Learning the Colonial Past in a Colonial Present: Students and Teachers Confront the Spanish Conquest in Post-Conflict Guatemala     

Deirdre M. Dougherty  Beth C. Rubin 《Educational Studies A Journal of the American Educational Studies Association》2016,52(3):216-236

In Guatemala, three centuries after Spanish conquest and in the wake of more than three decades of internal conflict, the framers of the 1996 Accord for a Firm and Lasting Peace placed educational reform at the center of efforts to make peace with this contentious past. This article, based on a multisite qualitative study, describes how Guatemalan teachers, working within an ostensibly standardized national curriculum aimed at creating a common historical narrative, differed in their presentation of Spanish colonialism. In the social studies classrooms of two different settings, a private school serving affluent Ladino students and a public school serving low-income indigenous students, young people constructed usable pasts amid distinct approaches to this era. In the first, a static, fixed version of colonial history distanced these young people from their indigenous cocitizens; students described the colonial era as part of a completed and distant past. In the second classroom, the teacher framed colonialism as an enduring part of students’ lives; students articulated the continued reach of the colonial era through language loss, structural inequality, and cultural devaluation. In this postconflict setting, curricular attempts to use historical study to create a new, unified, national identity were met with local challenges embedded in distinct historical memories.  相似文献   

Playful Postmodernism: Building with Diversity in the Postmodern Classroom   总被引：1，自引：1，他引：0  

Nancy Feldman PhD  Mary Barron  Diane CArol Holliman  Shelley Karliner  Uta M. Walker 《Journal of Teaching in Social Work》2013,33(2):119-133

The authors surveyed program directors at all bachelor of social work and master of social work programs accredited by the Council on Social Work Education using an online tool that assessed whether and how their respective social work programs are covering content related to HIV/AIDS. Of the 650 program directors, 153 (24%) participated in the survey. Programs reported coverage of HIV/AIDS content in various foundation content areas, including human behavior in the social environment, populations at risk, and social work practice. The authors also surveyed use of various pedagogical methods, and respondents reported the most use of guest speakers, lectures, and readings in delivering HIV/AIDS content. More than 70% of bachelor and master of social work programs reported having at least 1 field placement specific to HIV/AIDS. In addition, the authors evaluated social work textbooks for specific content on social work with HIV/AIDS, and recommendations are made for inclusion of more HIV/AIDS specific content.  相似文献   

Who gets to play? Investigating equity in musical instrument instruction in Scottish primary schools     

Lio Moscardini  David S. Barron  Alastair Wilson 《International Journal of Inclusive Education》2013,17(6):646-662

There is a widely held view that learning to play a musical instrument is a valuable experience for all children in terms of their personal growth and development. Although there is no statutory obligation for instrumental music provision in Scottish primary schools, there are well-established Instrumental Music Services in Local Education Authorities that have been developed to provide this facility for pupils. This article presents the findings of a study that was aimed at investigating the extent to which the opportunity to undertake instrumental instruction in Scottish primary schools is equitable. The study employed a mixed-methods approach. Data were gathered from 21 Scottish primary schools, a total pupil population of 5122 pupils of whom 323 pupils were receiving instrumental instruction. The analysis involved an investigation of the academic profile of this group, the representation of children with additional support needs (ASN) and the nature of their ASN. A qualitative analysis of policy and guideline documents and interviews with Heads of Instrumental Services, headteachers and instrumental instructors served to explain and illuminate the quantitative data. The findings showed that particular groups of children with ASN were significantly under-represented and offer explanations of the processes by which this occurs.  相似文献   

Competence is in the Eye of the Beholder: Perceptions of intellectually disabled child witnesses     

Deirdre A. Brown  Charlie N. Lewis 《International Journal of Disability, Development & Education》2013,60(1):3-17

