The Intersectionality of African American Mothers in Counselor Education: A Phenomenological Examination     

Natoya H. Haskins  Jolie Ziomek‐Daigle  Cheryl Sewell  Lonika Crumb  Brandee Appling  Heather Trepal 《Counselor Education & Supervision》2016,55(1):60-75

Using phenomenological inquiry, this study explored the lived experiences and intersecting identities of 8 African American counselor educators who are mothers. Six themes were identified: race, professional strain, work–life balance, support, internalized success, and mothering pedagogy.  相似文献   

The impact of colonial and postcolonial Ghanaian language policies on vernacular use in schools in two northern Ghanaian communities   总被引：1，自引：0，他引：1  

Obed Mfum‐Mensah 《比较教育学》2005,41(1):71-85

Many ‘alternative primary education’ programmes operating in the developing parts of the world use children’s first language as the medium of instruction. Programme sponsors often base their vernacular language policy on literature that highlights the cognitive and other benefits that accrue from using children’s first languages as the medium of instruction during their early stages in school. Working within a postcolonial discursive framework the paper examines the attitudes of community members, parents, school authorities and schoolchildren toward the use of the vernacular as a medium of instruction in the Shepherd School Programme, an alternative primary education programme, that has been implemented to provide improved educational access for schoolchildren in seven rural northern Ghanaian agri‐pastoral communities.  相似文献   

The Age Factor in the Prediction of Tertary Academic Success     

Sun‐Mook Hong 《高等教育研究与发展》1984,3(1):61-70

This study examined the predictive power of age in the academic performance of Behavioural Science students at the Darling Downs Institute of Advanced Education. Other predictor variables included were study methods, Tertiary Entrance score, personal problems, satisfaction with college, self‐concept, locus of control and flexibility of thinking. 79 students, 93% of the total population, responded to the questionnaire containing scales measuring the above variables. Results from multiple regression analyses showed that the contribution of age outweighed by far that of any other variable. The next best predictors were study methods and environment factors. The contribution of personality traits and T.E. score was minimal. A high correlation between age and study methods was also noted. A greater acceptance of older age students into Behavioural Science courses was suggested.  相似文献   

The Use of Behavioural Self‐management in Primary School Settings: a review     

Anthi Panagopoulou‐Stamatelatou 《教育心理学》1990,10(3):207-224

The present paper attempts to review the studies which employed behavioural self‐management technology as a means of improving aspects of children's academic and social behaviour. The review is limited to those studies which involve primary school children attending mainstream schools. Studies are divided into three categories: those where the treated target behaviour(s) is academic, those where it is behavioural, and those which combine academic and behavioural target behaviours or are collections of two or more studies, some of which are academic and some behaviour‐ally oriented. Special attention was given to the problem of the absence of a ‘common’ language underpinning this area of research, which is considered to be one of the reasons that some of the results reported are equivocal. Finally, the orientation of future research in behavioural self‐management is discussed.  相似文献   

Bridging inquiry‐based science and constructionism: Exploring the alignment between students tinkering with code of computational models and goals of inquiry          下载免费PDF全文

Aditi Wagh  Kate Cook‐Whitt  Uri Wilensky 《科学教学研究杂志》2017,54(5):615-641

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Cyber Safe Curricula and Online Harassment     

Heather Greenhalgh‐Spencer 《Educational theory》2019,69(1):73-89

In this article, Heather Greenhalgh‐Spencer analyzes three examples of curricula aimed at cultivating good cyber behavior and countering online harassment. These curricula are branded as addressing civic needs, cultivating civic duty, and developing skills to help students understand and react to online threats. Here, Greenhalgh‐Spencer offers two critiques of these, and other similar, cyber safe curricula. First, current cyber safe curricula do not adequately address the ways that identity — particularly gender and sexuality — shape one's experience of online spaces and exposure to online threats. Second, current cyber safe curricula do not adequately consider nuances of how to “react” to online threats. The preponderance of cyber curricula teach students that all forms of offensive speech online should be abolished or pushed against. These curricula miss the opportunity to cultivate conversations around the tensions between the need to feel safe and the need to protect freedoms of speech.  相似文献   

UNIVERSITIES AFTER 1945: GLOBAL POWER OR UNENDING CRISIS?     

