A.M.Y. Lin and P.W. Martin, Editors, Decolonisation, Globalisation: Language-in-Education Policy and Practice, Multilingual Matters, Clevedon (2005) ISBN 1-85359-825-9 (pbk), 1-85359-824-0 (pbk) (price £49.95 hbk, £19.95 pbk, pages xix+204).     

Keith Watson   《International Journal of Educational Development》2007,27(6):708-709

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Editorial     

Deryn Watson 《Education and Information Technologies》2001,6(4):223-224

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Afro-Caribbean Immigrant Faculty Experiences in the American Academy: Voices of an Invisible Black Population     

Dave A. Louis  Keisha V. Thompson  Patriann Smith  Hakim Mohandas Amani Williams  Juann Watson 《The Urban Review》2017,49(4):668-691

Afro-Caribbean immigrants have been an integral part of the history and shaping of the United States since the early 1900s. This current study explores the experiences of five Afro-Caribbean faculty members at traditionally White institutions of higher education. Despite the historical presence and influence of Afro-Caribbean communities and the efforts within education systems to address the needs of Afro-Caribbean constituents, Afro-Caribbean faculty members continue to be rendered indiscernible in higher education and to be frequently and erroneously perceived as African–Americans. The study examines the lived experiences of these individuals in the hegemonic White spaces they occupy at their institutions with both White and Black populations. Through their narratives, issues of stereotyping, microaggression, and isolation are addressed. The participants also offer solutions to address these issues by university administrators, department heads, faculty development professionals, diversity officers, policy makers, and other stakeholders. The voices in this study shed light on an overlooked, misunderstood, and under-researched population within our faculty ranks in the American Academy.  相似文献   

Infant Proneness-to-Distress Temperament, Maternal Personality, and Mother-Infant Attachment: Associations and Goodness of Fit   总被引：3，自引：1，他引：3  

Sarah Mangelsdorf  Megan Gunnar  Roberta Kestenbaum  Sarah Lang  Debra Andreas 《Child development》1990,61(3):820-831

66 mother-infant pairs were examined when the infants were 9 and 13 months. The purpose of this report was to examine relations between infant proneness-to-distress temperament, maternal personality characteristics, and mother-infant attachment. There were no main-effect relations between infant proneness-to-distress temperament as assessed at 9 months and infant attachment classification at 13 months. This was true whether security of attachment (A and C vs. B) or proposed temperament (A1-B2 vs. B3-C2) groupings of attachment classifications were examined. Infant proneness-to-distress temperament, however, was associated with maternal behavior and personality. Furthermore, security of attachment could be predicted by an interaction between maternal personality and infant proneness-to-distress. The importance of considering goodness-of-fit relations in predicting attachment security is discussed.  相似文献   

Enhancing comprehension in small reading groups using a manipulation strategy     

Arthur M. Glenberg  Megan Brown  Joel R. Levin 《Contemporary educational psychology》2007

Having young readers manipulate objects to correspond to the characters and actions in a text greatly enhances comprehension as measured by both recall and inference tests. As a step toward classroom implementation, we applied this manipulation strategy in small (three-child) reading groups. For successive critical sentences, one child would read the sentence aloud and then manipulate the objects, then the next child would read and manipulate, and so on. Children in a reread control condition also alternated reading the text. For the reread condition, one child would read the critical sentence and then reread it, followed by the next child, and so on. Children who manipulated were substantially more accurate in answering questions about the texts. Thus, the manipulation strategy meets at least some of the criteria for being applicable in a classroom setting, namely it is effective when applied in small groups.  相似文献   

Current conceptions of literacy – insights from work with children and older learners with sensory needs     

Linda Watson  Graeme Douglas  Liz Hodges  Mike McLinden  Nigel Hall 《Journal of Research in Special Educational Needs》2004,4(2):82-90

