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There are striking gaps between Roma and non-Roma higher education (HE) participation rates, with less than 1% of Roma possessing a tertiary-level qualification [United Nations Development Programme, World Bank and European Commission. 2011a. “The Situation of Roma in 11 EU Member States.” Accessed 3 April 2015. http://issuu.com/undp_in_europe_cis/docs/_roma_at_a_glance_web/1#download]. As the Decade of Roma Inclusion (2005–2015) closes, this renders the present a salient moment to reflect on Roma students’ HE experiences. Widening educational access for marginalised groups raises specific questions about where responsibility for doing so lies – with tensions between individualised articulations of raising aspiration and notions of collective responsibility framed in a social justice agenda. Drawing on interviews with five Roma women students, this paper unpacks the contradictions between desiring access to HE for individual self-betterment and concurrent pulls towards educating for the wider benefit of ‘improving’ Roma communities. Using Ahmed’s [2012. On Being Included: Racism and Diversity in Institutional Life. Durham, North Carolina: Duke University Press] work on institutional belonging, we explore the specifically gendered nature of these narratives in how ‘doubly’ marginalised bodies are positioned as outsiders, in receipt of an educational gift. 相似文献
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Tanja Link Eva Johanna Schwarz Stefan Huber Dr. Ursula Fischer Prof. Dr. Hans-Christoph Nuerk Prof. Dr. Ulrike Cress Prof. Dr. Korbinian Moeller 《Zeitschrift für Erziehungswissenschaft》2014,17(2):257-277
Basic numerical representations are seen as the building block for the successful development of more complex numerical and arithmetic competencies. Extending previous studies focusing on improving basic numerical representations by means of embodied training schemes, the current study focused on an embodied training of children’s place-value understanding. In this vein, 49 secondgraders were trained on solving a number line estimation task by stepping on different fields of a dance mat allowing for separate estimations of tens and units with more effort needed to step on the tens. In a partially randomized cross-over design, two control conditions were used to controll for training effects caused exclusively by the numerical content trained or the use of the dance mat. Interestingly, results revealed specific training effects after both the embodied and the control conditions. However, training effects were significantly more pronounced after the embodied training, thereby providing further evidence for the benefit of an embodied training of the place-value structure of the Arabic number system. 相似文献
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Contemporary early childhood teacher education is situated in a knowledge and policy environment where on the one hand preservice educators have the opportunity to connect with unlimited knowledge sources and, on the other, are expected to conform to standardized outcomes. This situation is compounded by increasingly inequitable learning outcomes for children in many countries. In this paper, we argue that this context demands different ways of teaching and learning in early childhood teacher education and that in order to address increasing inequity, preservice educators must experience a transformative university curriculum. This paper uses the example of an arts topic, with a particular focus on music, to examine ways of positioning preservice educators that open up, rather than restrict opportunities to reconceptualize early childhood curriculum. The authors examine data from curriculum documents and student reflections in order to discuss the intended (planned), enacted (implemented) and experienced university curriculum. 相似文献
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Klara Bolander Laksov Tanja Tomson 《International Journal of Leadership in Education》2017,20(4):506-516
Research on educational leadership emphasizes the importance of having institutional leaders heavily involved with advanced instructional programming. Best practices for developing educational leadership in higher education health care and medical faculties have to be better understood. Within the framework of a seminar series, researchers and practitioners were involved in a dialogical process of inquiry, coupled with an explicit activity-oriented approach emphasizing empowerment among educational leaders. In a reflective paper, 10 participants of the seminar series elaborated on what it meant to develop and to ‘take’ leadership in your professional role and which factors that were identified as adding value to the development of professional leadership expertise. Qualitative content analysis was conducted resulting in thirteen categories reported in relation to Wenger’s theory of communities of practice. The findings show that educational leadership involves processes on the levels of students, teachers as community and at the organizational level. The individuals created a place for backstage conversations at which they got opportunity to develop their thinking and inspiration to break new ideas into their own educational communities. In addition, a systemic approach is essential for the effective implementation of educational leadership to reach all levels via interaction and communication across an organization. 相似文献
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Lyle V. Jones Tanja Bekhuis Ernest C. Davenport Jr. 《Research in higher education》1985,23(3):319-331
College enrollments are shown to have increased since the 1970s for majors in computer science, engineering, and business, and to have decreased for the biological and social sciences, the humanities, and education. In both the 1970s and the 1980s, high average levels of high-school achievement are observed for declared college majors in science and engineering fields. Education and business majors display records of relatively low average levels of achievement in high school, as do college dropouts, whatever their college major. 相似文献
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Costas Chryssanthopoulos Christos Ziaras Tanja Oosthuyse Ioannis Lambropoulos Paradisis Giorgios P Elias Zacharogiannis 《Journal of sports sciences》2018,36(7):824-833
This study examined the effect of carbohydrate mouth rinsing on endurance running performance in women. Fifteen female recreational endurance runners, who used no oral contraceptives, ran two races of 1-h duration on an indoor track (216-m length) at 18:00 h after an 8-h fast with a 7-days interval between races, corresponding to the 3rd-10th day of each premenopausal runner’s menstrual cycle, or any day for the postmenopausal runners. In a double-blind random order, participants rinsed their mouth with 25 ml of either a 6.4% carbohydrate (RCHO) or a placebo solution (RP). No fluid was ingested during exercise. Serum 17β-Εstradiol (P = 0.59) and Progesterone (P = 0.35) did not differ between treatments. There was no difference in 1-hour running performance (RCHO: 10,621.88 ± 205.98 m vs. RP: 10,454.00 ± 206.64 m; t = 1.784, P = 0.096). Furthermore, the mean percentage effect (±99%CI) of RCHO relative to RP, 1.67% (?1.1% to 4.4%), and Cohen’s effect size (d = 0.21) support a trivial outcome of RCHO for total distance covered. In conclusion, carbohydrate mouth rinsing did not improve 60-min track running performance in female recreational runners competing in a low ovarian hormone condition, after an 8-h fast and when no fluid was ingested during exercise. 相似文献
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Tanja Ehl Mary Ann Roberton Stephen J. Langendorfer 《Research quarterly for exercise and sport》2013,84(4):488-493
Purpose: Authorities recommend that schools provide a variety of opportunities for students to obtain physical activity (PA) before, during, and after school. This study assessed the prevalence of several school PA practices—including measures of quantity and quality of physical education (PE)—in elementary schools and examined the associations of PA practices with school resources (PE staffing, training, and facilities). Method: Surveys were obtained from respondents in nationally representative samples of elementary schools from 2009–2010 to 2011–2012 (1,831 schools). Results: Few schools (20.8%) provided students with PE class every day, but most (76.3%) had an appropriate PE student-to-teacher ratio ( ≤ 25:1). Many schools (74.0%) offered 20 min of recess daily, but fewer than half offered organized opportunities for PA before or after school (e.g., sports). After controlling for demographics and school size, having a full-time PE teacher and requiring PE teachers to obtain PE-related continuing education (CE) were associated with PE practices such as offering ≥ 150 min of PE per week (for 3rd-grade students) and testing PE knowledge, skills, and fitness. Required CE was also associated with a higher likelihood of offering PA during the school day (i.e., activity breaks and PA outside of PE class) and before or after the school day (i.e., afterschool PA programs). Conclusion: Few schools offer a broad array of PA programming. However, PE staffing and CE are positively associated with many PA practices including those outside of PE, possibly indicating that PE staff serve a crucial role in promoting a whole-school PA-supportive environment. 相似文献
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