Women mentoring in the academe: a faculty cross-racial and cross-cultural experience     

Precious Guramatunhu-Mudiwa  Roma B. Angel 《Mentoring & Tutoring: Partnership in Learning》2017,25(1):97-118

Two women faculty members, one White from the southeastern United States and one Black African from Zimbabwe, purposefully explored their informal mentoring relationship with the goal of illuminating the complexities associated with their cross-racial, cross-cultural experience. Concentrating on their four-year mentor-mentee academic relationship at a predominantly White institution (PWI), these women employed a dialogic duoethnographic methodology to uncover emerging, nuanced characteristics contributing to the positive nature of their mentoring experience. Calling upon a seminal nine-function mentoring framework focused on advancing mentee personal growth and professional advancement, the authors, engaged in critical interplay of dialogic considerations of their mentoring experiences, relationship, and literature. The authors revealed a distinct cross-cultural and cross-racial journey where each, as participant researcher, uncovered a deeper appreciation for the importance of engaged dialog. Emerging is a complex interplay of understandings about trust, care, and power dynamics as factors in defining mentoring relationships that work for good.  相似文献   

Successful Alternative Middle Schools for Urban Minority Children: A Study of Nativity Schools     

L. Mickey Fenzel  Rosalind H. Monteith 《Journal of Education for Students Placed at Risk》2013,18(4):381-401

Much continues to be written about the failure of U.S. schools to provide a quality education for at-risk urban students. Private Nativity model schools have been instituted in response to the need to provide quality education at the middle school level for such students. As the number of these and other alternative middle schools increases, a thorough examination of the strengths and weaknesses of the model is needed. This study provides such a multimethod examination of 9 such schools. Analyses of students' self-perceptions, perceptions of the quality of the climate at their schools, and academic performance, as well as classroom observations, interviews with teachers, administrators, and students are provided. Results suggest that the success of the Nativity model rests primarily with: (a) a strong and committed teaching staff, (b) an extended school day in which students receive homework assistance and tutoring, (c) small class sizes and student-teacher ratios that afford considerable individual attention from teachers, and (d) a supportive peer environment.  相似文献   

Banco de ideas     

María Dolores Domínguez  Angel Carrera i López  Anna Mòlas i Marcellés 《Cultura y Educación》2013,25(7-8):163-183

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Intermittent hypoxia exposure in a hypobaric chamber and erythropoietin abuse interpretation     

Rosario Abellan  Rosa Ventura  Angel F. Remacha  Ferran A. Rodríguez  José A. Pascual 《Journal of sports sciences》2013,31(11):1241-1250

Abstract

The aim of this study was to assess the effect of intermittent hypoxia exposure on direct and indirect methods used to evaluate recombinant human erythropoietin (rhEPO) misuse. Sixteen male triathletes were randomly assigned to either the intermittent hypoxia exposure group (experimental group) or the control normoxic group (control group). The members of the experimental group were exposed to simulated altitude (from 4000 to 5500 m) in a hypobaric chamber for 3 h per day, 5 days a week, for 4 weeks. Blood and urine samples were collected before and after the first and the final exposures, and again 2 weeks after the final exposure. While serum EPO significantly increased after the first [from a mean 8.3 IU · l^?1 (s = 3.2) to 16.6 IU · l^?1 (s = 4.7)] and final exposures [from 4.6 IU · l^?1 (s = 1.4) to 24.8 IU · l^?1 (s = 9.3)], haemoglobin, percentage of reticulocytes, and soluble transferrin receptor were not elevated. Second-generation ON/OFF models (indirect rhEPO misuse detection) were insensitive to intermittent hypoxia exposure. The distribution of the urinary EPO isoelectric profiles (direct rhEPO misuse detection) was altered after intermittent hypoxia exposure with a slight shift towards more basic isoforms. However, those shifts never resulted in misinterpretation of results. The intermittent hypoxia exposure protocol studied did not produce any false-positive result for indirect or direct detection of rhEPO misuse in spite of the changes in EPO serum concentrations and urinary EPO isoelectric profiles, respectively.  相似文献   

Valoración diagnóstica de la Batería Piaget-Head (Primera parte)     