This study examines mock jurors’ perceptions of a young witness according to whether or not he was described as having an intellectual disability. Our study examined perceptions of a child witness younger (five or seven years) than previously studied. Mock jurors (n = 71) viewed a short video excerpt of a boy recalling a personally experienced event, and then rated him across nine domains of eyewitness ability. The boy was described as either having an intellectual disability or typically developing. Participants rated the child more negatively on dimensions relating to cognitive competence, but not trustworthiness, when he was presented as having an intellectual disability. Participants also watched the child answer a series of suggestive questions; when described as having an intellectual disability he was rated as less accurate in responding to these. The findings have implications for the involvement of children with intellectual disabilities within the legal system.  相似文献   

Use of national parks for outdoor environmental education: An Australian case study     

Alison Lugg  Deirdre Slattery 《Journal of Adventure Education & Outdoor Learning》2013,13(1):77-92

Abstract

The need for environmental education through outdoor education experiences is becoming increasingly evident in outdoor education theory and practice. In Australia, this environmental focus is reflected in recent outdoor education curriculum documents, particularly in the Victorian Certificate of Education (VCE). For many outdoor education teachers who do not have expertise in environmental education, this curriculum development presents a challenge. Outdoor education teachers frequently use National Parks to help them address this challenge.

The study examined the educational objectives and roles of teachers and park staff involved in environmental education through outdoor education in National Parks in Victoria, Australia. This paper discusses findings related to the teachers' educational objectives and roles while those of the park staff are examined in a separate paper. The findings indicate that the teachers often lack the environmental knowledge and skills needed to teach some aspects of the curriculum thus making the role of the park ranger or education officer particularly significant in educating teachers as well as students. Issues are raised about the training of outdoor education teachers and of park rangers to meet the environmental education needs of outdoor education students. Questions are also raised about the appropriateness of using National Parks for outdoor education purposes.  相似文献   

Media Policy     

William B. Ray  W. Wat Hopkins  Marc A. Franklin  David A. Anderson  Donald Gillmore  Jerome Barron 《Communication Booknotes Quarterly》2013,44(4):75-76

FCC: THE UPS AND DOWNS OF RADIO-TV REGULATION by William B. Ray (Ames: Iowa State University Press, 1989—$24.95, ISBN 0-8138-0227-X, 214 pp.)

ACTUAL MALICE: TWENTY-FIVE YEARS AFTER TIMES v. SULLIVAN by W. Wat Hopkins (New York: Praeger, 1989—$39.95, ISBN 0-275-93246-X, 226 pp.)

CASES AND MATERIALS ON MASS MEDIA LAW by Marc A. Franklin and David A. Anderson (Westbury, NY: Foundation Press, 1990 price not given, ISBN 0-88277-778-5, 951 pp.)

MASS COMMUNICATION LAW: CASES AND COMMENT by Donald Gill mor, Jerome Barron.Todd Simon and Herbert Terry (St. Paul, MN: West Publishing, 1990 $52.00, ISBN 0-314-56267-2, 947 pp.)

THE COPYRIGHT BOOK: A PRACTICAL GUIDE by William S. Strong (Cambridge, MA: MIT Press, 1990 $17.95, ISBN 0-262-19292-6, 249 pp.)

SOCIAL RESEARCH IN COMMUNICATION AND LAW by Jeremy Cohen and Timothy Gleason (Newbury Park, CA: Sage, 1990—$9.95, paper, ISBN 0-8039-3267-7, 140 pp.)  相似文献   

Vocational Expectations and Self‐Stigmatizing Views Among Collegiate Recovery Students: An Exploratory Investigation     

Justin R. Watts  Wei‐Mo Tu  Deirdre O'Sullivan 《Journal of College Counseling》2019,22(3):240-255

Collegiate recovery programs (CRPs) provide support for students in recovery from substance use disorders. Little research exists examining factors relevant to this population, making it challenging to prioritize recovery and educational goals. This study used a national sample (N = 80) of students involved in CRPs to investigate the relationships among self‐stigma, quality of life, psychological health, and vocational expectations. A regression model revealed these factors to explain 34% of self‐stigmatizing views in this sample.  相似文献   

