Show Me How to Do Like You: Co-mentoring as Feminist Pedagogy

Three professors reflect on the experience of creating a learning community of 22 students by linking courses in Literature and Ethics. The project demonstrates practical strategies for incorporating feminist scholarship and pedagogy into the core curriculum and for integrating core courses from diverse disciplines

Restrictions into opportunities: how boundaries in the life course can shape educational pathways

This study explores relationships between experiences in initial education, subsequent life experiences/opportunities and the decision to return to education later in life. Semi-structured interviews with seven female returners to education, focused initially upon the women’s perceptions of their aspirations and motivations at various ages, how these related to the choices they felt they had available to them at different points in time, and their sense of agency. Subsequently, the interviewees considered the relationship between early educational experiences, post-school experiences, and their current choices. Thematic analysis of the interview transcripts led to the identification of four main themes: restrictions, opportunities, personal development, and an underlying theme of planning. Consideration of the relationships between these themes led to the conclusion that it was life experiences rather than initial education that both motivated and empowered the interviewees to take advantage of opportunities for higher education

Travel Demand Management and its Application at Australian University Campuses

This paper provides an example of how TDM could be applied in Australia with particular reference to university campuses. After considering the different characteristics of Australian university campuses in general, three Melbourne campuses were chosen as representative case studies. These consisted of a inner city campus (University of Melbourne), a inner suburban campus (Swinburne University) and an outer suburban campus (Monash University). Structured interviews were carried out with student and staff representatives involved with transport on campus. The interviews revealed a lack of consideration given to transport as an issue (as opposed to parking) at the three campuses. A subsequent survey was conducted of university administration representatives from campuses around Australia. That larger survey confirmed that Australian university campuses do not have any defined policies or decision making processes focused on campus transport issues. A model campus TDM program is developed based on the review of the available literature and the information on university travel characteristics collected from the three detailed case studies. Although the program is simple, it provides a basis on which individual campuses can establish a TDM program and then develop it further to complement their specific conditions. This paper is to be presented at the 19th ARRB TR Conference to be held in Sydney, 6-11 December 1998

Finding ‘mathematics’: parents questioning school-centred approaches to involvement in children’s mathematics learning

This paper reports a study of parental involvement in children's mathematics learning, in the context of a series of workshops carried out in four primary schools in the UK. Previous research suggests that, while there are high correlations between parental involvement and positive pupil outcomes, it can be difficult to raise pupil attainment via parental involvement interventions. We suggest that part of the reason for this, at least in relation to mathematics, is that parents experience considerable difficulties in negotiating school-centred definitions of, and approaches to, mathematics. We employed a design and analytic approach informed by Derridean concepts including decentring and différance. We encouraged parents to work with their children to ‘find the maths’ in everyday life and activity. A significant component of the discussion in each school involved sustained, critical reflection about the meaning of 'mathematics' and about parents' interpretations of parental involvement in children's education. We made sense of parents' discussions during the workshop by offering an account whereby parents grappled with mathematics as a socially constructed domain, dominated by school-centred ideology. As parents became more confident in their own analysis of the mathematics in everyday family life, they developed new strategies for sharing this mathematical thinking and awareness with their children. Implications for school parental-engagement strategies are discussed

Prospectus, November 9, 1977

AIR FORCE SHOW HERE; I think that I will never see a snackbar with a redwood tree; CHI sponsors arthritis talk; Pre-registration starts Monday; Parkland veterans carry gripes to Springfield reps; Stu-Go looks into wide screen TV purchase; Parkland Events; Letter to the Editors: PLATO to go?; Susan Day gives readings next Tuesday; Activities for long-living include chair exercises; Free tutoring help is available- veterans, widows, children, others; Double bagging saves time, $$$: Glasa; Special Notice; Ahh...the terpsichorean delights of the ballet!!; You win some, you lose some: Co-ed spikers are serious competitors; Poet at Women\u27s Program; Classifieds; Conference champions look forward to state competition; Women\u27s Volleyball Pool Play Schedule; Women ready for state; Coach Bob wins one!!!: Three Freddy fiends get 11; Sports shorts.....; Basketball captain; IM footballers into final weeks; Hammerin\u27 Hank visits C-Uhttps://spark.parkland.edu/prospectus_1977/1005/thumbnail.jp