Andrzej Radziewicz‐Winnicki 《Higher Education in Europe》1991,16(4):31-41

In addition to its traditional task of generating and transmitting knowledge in all fields, the university has been called upon to shoulder the tasks, of economic and social development. Although these tasks have only recently been formally recognized and clearly stated, they have always been implicit. That this is so is proved by the fact that as European societies democratized and industrialized themselves in the nineteenth century, increasing numbers and varieties of non‐traditional higher education institutions came into being, directed at the aims of the self‐promotion of students from non‐élite backgrounds. Increasingly, all aspects of science and society are intertwined with an increasingly varied assortment of higher education institutions and programmes. A major question faced by all planners of higher education, particularly of under‐graduate curricula, is that of specialized training versus general education. Given the rapid pace of technological change, the latter seems better as a means of preparing graduates for a lifetime of coping with change. Still the traditional role of universities of creating and advancing knowledge has not been neglected, for universities or at least their graduates who are employed in specialized academies or research centres are still the intellectual and scientific pace‐setters of the world.  相似文献   

Long‐term effects of a psycholinguistic treatment for dyslexia     

Jurgen Tijms  Jan J. W. M. Hoeks  Marja C. Paulussen‐Hoogeboom  Anton J. Smolenaars 《Journal of Research in Reading》2003,26(2):121-140

Short and long‐term effects of a treatment for dyslexia are evaluated. The treatment is based on psycholinguistic theory and assumes that dyslexia is due to poor lexico‐phonological processing of words. The treatment is computer‐based and focuses on learning to recognise and to make use of the phonological and morphological structure of Dutch words. The results of the treatment were clear improvements in reading words, reading text and spelling. Effect sizes of standardised treatment gains were large (Cohen's d>0.80 for all variables). Following the treatment, participants attained an average level of text‐reading and spelling. The attained level of reading words and reading text was found to be stable over a four‐year follow‐up period. Spelling showed a slight decline one year after the treatment, but remained stable thereafter. ¹ 1. A preliminary report of the data was presented at the World congress on dyslexia, September 1997, Thessaloniki, Greece.  相似文献   

Trajectories of Infants’ Biobehavioral Development: Timing and Rate of A‐Not‐B Performance Gains and EEG Maturation          下载免费PDF全文

Leigha A. MacNeill  Nilam Ram  Martha Ann Bell  Nathan A. Fox  Koraly Pérez‐Edgar 《Child development》2018,89(3):711-724

This study examined how timing (i.e., relative maturity) and rate (i.e., how quickly infants attain proficiency) of A‐not‐B performance were related to changes in brain activity from age 6 to 12 months. A‐not‐B performance and resting EEG (electroencephalography) were measured monthly from age 6 to 12 months in 28 infants and were modeled using logistic and linear growth curve models. Infants with faster performance rates reached performance milestones earlier. Infants with faster rates of increase in A‐not‐B performance had lower occipital power at 6 months and greater linear increases in occipital power. The results underscore the importance of considering nonlinear change processes for studying infants’ cognitive development as well as how these changes are related to trajectories of EEG power.  相似文献   

Exploring urban print environments: a comparative study across San Antonio and Santiago and implications for early childhood literacy practices     

Misty Sailors  Pelusa Orellana  Rebecca Stortz  Teresa Sellers 《Literacy》2019,53(2):102-111

In this study, we compared the types of texts found in two metropolitan areas (Santiago, Chile, and San Antonio, TX, USA) as a way of documenting the sponsorship of literacy within these two communities. We found (roughly) equal number of texts across the sites but interesting patterns within each. San Antonio's texts were primarily sponsored by industry and the military and Santiago's texts by political and religious sponsors. Similarly, there were statistically significant differences in the types of texts across neighbourhoods based on how well they were historically resourced. Our findings have implications for teaching early literacy through environmental print.  相似文献