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Bisexuality: Negotiating Lives Between Two Cultures
In: Journal of bisexuality, Band 3, Heft 2, S. 91-108
ISSN: 1529-9724
Being and Becoming: teachers' perceptions of sex‐roles and actions toward their male and female pupils
In: British journal of sociology of education, Band 3, Heft 2, S. 127-143
ISSN: 1465-3346
Action research to support the integration of social media in the classroom
In: Action research, Band 16, Heft 2, S. 127-151
ISSN: 1741-2617
This article discusses and reflects on the action research process used during an investigation in which social and participatory media were integrated into the face-to-face classroom. The action research project concerned pedagogical and curricular changes created, negotiated, reflected upon and documented as new media were incorporated into 13 classes, over an 18-month period, in an Australian public high school. The action research process and its continual cycles of improvement were used to redesign projects that incorporated new media within a contemporary pedagogical approach to schooling young people. The article discusses the change in thinking and mindset for the teacher that came about from this new learning milieu and was undertaken with a view to meet the school demands of a one electronic device per student program. This study supports educators and learning designers in developing curriculum and pedagogy that is more in line with the demands and skills of young people using social and participatory media to engage, interpret and understand their social worlds.
Trialling mediated action research for development in a remote community in Papua New Guinea
In: Development in practice, Band 28, Heft 8, S. 1034-1045
ISSN: 1364-9213
How shall we know them? Capturing the diversity of difference in Australian doctoral candidates and their experiences
Although there is general agreement that doctoral students and their experiences are diverse, in what respect this is true is in question. Most institutional practices in the collection of data in this regard have been established to satisfy government reporting requirements and concerns, such as funding, participation and equity, and efficiency. Missing is more detailed and nuanced quantitative data and analysis, complementary to those of qualitative studies, to illuminate the nature and extent of doctoral student diversity and the effects on the quality of their candidacy. Drawing on select data and findings from a national survey of Australian doctoral candidates conducted in 2005, the article questions the utility of commonly used categories for quantitative data collection and analysis, and their use as the basis of (sub)groupings to represent doctoral diversity. In so doing, it presents a more complex picture of doctoral candidature that depicts the idiosyncrasy of the individual experience, as well as generic characteristics. Central to the argument is that doctoral candidates are diversely different, bringing varying goals, expectations, career histories and family and community responsibilities beyond the academy, that shape their engagement with their candidacy.
BASE
How shall we know them? Capturing the diversity of difference in Australian doctoral candidates and their experiences
Although there is general agreement that doctoral students and their experiences are diverse, in what respect this is true is in question. Most institutional practices in the collection of data in this regard have been established to satisfy government reporting requirements and concerns, such as funding, participation and equity, and efficiency. Missing is more detailed and nuanced quantitative data and analysis, complementary to those of qualitative studies, to illuminate the nature and extent of doctoral student diversity and the effects on the quality of their candidacy. Drawing on select data and findings from a national survey of Australian doctoral candidates conducted in 2005, the article questions the utility of commonly used categories for quantitative data collection and analysis, and their use as the basis of (sub)groupings to represent doctoral diversity. In so doing, it presents a more complex picture of doctoral candidature that depicts the idiosyncrasy of the individual experience, as well as generic characteristics. Central to the argument is that doctoral candidates are diversely different, bringing varying goals, expectations, career histories and family and community responsibilities beyond the academy, that shape their engagement with their candidacy.
BASE
National action plans for antimicrobial resistance and variations in surveillance data platforms
In: Bulletin of the World Health Organization: the international journal of public health = Bulletin de l'Organisation Mondiale de la Santé, Band 101, Heft 8, S. 501-512F
ISSN: 1564-0604