Transitioning towards inclusion: a triangulated view of the role of educational assistants     

Sheila Bennett  Tiffany Gallagher  Monique Somma  Rebecca White 《Journal of Research in Special Educational Needs》2021,21(3):187-197

The current work employs the use of multiple lenses to illuminate the integral role of the Educational Assistant (EA) in a Canadian school district’s transition from a segregated to inclusive service delivery model for students with special needs. Often compatible, but also distinctive viewpoints and understandings shape the role of EA in this journey towards inclusive practice in the context of a district that deployed Inclusion Coaches to support educators over the course of five years. Through deductive analysis, qualitative data (interviews, focus groups, blog-style reflections) were analysed from EAs (n = 6), elementary and secondary school teachers (n = 31), and Inclusion Coaches (n = 13). Findings indicated that the voices of EAs, teachers, and Inclusion Coaches all align on three main themes: necessity of collaboration among educators, coordinated and dedicated time for programming and redefining relationships within the inclusive model. During the transition from segregated classrooms to full inclusion, it is imperative that the role of the Educational Assistant (EA) is understood by administrators, teachers and the EAs themselves. With a more clearly delineated and mutually understood role, EAs and educators can develop collaborative relationships, working towards incorporating differentiation and supporting all students in a diverse learning and social community.  相似文献   

Youth voices: connections between history, enacted culture and identity in a digital divide initiative   总被引：2，自引：0，他引：2  

Donna DeGennaro  Tiffany L. Brown 《Cultural Studies of Science Education》2009,4(1):13-39

The design of educational experiences is often mediated by historical, institutional, and social conceptions. Although these influences can initially shape the way that educational opportunities are created and implemented, this preliminary form has the potential to reorganize. In this paper, we illustrate how history shows its presence in the ways that instructors systematically arrange a technology course for urban youth. This original approach to the course inhibits youth participation. Incrementally, however, the cultural enactments of instructors and students lead to a reorganization of activity. Through highlighting history and examining the intersection of culture, we provide insight into the ways in which adolescents of color become successfully engaged in learning technology. We focus our study by asking how co-existence and the dialectic of structure and agency play a role as youth develop an identity as a technology user. Further, this emergent learning design affords outsiders a unique view of the educational and contextual experiences of these youth. Our illustration of how history, enacted culture and identity mediate the emergent learning design stems from a grounded theory approach to analyzing video, interview and artifact data in this after-school technology course.

Donna DeGennaroEmail:

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Donna DeGennaro   is an assistant professor at Montclair State University in the Department of Curriculum and Teaching. She earned a bachelor’s degree in physics at Susquehanna University, a master’s degree in educational technology from Chestnut Hill College in Philadelphia, PA and a PhD in Educational Leadership from the University of Pennsylvania. Her research interests center on youth technology practices and interactions to inform innovative designs of learning environments. Tiffany L. Brown   is an assistant professor in the Family and Child Studies Department of Montclair State University. She earned a bachelor’s degree in psychobiology and a master’s degree in social science, both from Binghamton University in Binghamton, NY and a PhD in child and family studies from Syracuse University, located in Syracuse NY. Areas of research include African American parenting and African American adolescent functioning and development.  相似文献   

Emergent fields through adaptation and identity: overcoming social distance     

Donna DeGennaro  Tiffany Brown 《Cultural Studies of Science Education》2009,4(1):77-87

We examine the inseparability of one’s environment with the elements of adaptation and identity. Specifically, we revisit the Project H.O.M.E. learning environment as we suggest that the entities of adaption and environment are not only binding, but also naturally in constant flux as they interact with each other. Contrary to nature, however, the social distance between the instructors and learners is the result of a human construct that often hinders adaptation and identity development. We address the factors that afforded participants overcoming social distance and ultimately cultivating a shift in the learning structure of Project H.O.M.E.

Donna DeGennaroEmail:

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A Longitudinal Examination of Racial Identity and Racial Discrimination Among African American Adolescents     

Eleanor K. Seaton  Tiffany Yip  Robert M. Sellers 《Child development》2009,80(2):406-417

This study tested the longitudinal association between perceptions of racial discrimination and racial identity among a sample of 219 African American adolescents, aged 14 to 18. Structural equation modeling was used to test relations between perceptions of racial discrimination and racial identity dimensions, namely, racial centrality, private regard, and public regard at 3 time points. The results indicated that perceived racial discrimination at Time 1 was negatively linked to public regard at Time 2. Nested analyses using age were conducted, and perceptions of racial discrimination at Time 2 were negatively linked to private regard at Time 3 among older adolescents. The findings imply that perceived racial discrimination is linked to negative views that the broader society has of African Americans.  相似文献   

HIV post-exposure prophylaxis in children and adolescents presenting for reported sexual assault     

Rebecca G. Girardet  Scott Lemme  Tiffany A. Biason  Kelly Bolton  Sheela Lahoti 《Child abuse & neglect》2009,33(3):173-178

