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1.
Brooke E. E. Montgomery Amy Jones Sharon E. Sanders Angela McGraw Barbara Williams Katherine E. Stewart 《American journal of sexuality education》2018,13(1):40-64
Experiences of violence and behaviors that increase the risk of acquiring a sexually transmitted infection are high among women in the United States, and they often intersect (Meyer, Springer, &; Altice, 2011; Montgomery et al., 2015; World Health Organization (WHO), 2010). However, there are few evidence-based HIV-prevention interventions that address the special needs and challenges faced by female survivors of violence (Centers for Disease Control and Prevention, (CDC), 2017a). To address this gap, we adapted and pilot-tested an existing evidence-based women-focused sexual risk-reduction intervention (The Future Is Ours) with 23 self-identified female survivors of violence. The intervention comprised eight-weekly, two-hour cognitive behavioral group sessions focusing on reducing sexual-risk and improving trauma-based coping skills. Using mixed-methods analyses, the adapted intervention was determined feasible and acceptable to participants, and preliminary results suggest that participation could reduce risk factors for sexually transmitted infections. Therefore, testing on a larger scale is warranted. 相似文献
2.
Expressing sexuality is part of the human experience, yet sexual health is often ignored in regard to persons with disabilities. Individuals with disabilities are at risk of sexual abuse and exploitation, unwanted pregnancies, and sexually transmitted diseases. Additionally, many adolescents with disabilities lack the knowledge needed to develop a healthy sexual identity, therefore, increasing their vulnerability (Baladerian, et al., 2013; Boehning, 2006; Preston, 2013; SEICUS, 2012, 2014). Resources have been developed to improve the sexual health of individuals with disabilities; however, those who need this education may not have access to the resources. The purpose of this literature review is to examine sexual health education for individuals with disabilities; it focuses on risks to people with disabilities, current barriers to education, and available resources. 相似文献
3.
kihana miraya ross Na’ilah Suad Nasir Jarvis R. Givens Maxine McKinney de Royston Sepehr Vakil Tia C. Madkins 《Equity & Excellence in Education》2016,49(1):85-99
ABSTRACTThis article examines the teaching philosophies of Black male teachers of Black male students in manhood development classes in a district-wide program in Oakland, California. Drawing on observations and instructor interview data, we explore the teachers’ histories, teaching philosophies, and the trajectory of their racial-educational understandings. We utilize Gramsci's (1971) theory of the organic intellectual, Mills’ (1997) and Leonardo's (2013) theories of the subperson and substudent, and Dumas’ (2014) notion of Black suffering to theorize the ways that race comes into play in the teaching of African American male students. We find that racialization and re-humanization are key to instructors’ teaching, and we identify two key aspects of their teaching philosophies: (1) Humanization/Love and (2) Reciprocity. 相似文献
4.
Eric Ruiz Bybee 《Equity & Excellence in Education》2016,49(2):143-156
This article explores the way that discourses of smartness and whiteness are produced and reproduced in schooling. Using an approach grounded in narrative research, I explore the convergences and contradictions between my own educational autobiography and the representations of schooling found in my school pictures and yearbooks. In my analysis, I argue that white supremacy played an important role in the construction of my own story of smartness throughout my primary and secondary schooling experiences. I also argue that yearbooks form powerful “artifacts of smartness” (Hatt, 2011, p. 448) that can be used to interpret and interrogate personal experiences as well as larger societal discourses of smartness and whiteness in schooling. 相似文献
5.
Daesang Kim 《学校用计算机》2013,30(3):153-168
ABSTRACTHeinich et al. (1999) introduced the ASSURE model to guide teachers in how to plan and deliver lessons that effectively integrate technology into their classroom teaching. Its straightforward, practical approach has made it one of the most widely taught instructional models in the education arena. However, for all of its widespread use, there is very little empirical evidence examining the impact the model has on K–12 learning gains. This study, over a 2-year period, examined 39 separate cases of curriculum being developed using the ASSURE model and the curricula's subsequent effect in promoting student learning. In addition to analyzing scores on student assessments, teachers' perceptions and instructional strategies also were examined as part of this study. 相似文献
6.
