“Ain't nobody gonna get me down”: An Examination of the Educational Experiences of Four African American Women Labeled With Disabilities     

Amy J. Petersen 《Equity & Excellence in Education》2013,46(4):428-442

This study used qualitative research methods to explore the educational experiences of four African American women with disabilities, revealing how each participant developed a critical consciousness in response to the dominant ideology surrounding the discourses of African American, woman, and disabled. The development of a critical consciousness led participants to counter the oppressive nature of their educational experiences by engaging in acts of resistance. Recommendations are made with regard to how K-18 educators might support and capitalize upon students' critical consciousness to facilitate equitable classroom communities.  相似文献   

Communication and emergent group leadership: Does content count?     

Charles Pavitt  Gail G. Whitchurch  Heather Siple  Nancy Petersen 《Communication Research Reports》2013,30(4):470-480

Past research has been clear that talk time during discussion is directly associated with emergent group leadership, but has been inconsistent concerning whether communication content has an effect. The present study directly examines whether content has any impact on perceptions of leadership above the impact of quantity of talk. It utilizes a re‐analysis of data previously described in Pavitt, Whitchurch, McClurg, & Petersen (1995), consisting of a content analysis of discussion by zero‐history groups performing an ad‐hoc task and standing groups performing a task with real consequences to the members. Results suggest that content may count for the standing groups but not for the zero‐history. The implication, that content counts when groups perform “real”; tasks but not ad‐hoc exercises, may disambiguate the earlier ambiguous findings.  相似文献   

Looking (and listening) outside classrooms: implications for pre‐service teacher education in the United States of America     

Wesley O. Petersen 《Journal of educational administration and history》2001,33(1):58-69

It has come to the attention of the Editor that the article ‘Problematic nature of school purposes: implications for pre‐service teacher training programmes’ in volume 29, issue 2, in 1997 inadvertently contained substantial unacknowledged material belonging to Dr Petersen. The Editor would like to apologise for any inconvenience caused to Dr Petersen. The article published below is based upon Dr Petersen's paper originally submitted by him at the 74th Annual Meeting of the Association of Teacher Educators, Atlanta, Georgia, in February 1994.  相似文献   

Participants’ views of the potential of international youth football tournaments for development in the Global South     

Solveig Straume  Prisca Bruno Massao 《Sport in Society》2016,19(10):1635-1651

This paper investigates the potential of international youth football tournaments for youth development in the Global South. The tournaments under study were East Africa Cup in Tanzania, and Norway Cup in Norway. Through qualitative interviews with tournament participants, we addressed the following research question: What are the participant’s views of the potentials of Norway Cup and East Africa Cup in dealing with development issues facing youth in the Global South? Our findings demonstrate that all interviewees consider the tournaments potentially beneficial for youth development in the Global South. In the analysis, we identified four different categories, mostly representing positive outcomes of tournament participation. We argue that a functionalist neo-liberal notion of sport is visible in the data material. Thus, our findings correspond with Sport for Development and Peace (SDP) research showing how reproductions of the SDP functionalist discourse ‘continue to be leveraged through sport and sealed into the success story of SDP’.  相似文献   

Inland Water Quality Assessment - A Joint European Masters Programme     

K.-O. Waara  A. Petersen  T. Lanaras  V. Paulauskas  S. Kleiven  G. Crosa  O.-P. Penttinen  A. Quesada  N. Kovats  S. Galinou-Mitsoudi  M. Lapinska  A. Newton  M. Balode  F. Hindak  B. Marsalek 《Journal of Science Education and Technology》2006,15(5-6):409-415

At present, there is a European shortage of personnel qualified to adequately address the comprehensive scientific and regulatory requirements of the Water Framework Directive (WFD). The joint Masters programme described in this paper will provide students with the requisite expert knowledge and skills to progress the implementation of the WFD. Its development was financially supported by the European Commission because of its specific goal of producing qualified personnel in relation to the implementation of the WFD. Since its proposed structure acknowledges the educational intent of the Bologna Accord, it thereby provides a useful template for structuring a Masters degree-level programme in accordance with Bologna principles.  相似文献   

