Making the grade: describing inherent requirements for the initial teacher education practicum     

Elaine Sharplin  Sanna Peden  Ida Marais 《Asia-Pacific Journal of Teacher Education》2016,44(3):224-241

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“I wanted to go here”: Adolescents’ perspectives on school choice     

Sandra Mandic  Susan Sandretto  Debbie Hopkins  Gordon Wilson  Antoni Moore  Enrique García Bengoechea 《Journal of School Choice》2018,12(1):98-122

New Zealand legislation removing school zones radically reshaped school choice, resulting in increased school stratification from parental choice frequently driven by social factors such as ethnic makeup of the school community. This article considers school choice through the eyes of 1,465 adolescents from 12 secondary schools in Dunedin (New Zealand). The most common reasons for school choice included: preference for a coeducational school, school’s facilities, positive comments from parents/students, and friends’ enrollment. Reasons for school choice differed by who was making the decision. Social factors and school programs/facilities, rather than proximity to home, influenced school choice decisions in Dunedin.  相似文献   

The development of a user network as a way to re-launch an unwanted product     

Debbie Harrison  Alexandra Waluszewski 《Research Policy》2008,37(1):115-130

A common situation in product development is that of product failure and the need for re-launch. This paper presents findings regarding how one firm successfully re-launched a product through the ex-post development of a user network. The producer, Biacore, had to re-launch its biosensor product or lose a €50 million investment. The firm identified and interacted with multiple potential lead-users in order to generate new use applications. The firm benefited from the successful development of a set of new applications, innovative users, and sales. As sales of the product increased, Biacore created marketing channels as diffusion mechanisms for the encouragement of direct and indirect user-to-user interaction. These were a way to spread the costs of user support when the firm standardised how it interacted with users. Some follower-users were able to benefit from lead-users who became lead teachers; other follower-users became non-users of the product. This paper illustrates three main roles for the firm in developing a user network: creating lead-users, organising directed applications development and facilitating user-to-user interaction.  相似文献   

Playing Slavery in First Grade: When “Developmental Appropriateness” Goes Awry in the Progressive Classroom     

Debbie Sonu 《Multicultural Perspectives》2020,22(2):106-112

This article unfurls in the aftermath of an event where three first grade children at a reputable progressive elementary school were found playing slavery during school recess. As word caught on, parents ignited into a frenzy: some railed against the teacher, others demanded an answer, while still others believed this was precisely the meaning of progressive schooling. In swift response, school administrators sent a conciliatory email apologizing for their misjudgment. Slavery, they declared, was too difficult a topic and developmentally inappropriate for such a young age. Guided by critical childhood studies and concepts of difficult knowledge, this reflective article explores how adults drew from developmental frameworks and used children as proxies to protect themselves from the complicated conversation of race and slavery. It unpacks this event through three entry points: encountering difficult knowledge in primary school; the moralization of child development; and the ongoing work inherent to social justice-oriented schooling. It is hoped that readers can take this example into their own teacher education programs and school faculty meetings to query how adults can open up spaces for critical encounters rather than launch accusations when faced with the emotional charge of oppressive histories.  相似文献   

Student Engagement at Two-Year Institutions: Age and Generational Status Differences     

Debbie Smith 《Community College Journal of Research & Practice》2013,37(5):371-387

This study examined the relationship between participation and location of dual-credit enrollment and the educational aspirations of high school students. A total of 304 students from 5 rural Kansas high schools were surveyed. The return rate was 80.9%. Results indicated that participation in dual-credit programs had a positive and significant relationship with educational aspirations. Other independent variables that demonstrated strong predictive importance for educational aspirations were parents’ educational levels and grades. The findings further indicated that concurrent enrollment location was a significant predictor of educational aspirations.  相似文献   

MAKING STUDENT RETENTION AN INSTITUTIONAL PRIORITY     

Debbie L. Sydow  Robert H. Sandel 《Community College Journal of Research & Practice》2013,37(7):635-643