Juan F. Carrillo 《Equity & Excellence in Education》2016,49(2):157-169
Primarily drawing from the Mestiz@ Theory of Intelligences (Carrillo, 2013), this article examines how working class Latino male college students in North Carolina navigate multiple cultural worlds and excel academically. This work addresses current gaps in the literature that largely fail to unpack the experiences of academically successful Latin@ college students in the southeastern U.S. and also informs current work on males of color in schools, a topic that, in this region, is largely devoid of any research focus. Moreover, this study provides implications for teacher preparation and for extending current research that focuses on low-income youth of color. 相似文献
7.
Herbert Joseph Schoener III Kathryn Bell McKenzie 《Equity & Excellence in Education》2016,49(3):284-299
Although much of the current educational research literature on achievement gaps has focused on core curricular areas in public schools, few have focused on racially identifiable gaps in non-core areas such as high school foreign languages. These achievement, and thus advancement, gaps often result in the under-representation of students of color in higher level foreign language classes. This can have long-range negative consequences for students, such as lacking the foreign language credits needed for admission into major universities. Thus, in this qualitative study, we researched the perceptions of teachers, counselors, and school leaders at a racially diverse urban high school in central Texas concerning the enrollment, achievement, and advancement of African American students in high school foreign language courses. The results indicate that equity traps—deficit views, racial erasure, and paralogical beliefs and behaviors—advanced over a decade ago (McKenzie &; Scheurich, 2004) are continuing and even thriving among teachers, counselors, and school leaders in public schools. These equity traps contribute to the foreign language achievement gap, resulting in diminished educational opportunities for African American students. Moreover, we propose that an additional equity trap is at play—organizational constraints—which are the structural obstacles that serve to abet and perpetuate the negative beliefs, behaviors, attitudes, and assumptions exposed in the original equity traps. We conclude this article with recommendations for policy makers and practitioners and offer direction for future research. 相似文献
8.
John Kerrigan 《College Teaching》2018,66(1):35-36
Active learning involves students engaging with course content beyond lecture: through writing, applets, simulations, games, and more (Prince, 2004). As mathematics is often viewed as a subject area that is taught using more traditional methods (Goldsmith &; Mark, 1999), there are actually many simple ways to make undergraduate mathematics courses more active, starting with the discussion of the syllabus. This article describes simple ways to turn course introductions, review of prior knowledge, and formative assessment into active learning experiences for students. 相似文献
9.
Guy Trainin Kathleen M. Wilson Malinda Murphy-Yagil Joan L. Rankin-Erickson 《Journal of Education for Students Placed at Risk》2014,19(3-4):183-195
This study compared the impact of 2 types of small-group interventions targeting below-level 3rd-grade students. The study compared WordWork decoding and spelling instruction (Calfee, Miller, Norman, Wilson, &; Trainin, 2006; Calfee &; Patrick, 1995), which includes attention to articulation and metacognition, with a more traditional phonological awareness program (Torgesen &; Bryant, 1993). University education students delivered the interventions with equal instructional time and fidelity, to both groups. Students in both intervention groups engaged in repeated readings of connected text to promote transfer. The impact of training was assessed through decoding, spelling, and oral reading fluency measures. Results indicated that WordWork produced more positive results in decoding, spelling, and fluency, and had significantly fewer treatment resisters. 相似文献
10.
Successful aging is the ability to maintain low probability of disease and disability, high cognitive and physical functioning, and active engagement with life (Rowe &; Kahn, 1999). These criteria allow for a minority of people to be classified as being “successful” and overlook the importance of psychological variables in balancing the weight of disease. A total of 1322 seniors (55 + years) were classified on their overall functioning according to core domains (health, psychological, cognitive, biobehavioural, social, personality). Findings support the idea that a broader perspective of aging outcomes, rather than success criteria, may better reflect reality. 相似文献
11.
