How Will They Understand if We Don’t Teach Them? The Status of Criminal Justice Education on Gay and Lesbian Issues     

Kevin D. Cannon  P. Ann Dirks‐Linhorst 《Journal of Criminal Justice Education》2013,24(2):262-278

Inclusion of race and gender in criminal justice education has, to some degree, been prompted as a result of perceived bias by criminal justice system professionals. Utilizing the race and gender experience as a template, interactions between the gay, lesbian, bisexual and transgendered (GLBT) community and the criminal justice system are explored. This study surveyed criminal justice undergraduate degree programs to ascertain course content on gay and lesbian issues. Results indicate that an extremely small number of programs have such a course or alternatively incorporate GLBT issues within existing race and gender courses. Implications for criminal justice education are discussed.  相似文献   

Model Switching in a Learning Environment based on Multiple Models     

Julie‐Ann Sime 《Interactive Learning Environments》2013,21(1):109-124

The introduction of qualitative modelling techniques into learning environments, and intelligent training systems, requires not just the development of tools and techniques for modelling and simulation but also some guidance on how to use qualitative models in learning environments. This paper describes the rationale behind the design of a simulation based learning environment, the Model Switching PROcess rig Demonstration System (MS‐PRODS). Three qualitative and three quantitative simulations of the behavior of the physical system have been implemented using the ITSIE tools (Scott et al, 1990). The design of the learning environment is presented from the point of view of instruction and how the models are to be used to promote learning, in particular examining the model switching mechanism. This mechanism determines how to select and sequence the presentation of models to the learner during guided explorations of the domain. A knowledge based an alysis of the domain knowledge is combined with principles derived from Cognitive Flexibility Theory (Spiro 6 Jehng, 1990) to produce a generic design for a learning environment based on multiple models. The design and implementation of the learning environment is illustrated and a sample sequence of models presented. Finally, related work such as White & Frederiksen (1990) on model progression is discussed.  相似文献   

An Evaluation of a Pilot Service‐Learning Course for Criminal Justice Undergraduate Students*     

Nancy Hirschinger‐Blank  Michael W. Markowitz 《Journal of Criminal Justice Education》2013,24(1):69-86

This article focuses on a pilot service‐learning program implemented with undergraduate students enrolled in a juvenile delinquency course. An evaluation of the service‐learning program on students’ attitudes toward diversity, interpersonal skills, personal and intellectual development, and citizenship behavior using qualitative analysis is presented. The results indicate that the majority of students came to view the youth in a positive light, reported learning how to work with youth, experienced a reduction in stereotypes, gained career insights, learned how to apply academic theory to real‐life experiences and developed attitudes about how society addresses delinquency that were sympathetic to the youths’ condition.  相似文献   

The Portrayal of Blacks,Hispanics, and Native Americans in Recent Basal Reading Series     

Jesus Garcia  Viola Florez‐Tighe 《Equity & Excellence in Education》2013,46(4-6):72-76

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Confronting Bias: Toward A More Creative Scholarship     

Ronnie Janoff‐Bulman 《Equity & Excellence in Education》2013,46(3-5):59-61

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Persistence at an Urban Community College: The Implications of Self-Efficacy and Motivation     

Hsiang-Ann Liao  Margot Edlin  Anita Cuttita Ferdenzi 《Community College Journal of Research & Practice》2013,37(7):595-611

This study examined how self-efficacy and motivation affected student persistence at an urban community college. Self-efficacy was studied at two dimensions: self-regulated learning efficacy and self-efficacy for academic achievement. Motivation was also investigated at two levels: intrinsic motivation and extrinsic motivation. Results show that self-regulated learning efficacy and extrinsic motivation predicted persistence. Intrinsic motivation and academic achievement self-efficacy failed to predict persistence directly. Two path models were constructed to assess the direct and indirect relationships among self-efficacy, motivation, and persistence. The reduced model explained 8% of the variance in persistence. In the reduced model, extrinsic motivation emerged as a mediator in the relationship between the two dimensions of self-efficacy and persistence. It was also found that self-efficacy measures correlated well with motivation measures. Implications and limitations of the research findings are discussed.  相似文献   

