The significance of critical incidents and voice to identity and agency     

Jamie Huff Sisson 《Teachers and Teaching》2016,22(6):670-682

Human agency is significant to the understanding of professional identities and actions. It is through human agency that individuals can become powerful in changing or authoring their own identities. Stemming from a larger narrative inquiry focused on understanding the professional identities of public preschool teachers, this paper draws on cultural models theory to explore identity, agency and professional practice through the lived stories of CeCe, an African-American public preschool teacher from the United States. Findings demonstrate the influence of CeCe’s lived experiences to her developing sense of human agency and highlight the importance of critical incidents and voice to identity and human agency.  相似文献   

Improving Understanding and Collaboration Between Campus Ministers and College Counseling Center Personnel     

Jamie D. Aten 《Journal of College Counseling》2004,7(1):90-96

The purpose of this article is to bring attention to the collaborative relationship that can exist between campus ministers from diverse religious traditions and college counseling center personnel. The potential role of campus ministers in facilitating referrals for mental health services to college counseling center personnel is addressed, and recommendations for improving collaboration between them are made. Brief excerpts from campus ministers' written narratives are included to exemplify this collaboration.  相似文献   

Student learning emotions in middle school mathematics classrooms: investigating associations with dialogic instructional practices     

Alyssa Parr  Jamie Amemiya  Ming-Te Wang 《教育心理学》2019,39(5):636-658

Emotions are central to how students experience mathematics, yet we know little about how specific instructional practices relate to students’ emotions in mathematics learning. We examined how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom. We also examined whether these associations differed by student gender and prior mathematics achievement. The sample consisted of 1307 sixth through eighth grade students (51.6% female, 59.0% White, 30.8% African American, and 10.3% other race; 42.3% receive free/reduced price lunch) from 70 mathematics classrooms. Results indicated that teachers who used more dialogic mathematics instruction had students who reported more enjoyment and pride, and less anger and boredom. Males and low-achieving students reported more positive and fewer negative emotions with greater dialogic instruction compared to their female and high-achieving counterparts.  相似文献   

Genital examinations for alleged sexual abuse of prepubertal girls: findings by pediatric emergency medicine physicians compared with child abuse trained physicians     

Makoroff KL  Brauley JL  Brandner AM  Myers PA  Shapiro RA 《Child abuse & neglect》2002,26(12):1235-1242

OBJECTIVE: This study compares abnormal genital examination findings made by pediatric emergency medicine (PEM) physicians to examinations by physicians with training in child sexual abuse in the evaluation of prepubertal girls for suspected sexual abuse. METHOD: A prospective study was performed following the genital examination by a PEM physician of prepubertal girls suspected of being sexually abused. A physician with training in child sexual abuse re-examined those girls whose examinations were interpreted as abnormal by the PEM physicians. The findings and interpretations of the PEM physician were then compared to those by the physicians with training in child abuse. RESULTS: Between October 1994 and October 1998, 46 patients diagnosed by PEM physicians with nonacute genital findings indicative of sexual abuse were re-examined by a physician with training in child abuse. The follow-up examinations were done 2 days-16 weeks (mean 2.1 weeks) after the emergency department visit. The physicians with training in child abuse concluded that only eight of these children (17%) showed clear evidence of abuse. Normal findings were noted in 32 children (70%), nonspecific changes were noted in 4 children (9%), and 2 children (4%) had findings that are more commonly seen in abused children than nonabused children but are not diagnostic for abuse (concerning for abuse). CONCLUSIONS: There was poor agreement between the pediatric emergency medicine physicians and the physicians with training in child sexual abuse. This study suggests that emergency medicine physicians should consider additional training in this area. In addition, all children with abnormal ED examinations should have follow-up examinations by a child abuse trained physician.  相似文献   

The value of neighborhood schools     

Peter F. Colwell  Karl L. Guntermann 《Economics of Education Review》1984,3(3):177-182

This paper attempts to measure both an access effect and an externality effect of neighborhood schools on the value of surrounding residential properties. While the access effect appears to dominate, an external cost effect may have been identified as well. Using the estimated value-distance function, a downward-biased estimate of the aggregate loss in value is computed assuming that the neighborhood school is closed or that busing eliminates its neighborhood character. This loss is referred to as the value of a neighborhood school.  相似文献   

How Real is Too Real for the Law? Realism versus Right of Publicity in Video Game Design     

Jamie M. Litty 《广播与电子媒介杂志》2016,60(3):373-388

Realistic elements in video game design can inspire an appropriation claim, trademark dispute, or similar lawsuits, even when the underlying immaterial property from the real world was licensed. Video games can be First Amendment-protected expression, however, as in other media, there’s tension between the speech rights of creators and the personal rights of subjects. Furthermore, there’s disagreement from one jurisdiction to another regarding how much mimicry loses protection and how many dissimilarities are transformative enough to be lawful. Analysis of case law reveals a balancing act between protecting video games as expressive works and protecting individuals’ right of publicity.  相似文献   

Reimagining Counselor Education with Diversity as a Core Value     

Holly A. Stadler  Suhyun Suh  Debra C. Cobia  Renee A. Middleton  Jamie S. Carney 《Counselor Education & Supervision》2006,45(3):193-206

To move diversity from the periphery of counselor preparation to its core requires effort beyond the 1 or 2 “special” courses that have been the mainstay of multicultural counselor education (T. E. Midgette & S. S. Meggert, 1991). The authors describe the processes and outcomes of a systemic reimagining of Auburn University's counselor education doctoral program, as well as community agency and school counseling master's‐degree programs that incorporate diversity as a core value. The development of diversity‐supportive department policies and procedures, curricular and cocurricular changes, and environmental considerations are discussed and evaluated.  相似文献   

A Probability Distribution With No Memory     

D. J. Colwell  J. R. Gillett 《Teaching Statistics》1990,12(3):70-71

This article considers and then illustrates an apparent pardox associated with the exponential distribution, which is known as the “Memoryless Property”.  相似文献   

Making materials accessible to students in higher education institutes: Institutional obligations,methods of compliance,and recommendations for future action          下载免费PDF全文

Jamie Axelrod 《Learned Publishing》2018,31(1):39-44

Key points

• Current publishing restrictions cause duplicated – and wasted – effort to delivery of accessible information to students.
• Universities have a legal obligation to provide access, but this is not required from publishers.
• Initiatives to support access are helpful, but do not completely resolve the accessibility problems.

  相似文献   

Becoming creative practitioners: elementary teachers tackle artful approaches to writing instruction     

Jamie Simpson Steele 《Teaching Education》2016,27(1):72-87

The “creativity gap” is a distressing discrepancy between the ostensible value educators place on creativity and its absence in schools. How do teachers take on the attributes and skills of a creative practitioner? What struggles do they face in doing so? This case study examines the practices of six early elementary teachers who embarked on a professional development experience through which they learned arts-based strategies for prewriting activities. They purposefully practiced cultivating an environment in which student imagination would feed the generation of ideas and details in prewriting exercises. Findings indicate some teachers embraced this departure from the norm, recognizing how loosening their reigns emboldened “voice and choice” in student writing. Others experienced difficulty taking risks and developing spontaneity for accepting and responding to student ideas. Finally, teachers grappled with converging creative practice with everyday practices in the classroom.  相似文献