Angel Forner 《Infancia y Aprendizaje》2013,36(21):69-82

RESUMEN

Se presenta una discusión crítica sobre el uso de la batería de Piaget-Head para la valoración diagnóstica de dificultades en el aprendizaje. Esta batería fue elaborada por Galifret-Granjon a partir de la selección de pruebas provenientes de Piaget y Head. El estudio encuentra errores en la elaboración de la batería. Los objetivos de las pruebas de Piaget discrepan de los objetivos originales del autor y las pruebas procedentes de Head se escogen según un criterio inadecuado. Los errores que se puedan cometer en la batería parecen más bien debidos a la forma operativa (adecuada o inadecuada) con que el sujeto elabora, que a una alteración del esquema corporal, de la orientación espacial, o de la estructuración del lenguaje.  相似文献   

Reflexiones sobre el lenguaje autista. I.—Análisis descrpitivos y diferencias con la disfasia receptiva     

Angel Rivière  Mercedes Belinchón 《Infancia y Aprendizaje》2013,36(13):89-120

Resumen

En este articulo, se revisan las descripciones clínicas y los estudios sistemáticos que tratan de establecer los rasgos que definen al lenguaje de los autistas cuando se les compara con el dé los sujetos normales o con otras clases de alteraciones. En la última parte de él, se analizan especialmente las semejanzas y diferencias entre el lenguaje autista y el de los niños con disfasia receptiva del desarrollo y anlizaremos la llamada «tesis de continuidad», que concibe el autismo como una especie de disfasia receptiva grave. En un trabajo posterior, se analizarán más específicamente algunas de las alteraciones más características del lenguaje de los autistas (p.e. ecolalia, inversión pronominal, problemas de comprensión) y se discutirán sus anomalías y retrasos en relación con los distintos componentes (fonológico, morfosintáctico, léxico, etc.) en que puede analizarse el lenguaje.  相似文献   

Clase social y situación dentro de la fratria: Interacción y efectos sobre el desarrollo del individuo     

Juan Antonio Elices  Carmelita González  Felipe Riveras  María del Angel Crespo 《Infancia y Aprendizaje》2013,36(46):37-47

Resumen

En este estudio se analiza la influencia de la clase social, el número de hermanos y el orden de nacimiento sobre una serie de variables cognitivas y de rendimiento escolar.

Se ha realizado la investigación sobre una muestra de 507 alumnos de 1° de E.G.B., pertenecientes a los Centros Públicos de Valladolid y provincia. Las variables de rendimiento escolar se evaluaron a través de la opinión del profesor. La valoración, en cambio, de las cognitivas se realizó por medio de pruebas estandarizadas. Dentro de los efectos principales, y dejando aparte las diferencias marcadas por el medio social, obviamente esperadas, destacamos una fuerte influencia del orden de nacimiento sobre prácticamente todas las variables dependientes. Su interacción con la variable socio cultural es el resultado más destacable del presente trabajo. Dedujimos como hipótesis explicativa las diferentes pautas culturales que propician o no la estabilidad de los patrones educativos familiares.  相似文献   

What teachers think about what they can do with data: Development and validation of the data driven decision-making efficacy and anxiety inventory     

Karee E. Dunn  Denise T. Airola  Wen-Juo Lo  Mickey Garrison 《Contemporary educational psychology》2013

Classroom level data driven decision-making (DDDM) involves the use of data to identify patterns of performance that reveal students’ academic strengths and weaknesses relative to established learning goals, and the planning of instructional practices to support academic success for all students. Although DDDM is not a new paradigm in education, little is known about what variables facilitate teacher adoption of DDDM practices. The aim of this work was to introduce two such variables, DDDM efficacy and DDDM anxiety, and a measure of these constructs, the DDDM efficacy and anxiety (3D-MEA) inventory. The 1728 participants in this study were K-12 teachers who had experienced varying levels of DDDM professional development in a Pacific Northwestern state. Exploratory factor analysis (EFA) (n = 864) and confirmatory factor analysis (CFA) (n = 864) were utilized to evaluate the psychometric properties of the 3D-MEA Inventory. Results supported a five-factor model. A discussion of the results and their implications ensue.  相似文献   

What are the Innovative programs?     

Mickey Bloodworth  Desmond Wedberg  James W. Thornton  James W. Brown 《Educational technology research and development : ETR & D》1973,21(2):208-208

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By the Light of the Silvery Moon: Teacher Moonlighting and the Dark Side of Teachers’ Work     

Mickey Diamond 《The Educational forum》2020,84(3):286-287

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