Unconstrained Structural Equation Models of Latent Interactions: Contrasting Residual- and Mean-Centered Approaches     

Herbert W. Marsh  Zhonglin Wen  Kit-Tai Hau  Todd D. Little  James A. Bovaird  Keith F. Widaman 《Structural equation modeling》2013,20(4):570-580

Little, Bovaird and Widaman (2006) proposed an unconstrained approach with residual centering for estimating latent interaction effects as an alternative to the mean-centered approach proposed by Marsh, Wen, and Hau (2004, 2006). Little et al. also differed from Marsh et al. in the number of indicators used to infer the latent interaction factor and how they were represented, but this issue is separate from the mean versus residual centering distinction that was their primary focus. However, their implementation of the Marsh et al. mean-centered approach failed to incorporate the mean structure that Marsh et al. argued was necessary to obtain unbiased estimates. One might suppose that their new approach would suffer this same problem, an issue not addressed by Little et al. However, we demonstrate here why the Little et al. approach obviates this requirement that heretofore was thought to be necessary for all constrained, partially constrained, and unconstrained approaches. Both the Marsh et al. and Little et al. unconstrained approaches typically result in similar results and are much easier to implement than traditional constrained approaches. They differ primarily in that the Little et al. approach is a 2-step approach involving a potentially large number of separate analyses prior to estimating the structural equation model that apparently does not require the estimation of a mean structure, whereas the Marsh et al. approach is a 1-step approach that includes a mean structure.  相似文献   

THE PROFESSIONAL DEVELOPMENT SCHOOL EARLY CHILDHOOD INTERNSHIP EXPERIENCE: A CATALYST FOR REFLECTIVE TEACHING AND PRACTICE     

Rebecca L. Huss‐Keeler 《Journal of Early Childhood Teacher Education》2013,34(1):47-57

This paper describes the incorporation of online psychological consultation regarding child behavior in an early childhood teacher education program. The authors discuss psychological consultation in terms of current theory and philosophy in early childhood teacher education in general, and in terms of the professional objectives of this specific program. The experiences and thinking that eventually resulted in the choice of an online vehicle for the delivery of psychological consultation are also discussed. Specific psychological education objectives addressed through this consultation are illustrated in excerpts from actual interchanges between the consulting clinical psychologist and student teachers. The paper concludes with reactions regarding this seminar addition from supervisors and student teachers.  相似文献   

Book review     

Eva M. Zygmunt‐Fillwalk 《Journal of Early Childhood Teacher Education》2013,34(2):203-204

Brain Research and Childhood Education: Implications for Educators D. Bergen and J. Coscia; Olney, MD: 2001 Association for Childhood Education International. 80 pp. ISBN 0–87173–154–1 (pbk.)  相似文献   

Improving early childhood teacher education: Preservice teachers' beliefs about inclusion     

Angela C. Baum  Paula McMurray‐Schwarz 《Journal of Early Childhood Teacher Education》2013,34(3):147-155

Abstract

The purpose of this study is to describe early childhood preservice teachers’ beliefs about the inclusion of children with special needs in early childhood settings. Nineteen female undergraduate early childhood education preservice teachers participated in one of five focus groups. Students were divided into three groups based on the courses they were enrolled in or had completed: Beginner (sophomore and junior courses), Intermediate (senior courses), and Advanced (student teaching). Additionally, 6 of the 19 students participated in individual interviews. Data analysis resulted in themes related to students’ beliefs and philosophies of inclusion, as well as their thoughts concerning practice in inclusive programs. This paper describes students’ beliefs within each group and compares responses across the different groups. Implications are discussed in relation to teacher education programs and directions for future research.  相似文献