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31.
Abstract Using the stimulated recall of instruction methodology, we interviewed teachers and students at risk for referral to special education about their perceptions, judgments, and decision making during the course of instruction. The results of the teacher interviews suggest that teachers respond to complex collections of student cues in their decision making about students. Teachers described themselves as more frequently monitoring the at‐risk students, although their attempts to modify instruction consisted primarily of attempts to motivate these students. The at‐risk students indicated awareness that they are experiencing difficulty in class, had somewhat less understanding of how teachers attempt to help them, and responded with anger and frustration to their learning problems. 相似文献
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Tamara D. Afifi Walid A. Afifi Anne F. Merrill Najib Nimah 《Journal of Applied Communication Research》2016,44(4):343-361
This study examined how communal coping reveals itself in Palestinian refugee camps and the conditions that promote or prevent its occurrence. Individual and dyadic interviews were conducted with 40 mothers and one of their adolescent children living in Palestinian refugee camps in Lebanon. The results revealed that communal coping existed within the mother–adolescent dyad to a certain extent, but was rare within the larger context of the refugee camps. While families and neighbors did not typically verbalize their hardships and actively cope with them as a group, there was often an implicit recognition that they were all experiencing the same uncertainty and stress. Acting upon their uncertainty as a collective, however, was greatly hampered by mistrust within and outside the camps, due to widespread violence, privacy violations, vying for scarce resources, and disloyalty. Parents and adolescents also engaged in protective buffering whereby they attempted to reduce the stress of the family by keeping stress and fears to themselves rather than communicating about them. Even though protective buffering helped the refugees cope with chronic uncertainty and maintain a sense of normalcy, it prevented them from acting upon the problem as a group. Finally, parents emphasized that the child’s education provided hope for the future. Practical implications are discussed. 相似文献
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Reflections about the use of critically reflexive praxis by academic/practitioners are offered based on a case study of a formative evaluation of Circles® USA, a nonprofit organization coordinating initiatives across the U.S. working to move families out of poverty. Critically reflexive praxis is theorized as featuring several themes including acknowledging different levels of context, critical dialogue with collaborators, engaging cultural difference and intersectionalities, problematizing power relations and relationships among researchers and collaborators, and occurring throughout the research project. Examples of critical dialogic reflexivity and navigating common tensions that emerge throughout such community engagement projects are detailed during three phases: planning and design; fieldwork and interviews; and outcomes, applications, and implications. 相似文献
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Using the General Social Survey from 1972–2014, we examine variation in attitudes toward retaining controversial materials in libraries. Previously controversial topics have become much more widely accepted. We find that other controversies remain, showing how global conflicts become intertwined in local cultural controversies, and how the perceived threat from particular groups informs public concern with disseminating information from those groups. We find that more frequent library users are somewhat less likely to want to remove controversial books from the shelves, although some of these relationships are explained by variation in the respondent’s age, race, and other characteristics. 相似文献
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Anne‐Katharina Weilenmann 《Learned Publishing》2016,29(3):219-221
Key points
- Publishing is fixated on the format of the scholarly article, and this is stifling innovation.
- Content should be presented in a way that adapts dynamically to the reader's needs.
- A lot of interdisciplinary research is needed to transform reading, writing, and publishing processes.
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Established in 2014, Usus (Latin for usage), supported by Counting Online Usage of NeTworked Electronic Resources (COUNTER), but editorially independent, is a community-run website designed to provide a space for librarians, consortia, publishers, aggregators, repository managers, and scholars to discuss all aspects of usage, including particular ways that use is measured. In this session, Usus Supervisory Board members provided an introduction to Usus, outlined the purpose of the community-run site, and discussed how librarians may utilize the site to submit ongoing and complex usage issues. In addition, the presenters engaged attendees in discussing specific e-resource usage issues they have encountered as well as report changes and additions in the recently released COUNTER Code of Practice 4. 相似文献
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Mary Elizabeth Moore 《Religious education (Chicago, Ill.)》2019,114(3):252-261
AbstractThe persistence of white privilege and escalating racism in the United States challenges religious educators to analyze the roots and destructive potential of both. This article draws on historical and contemporary analyses in dialogue with personal reflection and the oral histories of two leaders who seek to recognize and live beyond their own privilege. The purpose of the study is to describe the landscape of white privilege and analyze the intersections of public and personal dynamics. The analysis reveals the educational potential of personal narratives and structural analysis in understanding and transforming white privilege into humble work for justice. 相似文献