Poststructural feminist pedagogy in English instruction of vocational-and-technical education

The purpose of this study was to develop a poststructural feminist pedagogical model and to investigate whether vocational-and-technical college students receiving poststructural feminist instruction would exhibit better learning achievement and critical thinking ability, and express greater satisfa...

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Veröffentlicht in:	Higher education 2011-02, Vol.61 (2), p.109-139
1. Verfasser:	Wang, Ya-Huei
Format:	Artikel
Sprache:	eng
Schlagworte:	Ability Academic Achievement Alienation Authoritarianism Banking China Chinese languages Classroom Environment Classrooms College Students Colleges & universities Control groups Conventional Instruction Critical Thinking Education Educational systems Empowerment English Instruction English language Entrance examinations Experimental Groups Feminism Feminist theory Frauenforschung Higher Education Knowledge Language teaching methods Learning Learning motivation Learning Processes Learning Theories Organizational Objectives P values Pedagogy Post structuralist linguistics Postfeminism Posttests Power Pretests Pretests Posttests Professionals Researchers Satisfaction Student attitudes Studentenschaft Studienverhalten Study and teaching Teacher Effectiveness Teacher Student Relationship Teachers Teaching Teaching methods Technical Education Technical Institutes Vocational education
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