Mary F. Lamar Dr. Jennifer Anne Wilhelm Merryn Cole 《The Journal of educational research》2018,111(1):108-123
The authors compare three teachers' adaptations and implementation of a lunar modeling lesson to explain marked differences in student learning outcomes on a spatial-scientific lunar assessment. They used a modified version of the Practices of Science Observation Protocol (P-SOP; Forbes, Biggers, &; Zangori, 2013) to identify ways in which features of inquiry were emphasized in each classroom. Additionally, classroom communities of practice were categorized as task-based or practice-based (Riel &; Polin, 2004). The authors found that student learning outcomes were related to the fidelity with which the teachers implemented the lesson. Teachers with higher P-SOP scores fostered more of a practice-based learning community than task-based one, which also paralleled greater student learning gains. Although the students' scores did not differ by teacher on the preassessment, they did differ significantly on the postassessment, indicating that the curricular choices and learning communities developed by the teachers impacted what students were able to learn. 相似文献
12.
Compositional effects of scholarly culture classroom/school climate on civic knowledge scores of 9th graders in the United States were examined using the International Association for the Evaluation of Educational Achievement (IEA) 1999 Civic Education Study data. Following Evans et al. (2010, 2014), we conceived that the number of books at home, referred to as the home literacy score by IEA, can be an index of scholarly culture of the student's home, and its aggregated average constitutes scholarly culture of the classrooms/schools. The results obtained through multilevel analysis indicated that there were indeed large unique compositional effects and its effect size was comparable to that of mean parent education, individual level scholarly culture, and parent education. Implications of the results in terms of educational policy were discussed. 相似文献
13.
Mark Levand 《American journal of sexuality education》2017,12(2):195-199
This is a review of the book The Teaching Transgender Toolkit by Eli R. Green and Luca Maurer (2015). Overall, the book is an extremely helpful guide for facilitators of varying skill levels and gender identities implementing educational interventions. The authors' familiarity with the range of participant/learner responses led them to include several helpful components. With helpful sections on how to use the book, how to compile lessons to conduct one's own trainings, and resources for further reading, the authors effectively give educators the tools they need to educate various populations about transgender identities. Limitations include the ever-changing language around gender identities and the lack of specific focus on workplace discrimination. The authors do include an online, frequently updated resource for changing terminology. This is a recommended resource for those who educate about gender and gender identity. 相似文献
14.
Corina R. Kaul Kimberly A. Hardin A. Alexander Beaujean 《Christian Higher Education》2017,16(3):172-187
Concern regarding the secularization of Christian higher education has prompted researchers to investigate the extent that faith and learning is integrated at a faculty level and what factors might predict faculty integration (Lyon, Beaty, Parker, &; Mencken, 2005). This research attempted to replicate Lyon et al.’s (2005) logistic regression model predicting faculty integration of faith using survey responses gathered as part of Phase II of the Council for Christian Colleges &; Universities (CCCU) Denominational Study (Rine, Glanzer, &; Davignon, 2013). Respondents included 2,074 faculty from 55 institutions. The first model used in this study suggested that the most powerful predictors of faculty integration are full-time employment status, earning a degree from an institution that shares the same denominational affiliation, and a match between the faculty member's religious denominational affiliation and the institutional affiliation. A second logistic regression model added faculty academic specialization as a predictor of integration to investigate if that model was a better fit. Results suggested that religion and philosophy instructors are the most likely to integrate faith into their teaching, and professors specializing in computer science, math, and engineering were the least likely. As faculty are considered the primary influence on the integration of faith and learning, existing faculty and institutional administrators concerned with maintaining faith in the classroom may want to consider the contributing factors discussed. 相似文献
15.
Bettina Schwenger 《Educational Action Research》2018,26(2):288-300
Concerns about developing academic staff capability in literacy and numeracy development led members of the Academic Literacies Team in a New Zealand institution to research ways for achieving and sustaining educational change. The findings indicated that enquiry through action research could be beneficial for supporting the process of integrating literacy and numeracy development with the educational practices of lecturers (Tertiary Education Commission 2008; Whatman, Potter, and Boyd 2011) to improve existing vocational pedagogy (Lucas, Spencer, and Claxton 2012). This article introduces the approach taken with the second Literacy + Numeracy Enquiry Group and the research methodology that combines the gathering of impact data and process evaluation. Overall evaluation findings are outlined. Lecturers shared their challenges, successes and perceptions of how participating impacted on them. The findings show that participants clearly appreciate action research enquiry as a means of achieving change in their teaching. Moreover, the results of the evaluation also indicate the value of employing action research methodology to improve learning and teaching as evidenced by the participants of this study. 相似文献
16.
