Cultivating Hope Through Learning for the Common Good     

Rhonda M. McEwen  Wayne R. Herman  Brant M. Himes 《Christian Higher Education》2016,15(5):307-319

This article examines how an orientation toward hope can guide institutions of higher education in achieving their ultimate purpose of providing education for the common good of society. In today's cultural context, colleges and universities must navigate a multitude of challenges and competing philosophies, many of which question the validity of their inherent value and purpose. As society continues to press questions of market relevance, sustainability, accessibility, quality, and the value of higher education, a basic question remains: How, amid all of these challenges, can today's postsecondary institutions contribute to the cultivation of a better society? In this regard, faith-based colleges and universities can offer guidance. By carrying out their distinctive mandate of infusing their educational mission with the holistic character formation of students, these institutions can promote the common good by coupling the Gospel message of personal hope in Jesus Christ with the call to cultural influence and transformation. To demonstrate this concept, a framework is offered that describes both a starting point—a biblical foundation for understanding humanity and hope—and a pathway through learning. The application of this framework—uncommon learning for the common good—invites implications for curricular design, the facilitation of learning, and institutional leadership that faculty and administrators from across the spectrum of higher education may find timely and relevant to their own learning contexts.  相似文献   

The place for the private provider     

Wayne Smith 《Early Childhood Education Journal》1975,3(1):20-21

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Transgender and gender expansive education research,policy and practice: reflecting on epistemological and ontological possibilities of bodily becoming     

Wayne Martino  Wendy Cumming-Potvin 《Gender and education》2018,30(6):687-694

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Characteristics of male and female science teachers     

Wayne W. Welch  Frances Lawrenz 《科学教学研究杂志》1982,19(7):587-594

The characteristics of 273 male science teachers were compared with 72 female science teachers randomly selected from a fourteen-state region in the USA. A multivariate analysis of variance found differences between the two groups significant at the p ? 0.0005 level. Female teachers were higher on measures of interest in science and receptivity to change. Males scored higher on science knowledge indicators and on their perceptions of the teaching support they received. No differences were noted on measures of professional development or their perceptions of teaching effectiveness, curriculum, workload, or facilities. The implications of the findings are discussed in terms of science career selection by women.  相似文献   

The process of evaluation     

Wayne W. Welch 《科学教学研究杂志》1974,11(3):175-184

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Counselor Behavior and Personality Characteristics     

Stephen A. Freedman  Wayne W. Antenen  James L. Lister 《Counselor Education & Supervision》1967,7(1):26-30

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Children with reported histories of sexual abuse: utilizing multiple perspectives to understand clinical and psychosocial profiles     

Walrath C  Ybarra M  Holden EW  Liao Q  Santiago R  Leaf P 《Child abuse & neglect》2003,27(5):509-524

OBJECTIVE: The current study examines multiple empirically based perspectives (i.e., child, caregiver, and clinician) of behavior and functioning as they contribute to the clinical and psychosocial profile of children (aged 5 to 17.5 years) with reported histories of sexual abuse.METHOD: A large, multi-site data set of children referred into Comprehensive Community Mental Health Services both with and without reported histories of sexual abuse, was examined. Seven hundred and fifty-nine children with a reported history of sexual abuse were compared to 2722 without such a history on caregiver and child reported behavior, clinician rated functioning, diagnosis, demographic variables, and life challenges.RESULTS: The multiple perspectives contributed unique and specific information to regression models: caregiver-reported behavior contributed information about externalizing behavior while child-reported behavior added information about internalizing behavior and clinician ratings about self-harmful behavior. Children with reported histories of sexual abuse were also more likely to be female, Caucasian, and have reported histories of life challenges (e.g., physical abuse, substance use, running away). Child sexual abuse was associated with higher rates of depression and anxiety diagnoses, and lower rates of substance abuse, conduct, and attention deficit disorder diagnoses.CONCLUSIONS: The findings indicate that the profile of children entering into Comprehensive Community Mental Health Services with reported histories of sexual abuse, as compared to those without such histories, is complex and best understood via multiple perspectives. Caregiver, child and clinician rated information, when taken together, provide a comprehensive clinical and psychosocial profile around which to plan and implement individualized service plans.  相似文献   

Courting the Woman Teacher: The National Education Association, 1917–1970     

Wayne J. Urban 《History of education quarterly》2001,41(2):139-166

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Issues in boys' education: a question of teacher threshold knowledges?   总被引：1，自引：1，他引：1  

Wayne Martino  Bob Lingard  Martin Mills 《Gender and education》2004,16(4):435-454

This paper exploresthe effects of specific teacher threshold knowledges about boys and gender on the implementation of a so‐called ‘boy friendly’ curriculum at one junior secondary high school in Australia. Through semi‐structured interviews with selected staff at the school, it examines the normalizing assumptionsand ‘truth claims’ about boys, as gendered subjects, which drive the pedagogical impetus for such a curriculum initiative. This research raises crucial questions about the need for the formulation of both school and governmental policy grounded in sound research‐based knowledge about the social construction of gender and its impact on the lives of both boys and girls and their experiences of schooling. This is crucial, we argue, in light of the recent parliamentary report on boys' education in Australia which rejects gender theorizing and given the failure of key staff in the research school to interrogate thebinary ways in which masculinity and femininity are socially constructed and institutionalized in schools through a particular ‘gender regime’. While some good things are happening in the research school, the failure to acknowledge the social construction of gender means that ultimately the school's programs cannot be successful.  相似文献   

Positive Youth Development Among Diverse Racial–Ethnic Children: Quality Afterschool Contexts as Developmental Assets          下载免费PDF全文

Emilie Phillips Smith  Dawn P. Witherspoon  D. Wayne Osgood 《Child development》2017,88(4):1063-1078

Positive youth development (PYD) deserves more empirical attention, particularly among children of diverse racial–ethnic backgrounds. Given the need among families for monitoring and supervision during out‐of‐school time, community‐based afterschool is a potentially promotive ecological setting. This study explores the quality of afterschool experiences upon PYD. This multimethod study includes over 500 elementary school children in Grades 2–5 (M_age = 8.80, SD = 1.12). The sample comprises of 49% White, 27% African American, 7% Latino, and 17% mixed race/others with 45% free/reduced lunch eligible children. In multilevel models, independently observed quality across time positively impacted competence, connection, caring for all youth, and cultural values for racial–ethnic minority youth. Afterschool fosters PYD, including sociocultural dimensions, when comprised of appropriately structured, supportive, and engaging interactions.  相似文献