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11.
Brea M. Banks 《Journal of College Student Psychotherapy》2020,34(3):240-251
ABSTRACT Although University Counseling Centers continue to report increased rates of served students, those who hold marginalized identities continue to be underrepresented. Many factors may contribute to such discrepancies, including stigma, access, and trust in providers. College students across the nation have recently called for an increase in the number of professionals who identify as racially/ethnically diverse. The current article reviews one university’s response to their own students’ call for action, and particularly explores how the program was implemented and its associated costs and benefits. Considerations for other university administrators seeking to employ similar methods are discussed. 相似文献
12.
Students rarely ask questions related to course content in large-format introductory classes. The use of a Web-based forum devoted to student-generated questions was explored in a second-semester introductory biology course. Approximately 80% of the enrolled students asked at least one question about course content during each of three semesters during which this approach was implemented. About 95% of the students who posted questions reported reading the instructor's response to their questions. Although doing so did not contribute to their grade in the course, approximately 75% of the students reported reading questions posted by other students in the class. Approximately 60% of the students reported that the Web-based question-asking activity contributed to their learning of biology. 相似文献
13.
We provide here a brief historical analysis of a movement in progress from a belief‐based “mystery” model to an evidence‐based “mastery” model of giftedness and talent development. We have observed that educators concerned about exceptionally capable learners are moving from a categorical notion of “the typical gifted child” with somewhat mysteriously defined attributes and learning needs, toward the perspective that some children have exceptionally advanced learning needs that require more flexibly responsive educational attention. We discuss factors that differentiate the two models, and observe some benefits of the shifting paradigm, arguing that by conceptualizing gifted education as providing a dynamically responsive educational match for students who otherwise experience a mismatch with the curriculum normally provided, the mastery model is socially, educationally, and politically more defensible. We discuss some practical implications of this shift in perspective. 相似文献
14.
Joanne Foster 《Roeper Review》2013,35(1):67-68
Given the severe paucity of gifted programs in this nation, the educational and legal rights of gifted students are not being adequately served. This article briefly examines developments at the federal level that impact upon both the legal and educational rights of gifted students. It also reviews educational data supporting the need to establish special programs, and concludes by suggesting implications and recommendations for informed practice. 相似文献
15.
Joanne R. Whitmore 《Roeper Review》2013,35(2):42-46
The gap between intellectual and social development in gifted children can be bridged by providing opportunities for expanded social experiences. 相似文献
16.
Tape recordings were made of six white and six black ninth-grade northern boys speaking identically worded answers to typical school questions. Black students were given significantly higher grades than white students by 56 white and 50 black southern teachers. Black teachers gave significantly higher grades than white teachers, but no significant interaction was found between students' and teachers' ethnic group. The study is a partial replication of a previous study in which it was found that black students were given significantly lower grades than white students by northern white teachers. 相似文献
17.
18.
James A. Banks 《Teaching Education》2013,24(1):133-142
19.
Joanne Hill 《Sport, Education and Society》2015,20(6):762-779
Connections have been drawn between masculinity, muscularity and physical or social status in sport. Not only are sporting bodies often related to masculinity but also to whiteness, leading to the devaluing of Asian boys' bodies and sporting experiences. This paper draws on three British Asian teenage boys' visual and verbal narratives to enquire how they negotiate these connections in their physical education and recreational sport experiences. Bourdieu's notion of capital is used to make sense of boys' ways of investing in their bodies to manage their status in school. Drawing from focus-group interviews which used participant-driven photography and photo elicitation techniques, the research indicates how three boys invested in their bodies by doing particular types of physical activity that would enable them to develop muscularity, fitness and/or motor competence, to attain or retain physical and social capital in school. Along the way, they add pertinent comments on the intersections of masculinity and ethnicity in constructing and performing a sporting body. 相似文献
20.
Girls’ active identities: navigating othering discourses of femininity,bodies and physical education
Joanne Hill 《Gender and education》2015,27(6):666-684
Within physical education and sport, girls must navigate discourses of valued athletic and gendered bodies that marginalise or ‘other’ non-normative performances through systems of surveillance and punishment. The purpose of this paper is to share girls’ perspectives on how these discourses affected their gender performances and activity engagement. Students aged 13–14 in one ethnically diverse UK secondary school were invited to create a photo diary of the physical activities they engaged in. Photo-elicitation interviews in small groups followed. The girls positioned themselves as physically active but had to carefully manage their activity choices and gender performances in a single-sex physical education environment that regulated deviation from the fit, slender, girly-girl. Although the girls demonstrate the difficulty of resisting, they indicate moments of positioning themselves against norms that suggest the possibilities of shifting gendering processes. The paper points out the importance of listening to ‘other’ girls’ narratives in building positive physical education engagements. 相似文献