Vygotskian approaches in human development in the information era     

Kathryn Crawford 《Educational Studies in Mathematics》1996,31(1-2):43-62

The paper explores the opportunities and challenges of learning and teaching mathematics in the information era from a Vygotskian perspective. A systemic approach is taken to an investigation of the ways in which information technologies have changed the contexts for and forms of mathematical activity in society and the challenge that this change presents to mathematics educators at all levels.  相似文献   

Distributive Justice in Higher Education: Perceptions of Administrators     

Shawn M. Fitzgerald  Daniel Mahony  Fashaad Crawford  Hope Bradley Hnat 《Innovative Higher Education》2014,39(5):401-415

For the study we report here we used the theoretical framework of organizational justice to examine academic administrator’s perceptions of resource distribution decisions. We asked deans, school directors, and department chairs in one midwestern state about their perceptions of the fairness and likelihood of use of various distribution principles in scenarios involving distributions of compensation to faculty and resources to schools/departments. Differences based on Carnegie classification and current position were examined. Overall, we found that participants perceived compensating faculty members and allocating resources to departments based on the quality of teaching and impact on students was most fair, but they believed factors such as research productivity and funding secured were more likely to be used. While there were no differences based on current position, there were differences based on Carnegie classification with the research universities indicating greater preference for and likelihood of using research principles and non-research institutions indicating greater likelihood of using equality.  相似文献   

Reflexive deliberation in international research collaboration: minimising risk and maximising opportunity     

Angela Brew  David Boud  Lisa Lucas  Karin Crawford 《Higher Education》2013,66(1):93-104

International research collaboration raises questions about how groups from different national and institutional contexts can work together for common ends. This paper uses issues that have arisen in carrying out the first stage of an international research project to discuss a framework designed to map different kinds of multi-national research collaboration in terms of increasing complexity and increasing time to research outputs. The paper explores factors that enable and that constrain progress in carrying out collaborative research. The paper highlights the complex interplay within research practice of factors that derive from institutional structures and those that appertain to individuals as agents. It uses the personal and collective reflexive deliberations of the authors, to demonstrate that as the complexity of the research interface increases, and as the time to research outputs increases, so structural risk increasingly develops into agentic risk, and that structural risk becomes increasingly required to be managed through agentic action.  相似文献   

Sir Alec Clegg     

Megan Crawford 《Education 3-13》2013,41(2):101-102

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Influences on academics' approaches to development: voices from below     

Karin Crawford 《International Journal for Academic Development》2013,18(3):189-202

The purpose of this qualitative case study research was to explore faculty‐based academics' views on what influences their behaviours and attitudes towards their development. Informed by critical realist ontology, the data collection was carried out through narrative interviews with academics in two contrasting English universities. Findings, or areas for reflection, have emerged about the constraints and enablements academics perceive in respect of their professional development. In particular, themes such as: the significance of professional status; misaligned initiatives and priorities; the influence of supportive networks; and emergent personal, individual concerns have surfaced. The conclusion is drawn that the significance of agency raises the importance of responding to the ‘voices from below’.  相似文献   

Theoretical Development,Factorial Validity,and Reliability of the Online Graduate Mentoring Scale     

Linda M. Crawford  Justus J. Randolph  Iris M. Yob 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):20-37

In this study, we sought to confirm the theoretical framework underlying an Online Graduate Mentoring Scale by establishing the scale’s factorial validity and reliability. Analysis of data received from doctoral students and alumni/ae of the College of Education of one large, online, accredited university reduced the initial theoretical framework from seven to six attributes, and resulted in a revision of the scale. Further research is needed to test the theoretical framework with other relevant populations and to refine the scale itself by reducing skewness and attaining item balance.  相似文献   

Everyday Tao: Conversation and contemplation     

Lyall Crawford 《Communication Studies》2013,64(1-2):25-34

This essay suggests that the perspective of philosophical Taoism may be a means of transforming everyday conversations into instances of contemplation where our ordinary encounters become sites for spiritual practice and mystical experience. A different kind of communicating ability is explored through the awareness of certain principles of philosophical Taoism during the course of our conventional conversations with one another.  相似文献   

#Resilience is not enough for Black women in STEM: Counterstories of two young Black women becoming a STEM person     

Roxanne Hughes  Amal Ibourk  Lauren Wagner  Kelli Jones  Samantha Crawford 《科学教学研究杂志》2024,61(4):744-771