Length effects in pseudo-word spelling: stronger in dyslexic than in non-dyslexic students     

Holger Juul  Dorthe Klint Petersen 《Annals of dyslexia》2017,67(3):369-382

It is often discussed whether dyslexics show a deviant pattern of reading and spelling development when compared to typically developing students, or whether they follow the same pattern as other students, only at markedly slower rate. The present cross-sectional study investigated phonological encoding skills in dyslexic Danish students. We compared dyslexic and non-dyslexic students from grades 3, 5, 7, and 9 and examined whether effects of item length were stronger in the dyslexic groups. Mixed between-within subjects analyses of variance revealed significant interactions between dyslexia status and item length as the dyslexics at all grade levels were more affected by item length than their non-dyslexic peers. A marked developmental delay was apparent as the dyslexic group from grade 9 performed on approximately the same level as the non-dyslexic group from grade 3. Although the overall difference between these two groups was not significant, a significant interaction between dyslexia status and item length remained because the grade 9 dyslexics were more affected by item length than the younger non-dyslexic students. This difference in error profiles suggests a difference in the developmental patterns of dyslexic vs. non-dyslexic students.  相似文献   

Introduction to the Special Section of Child Development on Positive Youth Development in Diverse and Global Contexts          下载免费PDF全文

Patrick J. Leman  Emilie P. Smith  Anne C. Petersen  SRCD Ethnic–Racial Issues  International Committees 《Child development》2017,88(4):1039-1044

Positive youth development (PYD) research seeks to understand and promote positive aspects of development in young people. In this the special section, focused upon youth from diverse racial–ethnic backgrounds around the globe, we describe the origins and development of the field, identify key and emerging themes, and present the challenges for work in the area in the years ahead. Central to these are elements that are inherent in many of the articles that constitute the section: These include a need to articulate more clearly the role of social and cultural context in positive development, a need to refine the measures and methods used for collecting data, the significance of social identities, and engagement with other fields of study and with policymakers.  相似文献   

Adjustment to university and academic performance: brief report of a follow‐up study     

Il‐haam Petersen  Kitty Dumont  Nomxolisi Malope 《教育心理学》2010,30(4):369-375

This study presents data that extend an earlier analysis of predictors of academic performance from one to three years. None of the adjustment and other psychosocial variables (help‐seeking, academic motivation, self‐esteem, perceived stress and perceived academic overload) could predict success at university at the end of three years of study. The only significant predictor was academic performance at the end of the first year of study.  相似文献   

German Public Opinion on the Iraq Conflict: A Passing Crisis with the USA or a Lasting Departure?     

Haumann  Wilhelm; Petersen  Thomas 《Int. Journal of Public Opinion Research》2004,16(3):311-330

  相似文献   

Effects of modified-implement training on fast bowling in cricket     

Carl Petersen  Barry Wilson  Will Hopkins 《Journal of sports sciences》2013,31(11-12):1035-1039

The effects of training with overweight and underweight cricket balls on fast-bowling speed and accuracy were investigated in senior club cricket bowlers randomly assigned to either a traditional (n = 9) or modified-implement training (n = 7) group. Both groups performed bowling training three times a week for 10 weeks. The traditional training group bowled only regulation cricket balls (156 g), whereas the modified-implement training group bowled a combination of overweight (161?-?181 g), underweight (151?-?131 g) and regulation cricket balls. A radar gun measured the speed of 18 consecutive deliveries for each bowler before, during and after the training period. Video recordings of the deliveries were also analysed to determine bowling accuracy in terms of first-bounce distance from the stumps. Bowling speed, which was initially 108?±?5 km?·?h^?1 (mean?±?standard deviation), increased in the modified-implement training group by 4.0 km?·?h^?1 and in the traditional training group by 1.3 km?·?h^?1 (difference, 2.7 km?·?h^?1; 90% confidence limits, 1.2 to 4.2 km?·?h^?1). For a minimum worthwhile change of 5 km?·?h^?1, the chances that the true effect on bowling speed was practically beneficial/trivial/harmful were 1.0/99/<?0.1%. For bowling accuracy, the chances were 1/48/51%. This modified-implement training programme is not a useful training strategy for club cricketers.  相似文献