《Clearing house (Menasha, Wis.)》2012,85(6):210-223
AbstractMuch debate centers on the most necessary elements of teacher preparation programs, with many focusing on practice of core instructional tasks (Forzani 2014; Kennedy 2016), which may be diluted in alternative preparation programs (Forzani 2014). Teachers prepared in alternative programs tend to have greater difficulties with classroom management, instructional planning, and differentiated instruction (Darling-Hammond 2009; Wilson 2011); however, few studies have examined alternatively prepared STEM teachers’ beliefs and expectations about teaching and learning (Tigchelaar et al. 2010; Good et al. 2006), and fewer still have examined their beliefs about non-instructional responsibilities associated with the profession (LeTendre et al. 2001; Ovando 2001; Scriven 1994). This inquiry examines the expectations of a cohort of STEM practitioners transitioning into STEM teaching positions from an abbreviated alternative certification program; during their first year of teaching and concurrent final internship, the paid interns exhibited heightened emotional responses (i.e. crying, not eating, not sleeping) documented by university supervisors. Researchers utilized Self-Discrepancy Theory (Higgins 1987) to provide an understanding of how expectations can produce negative affect, such as anxiety or depression. Findings suggest this cohort of paid interns had expectations about both personal and non-instructional time, planning, school resources, and legal responsibilities incongruent with the realities of the job. Researchers call for further research on STEM practitioners’ beliefs and expectations of non-instructional tasks as they transition from accelerated M.A.T. programs into teaching. 相似文献
17.
Jeremy Browne 《学校用计算机》2013,30(1):4-20
As technology integration continues to gain importance, preservice teachers must develop higher levels of confidence and proficiency in using technology in their classrooms (Kay, 2006). The acceptance of the National Educational Technology Standards for Teachers (NETS-T) by National Council for Accreditation of Teacher Education (NCATE) has compelled teacher education programs to reexamine their curricula. However, most of these efforts lack the theory-based measures (Netemeyer, Bearden, &; Sharma, 2003) of NETS-T dispositions and proficiency. In an effort to address this need, the Technology Integration Confidence Scale (TICS) was developed at Brigham Young University's McKay School of Education. This article describes the development of the TICS, which consists of 28 self-efficacy items based on tasks described in the NETS-T. It was pilot tested on preservice teachers during the spring 2006 term (N = 52), and the results were analyzed for item functioning and reliability. Evidence was also gathered to support the result's validity. 相似文献
18.
19.
Daniel Vallée 《Educational Studies A Journal of the American Educational Studies Association》2017,53(3):285-314
This article discusses how student disengagement is conceptualized by English-speaking youth attending English urban public schools in Montreal, Quebec. School dropout is theorized as being a culminating event in a process of school disengagement (Rumberger, 2011). Using 2 qualitative methods (maps and interviews) in a grounded theory approach (Charmaz, 2014), a theory of disengagement is presented and supported by existing literature in student engagement and school dropout. Student disengagement is framed from a socio-ecological perspective (Lawson &; Lawson, 2013) in a move away from its predominant conceptualization as an individual trait. In doing so, we highlight some issues of urban education in Montreal, addressing such themes as inequity, low-income status, experiences of failure and the pass/fail paradigm, the elementary/secondary school transition, normativity, and, finally, the public/private distinction in schooling. 相似文献
20.
Sherick A. Hughes 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):125-143
Educational research suggests that the response biases of educators can negatively influence student performance and aptitude (Blanchett 2006; Bloom 2001; Darity et al. 2001; Gordon 2005; and Skiba et al. 2000). This article introduces “good enough methods” for autoethnography as an alternative approach to this problem. Luttrell (2000, 13) conceptualizes “good enough methods” researchers as those seeking to understand and appreciate difference and accept errors often made because of their blind spots and intense involvement. Evidence of this approach via autoethnography is provided here from cases of graduate student-practitioners and their Intergroup/Intercultural Education professor. Moreover, the article highlights (a) a connection of autoethnography to research in Education, (b) five key decisions of a “good enough methods” approach to autoethnography, and (c) how this approach can be applied to expose and address educator biases relating to “the matrix” (Hill-Collins 1990) of race, class, and gender. 相似文献