Both K-12 schools and STEM disciplines are embedded in White supremacy and exclusion, making it that much harder for Black women to maintain an interest and sense of belonging in STEM. Through a Critical Race Feminism methodology, we tell the counterstories of our two co-authors, two Black women, over the course of their lives. Through these counterstories (stories that run counter to normative stories of STEM as male and White), Kelli and Samantha show us how they negotiated and maintained a sense of belonging in STEM even through moments of self-doubt in their STEM trajectory. These negotiations allowed them to carve a space for themselves within STEM. A key finding from these counterstories was the resilience both women developed through their participation in counterspaces and support from family and teachers that helped them develop pride in their STEM identity trajectories. Our study adds to the research on Black women's journeys in STEM by describing resilience strategies that our authors were forced to develop in response to White supremacy and how they were able to maintain their STEM identity by creating a counterstory that allowed them to maintain their sense of belonging within STEM. And yet, we conclude by asking if resilience is enough since both women questioned their authentic and valued place in their respective STEM disciplines because of the dominant storyline of STEM as White and male. Their stories reveal the deeper truth that change is needed in STEM to empower students of color to see themselves as not just tolerated but valued members of the discipline.  相似文献   

Disability and Social Movements: Learning from Australian Experiences     

Jane Crawford 《International Journal of Disability, Development & Education》2016,63(6):651-653

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Childhood emotional maltreatment and later psychological distress among college students: The mediating role of maladaptive schemas     

Margaret O’Dougherty Wright  Emily Crawford  Darren Del Castillo 《Child abuse & neglect》2009,33(1):59-68

ObjectiveTheoretically, exposure to experiences of emotional abuse (EA) and emotional neglect (EN) in childhood may threaten the security of attachment relationships and result in maladaptive models of self and self-in-relation to others. The purpose of this study was to explore the extent to which EA and EN treatment by parents contributed uniquely to young adult maladaptive long-term outcome with respect to symptoms of anxiety, depression, and dissociation. The extent to which the relationships between EA and EN and later symptoms were mediated by specific internalized maladaptive interpersonal schemas was also explored.MethodsQuestionnaires completed by 301 college men and women (52% female) assessed perceptions of experiences of childhood abuse and neglect, exposure to parental alcoholism, current symptoms of psychological distress, and endorsement of maladaptive interpersonal schemas.ResultsHierarchical regression analyses revealed that perceptions of childhood EA and EN each continued to exert an influence on later symptoms after controlling for gender, income, parental alcoholism, and other child abuse experiences. Both EA and EN were associated with later symptoms of anxiety and depression and were mediated by schemas of vulnerability to harm, shame, and self-sacrifice. Only EN was related to later symptoms of dissociation; this relationship was mediated by the schemas of shame and vulnerability to harm.ConclusionThe findings are discussed from an attachment perspective, focusing on how early interactions with parents contribute to the development of internal working models of self and self-in-relation to others that influence later cognitive schemas and psychological adjustment.Practice implicationsAlthough emotional abuse and emotional neglect are the least studied of all forms of child maltreatment, they may be the most prevalent. The current findings suggest that how college students have evaluated and internalized these experiences may be even more important than the events themselves in determining the extent to which these experiences exert a long-term impact. For this reason, early intervention might be particularly important in helping to modify internal working models of the self as worthless, others as abusive, or the world as threatening and dangerous as a result of past abuse experiences. This study underscores the need for counselors to actively elicit and explore experiences of emotional abuse and neglect in clients, in addition to inquiring about other abuse experiences and types of family dysfunction.The results of this study also support existing data suggesting that internalized representational models of self and others are a key mechanism underlying the relationship between emotional maltreatment and later psychopathology. Young's schema questionnaire proved to be quite sensitive in detecting specific maladaptive schemas that mediated later difficulties with depression, anxiety, and dissociation. Targeting these negative schemas in therapy may help to ameliorate such symptoms. The therapeutic relationship provides a particularly effective context for developing more positive models of self and others, as well as providing a context to explore core relationship themes across different relationship contexts (e.g., intimate partner, parent, friend, and work relationships). In particular, if the assessment of the client reveals that dissociative symptoms are present, counselors can acknowledge the adaptive function that this strategy once served, while also addressing potential limitations to over-reliance on this coping strategy.  相似文献