BackgroundThe appropriate use of antiretroviral medications to protect against infection with human immunodeficiency virus (HIV) is unclear in cases of sexual assault of children, for whom the perpetrator's risk of HIV is often unknown, and physical proof of sexual contact is usually absent.ObjectiveIn an effort to clarify prescribing practices for HIV post-exposure prophylaxis (PEP) at our institution, we examined records of all children tested for HIV for prevalence of infection, our experience with prescribing PEP, and follow-up rates.Design/methodsMedical records at a sexual abuse clinic of all children tested for HIV during a 38-month period were reviewed for information concerning risk factors for HIV acquisition, STI test results, and PEP experience. Children were defined as PEP-eligible if they were within 96 hours of assault, and there was a report of sexual contact with the potential to transmit HIV.ResultsOne thousand seven hundred and fifty children were tested for HIV during the study period. Five children had a positive HIV ELISA, but only one child was confirmed HIV-positive. Three hundred and three children were eligible to receive HIV-PEP, but it was only offered to 16 (5.3%), of whom 15 accepted the medications. None of the children prescribed PEP completed follow-up, but 11 children had limited follow-up.ConclusionsOur results indicate that the prevalence of HIV infection among sexually abused children in our population is low, and follow-up rates are poor. Intensive efforts to try to ensure follow-up are warranted whenever PEP is prescribed. Further research may help better define the efficacy of PEP in sexually abused children and adolescents.  相似文献   

Are low achievers disliked in a cooperative situation? A test of rival theories in a mixed ethnic situation     

David W. Johnson  Roger Johnson  Margaret Tiffany  Brian Zaidman 《Contemporary educational psychology》1983,8(2):189-200

The effect of cooperative and individualistic learning experiences within which majority students worked with lower-achieving minority peers were compared. A number of theories predict that when white students collaborate with lower-achieving minority students prejudice and rejection will increase. These theories were tested against a counter position that working collaboratively promotes liking regardless of differences in achievement. Forty-eight students (20 minority and 28 white) were assigned to conditions on a stratified random basis controlling for ethnic membership, sex, social class, and ability level. They participated in the study for 55 min a day for 15 instructional days. The results indicate that cooperative learning experiences, compared with individualistic ones, promoted higher achievement for minority students, more cross-ethnic interaction aimed at supporting and regulating efforts to learn and ensuring the active involvement of all students, and greater cross-ethnic interpersonal attraction. The results do not support the theories that posit equal achievement levels are necessary for successful integration and do support the position that cooperative experiences result in liking regardless of the ethnic membership or achievement level of collaborators.  相似文献   

The Role of Communication in Public Opinion Processes: Understanding the Impacts of Intrapersonal, Media, and Social Filters   总被引：1，自引：0，他引：1  

Hoffman  Lindsay H.; Glynn  Carroll J.; Huge  Michael E.; Sietman  Rebecca Border; Thomson  Tiffany 《Int. Journal of Public Opinion Research》2007,19(3):287-312

This study examined multiple factors associated with the processof public opinion including relevant predispositions, mediause, interpersonal discussion, and perceptions of communityopinion in order to test a theoretical model of public opinion.We conceptualized these factors as intrapersonal, media, andsocial ‘filters’ within the public opinion process.To test the impact of these filters, we conducted a survey withtwo independent samples—the first sample was collectedduring the introduction phase of a community ballot issue andthe second just a week before the issue vote. Findings indicateall three filters impacted public opinion regarding the ballotissue. Within these filters, important subprocesses were analyzedto better understand each filter's contribution to the formationof public opinion. Ordinary least squares (OLS) regression equationsused to test the proposed process model revealed that the intrapersonalfilter accounted for a substantial amount of the overall variancein public opinion, but that media and social filters were alsoimportant predictors. Results highlight the importance of communicationvariables in the formation of public opinion. Received for publication May 4, 2006. Accepted for publication April 19, 2007.  相似文献   

‘It’s a match,but is it a good fit?’: admissions tutors’ evaluation of personal statements for PhD study     

Yuan-Li Tiffany Chiu 《牛津教育评论》2019,45(1):136-150

This article investigates academics’ expectations and interpretations of the personal statement and its associated evaluation practice in the context of postgraduate school admissions. The analysis was based on semi-structured interviews with 10 experienced academics in doctoral applications evaluation at a US university. Data were thematically coded and analysed using the notion of discourse and power to identify a set of representations of ideas that academics draw on for the purpose of evaluating the personal statement. The findings suggest that academics’ evaluations have been rooted in their understanding of the nature of PhD study, the current situation in the programme, and the structure of the admissions process in a particular academic discourse community. The discourses of ‘match’ and ‘fit’ emerged as being important to the academics’ evaluation practice. This paper argues that the admissions discourses of ‘match’ and ‘fit’ have perplexed the evaluation process in that the ‘match’ appears to be associated with a more explicit and standardised list of requirements whereas the ‘fit’ emphasises more fluid and contingent programme priorities. There is a need for future research to determine the relevance and applicability of ‘match’ and ‘fit’ to further our understanding of the complexities of the admission process across contexts.  相似文献   

Using Formative & Summative Assessment to Evaluate Library Instruction in an Online First Year Writing Course     

Natalie Haber  Tiffany N. Mitchell 《Journal of Library & Information Services in Distance Learning》2017,11(3-4):300-313

Ensuring quality library instruction in an online-exclusive First Year Writing (FYW) course is important and challenging. Assessing what the students learned and how is equally important. The authors collaborate and co-teach the information literacy portion of an online-exclusive second semester FYW course at the University of Tennessee at Chattanooga. To teach information literacy skills, the authors developed tutorial videos, worksheets, and a Librarian AMA (Ask Me Anything) discussion forum for the students. The authors completed formative and summative assessments to measure the efficacy of the activities. This article explores their assessment, findings, and recommendations.  相似文献   

COMS Day as a communication senior capstone team project     

Raymond R. Ozley  Tiffany R. Wang  Sherry Greenwood Ford  Sally Bennett Hardig 《Communication Teacher》2017,31(3):177-186

Courses: Senior Seminar

Objectives: (1) To provide graduating students a semester-long capstone experience where they can apply communication theories/skills in a professional context. (2) To create a capstone project that contributes to programmatic assessment.  相似文献