There have been many efforts to conceptualise literacy, both in terms of its essence and component parts, but it has proved difficult to define. This paper considers work that is undertaken with children and older learners with sensory needs in order to promote the early stages of literacy. Recent government initiatives aimed at fostering literacy development have caused teachers of children with sensory needs to re-examine their practice. The paper discusses early literacy as part of children's attempts to communicate and describes children with sensory needs engaging in a range of activities that are termed 'literacy' by those working with them. By taking into account these activities, the authors endeavour to throw light on the broader questions around concepts of literacy.  相似文献   

Transformative pedagogy: Dinka playgroups as spaces for cultural knowledge productions of Western science     

Fleer  Marilyn  Adams  Megan  Gunstone  Richard 《Cultural Studies of Science Education》2019,14(4):1045-1069

Cultural Studies of Science Education - As increasing numbers of families migrate from a range of countries into communities where Western science is viewed as valued curriculum content, a need for...  相似文献   

OFSTED's Spiritual Dimension: An analytical audit of inspection reports     

Jacqueline Watson 《Cambridge Journal of Education》2001,31(2):205-219

The Office for Standards in Education (OFSTED) continues to judge schools in England and Wales to be generally unsuccessful in providing opportunities to pupils and students for spiritual development. This article reports on a study of OFSTED inspection reports for Norfolk state secondary schools. The study aimed to understand what was going wrong with spiritual development and how things might be improved. The study noted OFSTED's guidance to its inspectors on spiritual development, but then audited inspectors' assessments of spiritual development as they saw it in the field. After a close analysis of the reports the study concluded that inconsistencies in inspectors' reporting, particularly of spirituality across the broader curriculum, meant that both the mechanisms for assessment and for raising standards were not clear. The article discusses possible reasons for that lack of clarity and suggests that increased dialogue between inspectors and teachers might help raise standards in this area.  相似文献   

The stability of kindergarten teachers’ effectiveness: A generalizability study comparing the Framework For Teaching and the Classroom Assessment Scoring System     

Panayota Mantzicopoulos  Brian F. French  Helen Patrick  J. Samuel Watson  Inok Ahn 《Educational Assessment》2018,23(1):24-46

To meet recent accountability mandates, school districts are implementing assessment frameworks to document teachers’ effectiveness. Observational assessments play a key role in this process, albeit without compelling evidence of their psychometric rigor. Using a sample of kindergarten teachers, we employed Generalizability theory to investigate (across teachers, raters, and lessons) the stability of scores obtained with two different observation measures: The CLASS K-3 and the FFT. We conducted a series of Decision studies to document (for both measures’ constituent domains) the number of lessons per teacher and raters per lesson that would justify the use of observation scores for high stakes decisions. Acceptable, stable scores for individual-level decisions about teachers may generally require more raters and lessons than is typically used in practice (1–2 raters and fewer than 3 lessons). The considerable variability of observation-based scores raises concerns about either measure’s appropriateness for making individual or group decisions about teachers’ effectiveness.  相似文献   

Voices from the Field: Perspectives of U.S. Kinesiology Chairs on Opportunities,Challenges, and the Role of Mentoring in the Chair Position     

Lynda B. Ransdell  Nhu Nguyen  Mary A. Hums  Megan Clark  Sarah B. Williams 《Quest (Human Kinetics)》2018,70(2):234-255

This study examined perspectives of U.S. collegiate kinesiology department chairs (n = 54/144; 37.5% response rate) relative to: (a) opportunities and most enjoyable aspects of being a department chair, (b) challenges and least enjoyable aspects of being a department chair, and (c) perspectives on mentoring. The majority of participants enjoyed their chair role (90%) and did not aspire to advance in administration (61%). Job-related opportunities included mentoring others, facilitating department success, and leading initiatives (e.g., curricula, policies, and finances). Job-related challenges included a lack of university support, personnel issues, and urgent requests for information. Many had a mentor for a long time (mean = 7.9 ± 7.6 years; range 1 to 28 years), and the majority (71%) did not consider their dean a mentor. Protégés appreciated their mentors’ experience, listening skills, and willingness to share information, advice, and empathy. Results from this study provide helpful information for serving as a kinesiology chair.  相似文献