Teacher counternarratives: transgressing and ‘restorying’ disability in education     

Alicia A. Broderick  Greta Hawkins  Stefanie Henze  Corinthia Mirasol-Spath  Rachel Pollack-Berkovits  Holly Prozzo Clune 《International Journal of Inclusive Education》2013,17(8):825-842

This inquiry aims to explore the disconnect between the disability studies in education (DSE) perspectives on inclusive schooling held by a group of dually certified inclusive educators and the everyday, lived experiences of these same teachers who find themselves teaching students with labelled disabilities within the confines of the special education bureaucracy. Through a collaborative inquiry circle (with a teacher educator who is a faculty member in a dual-certification programme informed by a DSE perspective and seven teachers who are graduates of this teacher education programme), this study aims to: (1) articulate the dominant narratives or storylines about disability in education that may ‘discipline’ teachers' practice within the special education bureaucracy; (2) illustrate some of the ways in which teachers do resist and transgress the discursive structures of schooling in ways that enable them to ‘restory’ disability in education; and (3) explore the implications of this work for preparing teachers to be dually certified, inclusive educators of all children in public schools.  相似文献   

Decoding via Coding: Analyzing Qualitative Text Data Through Thematic Coding and Survey Methodologies     

Porcia Vaughn  Cherie Turner 《图书馆管理杂志》2013,53(1):41-51

ASBTRACT

In order to effectively analyze qualitative data one must use a systematic process to organize and highlight meaning. This article suggests a practical method of navigating the challenges of organizing and classifying qualitative data through the use of thematic coding and the reorganization of text data into a SurveyMonkey survey.  相似文献   

Antecedents of children's comprehension of television advertising     

Ronald J. Faber  Richard M. Perloff  Robert P. Hawkins 《广播与电子媒介杂志》2013,57(2):575-584

This study compared the importance of role taking and logical operations stage in predicting children's understanding of the purpose of television advertising. Role taking was found to be the more critical variable.  相似文献   

Unraveling Uses and Effects of an Interactive Health Communication System     

Jeong Yeob Han Ph.D.  Robert P. Hawkins Ph.D.  Bret R. Shaw Ph.D.  Suzanne Pingree Ph.D.  Fiona McTavish M.S.  David H. Gustafson Ph.D. 《广播与电子媒介杂志》2013,57(1):112-133

By developing a number of measures distinguishing amount, type of content, and when and how that content is used, the current study revealed effective patterns of use that are associated with quality of life benefits during an eHealth intervention. Results generally suggest that the benefits depend on how a patient uses the system, far more than on sheer amount of exposure or even what type of content is chosen. The next generation of eHealth system should focus on providing new and varying content over time, but even more on encouraging intensity of use and long-term commitment to the system.  相似文献   

The complexities of participatory action research and the problems of power,identity and influence     

Karen A. Hawkins 《Educational Action Research》2013,21(4):464-478

This article highlights the complexity of participatory action research (PAR) in that the study outlined was carried out with and by, as opposed to on, participants. The project was contextualised in two prior-to-school settings in Australia, with the early childhood professionals and, to some extent, the preschoolers involved in this PAR project seen as co-researchers. This article explores the author’s journey to PAR, which she considered a socially just mode of inquiry. However, it is not without its complexities and challenges. This article makes transparent these complexities and explores issues of ‘power’, identity and influence in collaborative research. Questions often reflected upon by researchers are re-visited in this article: What theoretical underpinnings align with the investigation? Why undertake such a demanding research design as PAR? What does this research design involve? Where does the university researcher fit? How does a PAR team ‘work’ when there are so many different personalities involved? What are the challenges that are faced by participatory action researchers and how might these be overcome? While these challenges are not new to PAR researchers, the solutions and discussion put forward in this article may generate further reflection and debate.  相似文献   

Academic performance,course completion rates,and student perception of the quality and frequency of interaction in a virtual high school     

Abigail Hawkins  Richard R. Sudweeks  Michael K. Barbour 《Distance Education》2013,34(1):64-83

This study examined the relationship between students’ perceptions of teacher–student interaction and academic performance at an asynchronous, self-paced, statewide virtual high school. Academic performance was measured by grade awarded and course completion. There were 2269 students who responded to an 18-item survey designed to measure student perceptions on the quality and frequency of teacher–student interaction. Quality of interaction was subdivided into three constructs representing feedback, procedural, and social interaction. A confirmatory factor analysis helped to establish the fit of the statistical model for teacher–student interaction. Hierarchical logistical regression indicates that an increase in the quality and frequency of interaction resulted in an increased likelihood of course completion but had minimal influence on grade awarded. The estimated effect for quality and frequency composite items on completion was .83 and .56 respectively. Low practical significance of student–teacher interaction on grade awarded may be the result of mastery-based teaching approaches that skew grades for the completers toward the high end.  相似文献   

Letters     

David Hawkins  Tom Russell 《Science & Education》1992,1(2):219-220

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Biases in young children's communication about spatial relations: containment versus proximity   总被引：1，自引：0，他引：1  

Plumert JM  Hawkins AM 《Child development》2001,72(1):22-36

Four experiments examined 3- and 4-year-olds' ability to communicate about containment and proximity relations. One hundred twenty-eight children either described where a miniature mouse was hiding in a dollhouse or they searched for the mouse after the experimenter described where it was hiding. The mouse was always hidden with a small landmark that was either in or next to a large landmark. When describing where the mouse was hiding, children were more likely to successfully disambiguate the small landmark when it was in the large landmark (e.g., under the plant in the dresser) than when it was next to the large landmark (e.g., under the plant next to the dresser). When searching for the mouse, 3-year-olds were faster to initiate their searches when the small landmark was in the large landmark than when it was next to the large landmark. Together, these results suggest that there are informational biases in young children's spatial communication.  相似文献   

Why We Are Testing Teachers Some Policy Issues     

Richard S. Podemski  Cherie K. Lohr 《Educational Measurement》1985,4(3):20-23

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Extent,Type, Preferences and Consequences of Crisis Intervention Training for Teachers     

Ronald D. Taylor  Jacqueline Hawkins  Michael P. Brady 《教育心理学》1991,11(2):143-150

This study addresses the issue of including crisis intervention training as a component of teacher preparation programs. Results demonstrated that (a) few teachers receive training as a component of formal coursework, but the substantive majority are expected to perform crisis intervention at varying levels of involvement; (b) measurable improvements in self‐efficacy to perform interventions were achieved with short‐term training; (c) recognition and delivery training produced higher self‐efficacy than recognition training alone; and (d) recognition training using behavioral cues, rather than life events, was the preferred approach. Noting the important need for training of this type in teacher preparation programs, it was concluded that, if mental health instruction cannot be expanded generally, crisis intervention training should be provided specifically.  相似文献