. 相似文献
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Diane M. Horm-Wingerd David A. Caruso Sheryl Gomes-Atwood Julianna Golas 《Early childhood research quarterly》1997,12(4):407-424
Head Start Teaching Centers are a national demonstration project designed to provide participatory training in all Head Start component areas within the context of an exemplary Head Start program. Each Teaching Center employs an independent evaluation to study this alternative approach to Head Start staff development. This paper presents the results of the outcome evaluation for the first year of the New England Head Start Teaching Center. The New England Head Start Teaching Center was designed to provide intensive training during a 3 or 5 day period of residence at the Teaching Center. This paper briefly describes the national Head Start Teaching Center model, the implementation of this model in the New England region, the outcome evaluation plan, and the results from the first year of training. The analyses of year one data indicated that training provided by the New England Head Start Teaching Center produced significant gains. As compared to similar Head Start employees who did not participate in training, both trainees and their supervisors reported significant gains in trainees' knowledge, skills, and expertise after participating in the New England Head Start Teaching Center training. 相似文献