A study was conducted to determine the reasons behind the unusually high rate of student attrition at Mountain Empire Community College. The results, which suggested that work and family conflicts were the primary contributors to attrition, led to the formation of a task force that was charged with the development of a comprehensive student retention plan. A college‐wide retreat involving all faculty, staff, and administrators was conducted to inform all constituents about the college's retention effort and to involve the entire college community in working together to understand how to implement effective retention strategies. Finally, a standing retention committee was formed at the college to oversee implementation of the retention plan, a plan which is research‐based and reflective of the long‐term commitment the institution has made to the improvement of the student persistence rate.  相似文献   

Sexual Harassment as [Dys]Functional Process: A Feminist Standpoint Analysis     

Debbie Dougherty 《Journal of Applied Communication Research》2013,41(4):372-402

Researchers have approached the study of sexual harassment as though it were dysfunctional. However, a feminist standpoint theory analysis would suggest that it functions differently for men and women. A study using discussion groups and stimulated recall interviews was conducted in a large health care organization. A thematic analysis revealed a primary theme of sexual harassment as a [dys]functional process. For the male participants, sexual behavior served as a coping mechanism for stress, as a form of therapeutic care, and to create and demonstrate camaraderie. For the women participants, sexual behavior tended to be either nonfunctional or dysfunctional. They did not associate it with stress reduction, therapeutic touch, and viewed group camaraderie as a means of prevention. Implications are discussed.  相似文献   

Strength and Conditioning (Michael Stone Sub‐editor     

Gaëlle Marais  Patrick Pelayo 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):103-132

This critical review reflects the current state of cadence research during cyclical activities at different intensities. Moreover, this review aims at making suggestions in the areas of evaluation, therapy and sporting performance in the light of all the different results reported in studies. A large number of researchers have tried to determine the ‘optimal’ cadence from imposed, preferred or spontaneously chosen cadences in order to improve efficiency and performances. Results are sometimes conflicting and difficult to explain or interpret. The authors have studied the variations in cadences using a reduced number of parameters, without links between energetic (oxygen consumption, ventilation), biomechanical (force, electromyography) and/or perceived parameters (rating of perceived exertion). Conclusions point out that the ‘optimal’ cadence cannot be unique and must be associated with the objectives and individual characteristics of the subject (skills and training level, anthropometric parameters). In the area of training and reconditioning, cadences would have to be set in relation to the nature of cyclical activities and the subjects’ condition.  相似文献   

Building a space to dream: Supporting indigenous children's survivance through community-engaged social and emotional learning     

Jingjing Sun  Anisa N. Goforth  Lindsey M. Nichols  Amy Violante  Kelsey Christopher  Ronda Howlett  Debbie Hogenson  Niki Graham 《Child development》2022,93(3):699-716

Indigenous communities practice survivance and challenge social and political systems to support their children's identity and well-being. Grounded in transformative social-emotional learning (SEL) and tribal critical race theory, this 3-year community-based participatory research study (2019–2021) examined how a SEL program co-created with an Indigenous community in Flathead Nation in Montana supports anti-racism and anti-colonialism among Indigenous children. Critical reflexivity and thematic analyses of Community Advisory Board meetings and journals written by 60 students (M_age = 10.3, SD = 1.45; 47% girls; 60% Native American) during the SEL program revealed themes on Indigenous identity, belonging, wellness, and colonialism. These results shed light on challenging the racist and colonial roots of education to support Indigenous children's survivance and social-emotional well-being.  相似文献   

High school transition – an intervention that empowers children with special educational needs and improves school practice          下载免费PDF全文

Helena Bunn  Debbie Davis  Emma Speed 《Support for Learning》2017,32(3):231-244

This article discusses the process and results of a junior school initiative from a local authority in the East of England, to ensure that vulnerable pupils in the school experience a successful transition to high school. The resulting project is the consequence of an inter‐organisational collaboration between the junior school, a secondary school and the local educational psychology service. The transition intervention, which is the first product of this project, was borne from the ideas of year 7 students with special educational needs, which were analysed and presented visually into a transition booklet, later used in the intervention with year 6 pupils. At the end of the intervention, the year 6 pupils provided feedback, which informed first changes in the intervention. Overall, the intervention was successful and because of the interest drawn, it was decided to extend the initiative to other schools with year 6 pupils.  相似文献