Teaching prereading skills with a talking computer     

Roderick W. Barron  Jonathan O. Golden  Dianne M. Seldon  Carol F. Tait  Harvey H. C. Marmurek  Leonard P. Haines 《Reading and writing》1992,4(2):179-204

The phonological awareness skills of nonreaders were trained using an oddity task (e.g., which word in the series sit, fit, cat has the odd sound in its middle position). As training progressed, the basis of the oddity decision was shifted from rhyming, to consonant onsets, to consonant and vowel phonemes. The words were spoken by a DECtalk speech synthesizer. One of the experimental groups was given printed as well as computer generated speech feedback while the other was given just computer speech feedback. The alternative training control group based their oddity decisions on meaning rather than sound and was also given just computer speech feedback. Only children with low letter-sound knowledge showed pre-test to post-test gains in performance on a rhyming task compared to the control group, and these gains were not influenced by print feedback. In contrast, only children with high letter-sound knowledge, who were given print feedback during learning, showed pre-test to post-test gains in performance on a phoneme deletion task compared to the control group. These results indicate that a combination of high letter-sound knowledge and print feedback facilitates awareness of phonemes among children who cannot yet read or spell, but awareness of rimes is not facilitated by either high letter-sound knowledge or print feedback. Although consistent with bi-directional, causal models of phonological awareness and literacy, these results indicate that the definition of literacy employed by such models may require expansion. This new definition should include proto-literacy — knowledge of letter-sound and other print-sound relationships that are learned before becoming literate and that may influence the acquisition of awareness of some sub-syllabic units of speech.Abbreviations WPPSI Wechsler preschool and primary scale of intelligence - WRAT-R Wide range achievement test, revised  相似文献   

Explaining technology integration in K-12 classrooms: a multilevel path analysis model     

Feng Liu  Albert D. Ritzhaupt  Kara Dawson  Ann E. Barron 《Educational technology research and development : ETR & D》2017,65(4):795-813

The purpose of this research was to design and test a model of classroom technology integration in the context of K-12 schools. The proposed multilevel path analysis model includes teacher, contextual, and school related variables on a teacher’s use of technology and confidence and comfort using technology as mediators of classroom technology integration. Data were collected from 1235 K-12 teachers, who were located in 336 schools in 41 districts across the state of Florida. The results suggest that a teacher’s experience with technology significantly influenced his or her classroom technology integration. Access to technology in classrooms and the availability of quality technology support were related to classroom technology integration. In addition, how frequently a teacher uses technology and his or her confidence and comfort using technology were mediators for classroom technology integration. These results provide preliminary evidence that the proposed model is both useful and relevant in explaining classroom technology integration in K-12 schools.  相似文献   

Use of national parks for outdoor environmental education: An Australian case study     

Alison Lugg  Deirdre Slattery 《Journal of Adventure Education & Outdoor Learning》2003,3(1):77-92

The need for environmental education through outdoor education experiences is becoming increasingly evident in outdoor education theory and practice. In Australia, this environmental focus is reflected in recent outdoor education curriculum documents, particularly in the Victorian Certificate of Education (VCE). For many outdoor education teachers who do not have expertise in environmental education, this curriculum development presents a challenge. Outdoor education teachers frequently use National Parks to help them address this challenge.

The study examined the educational objectives and roles of teachers and park staff involved in environmental education through outdoor education in National Parks in Victoria, Australia. This paper discusses findings related to the teachers' educational objectives and roles while those of the park staff are examined in a separate paper. The findings indicate that the teachers often lack the environmental knowledge and skills needed to teach some aspects of the curriculum thus making the role of the park ranger or education officer particularly significant in educating teachers as well as students. Issues are raised about the training of outdoor education teachers and of park rangers to meet the environmental education needs of outdoor education students. Questions are also raised about the appropriateness of using National Parks for outdoor education purposes.  相似文献