The Great Conversation and the Ethics of Inclusion     

Paul A. Wagner  Graciela Lopez 《Multicultural Perspectives》2013,15(3):167-172

Hispanic and Latino Americans want security from terrorists as much as all other Americans. A protective membrane surrounding the country that is too porous is of little use and constitutes a danger to residents, both citizens and non-citizens alike. This much is uncontroversial. Similarly, most American citizens truly benefit from the work product of undocumented workers. Presumably, some case can be made that most undocumented workers see themselves as better off than if they had remained in their country of origin. Things become controversial when an attempt is made to balance resident safety against resident desire for inexpensive labor. The controversy inevitably escalates when consideration is given to the fairness of wages paid to undocumented workers. These moral issues cannot be ignored. However, as important as these issues are, the present argument addresses more specifically the duties educators have towards learners and potential learners regardless of their current citizenship status. The argument acknowledges that all citizens of a nation have certain duties to that nation but then the argument concludes by pointing out that some ageless professions like medicine and pedagogy have special duties transcending any immediate and transient duties imposed by nationalistic affiliation. Specifically in the case of education, all pedagogues have a duty to do nothing to exclude any willing participant from participation in the Great Conversation of Humankind.  相似文献   

“Good” organisational reasons for “ineffectual” research: Evaluating summative evaluation of museums and galleries     

Maurice Davies  Christian Heath 《Cultural Trends》2014,23(1):57-69

New displays, galleries and exhibitions in museums and galleries are increasingly subject to summative evaluations, wide-ranging investigations that examine how visitors respond to and engage with particular initiatives. These evaluations provide insights into the behaviour and attitudes of visitors and the ways in which particular exhibitions, exhibits and information resources facilitate engagement, participation and learning. Unfortunately, however, summative evaluation has relatively little impact either on the particular initiative or more generally in contributing to our knowledge of visitor behaviour and understanding of best practice. In this paper, we suggest that the relative lack of impact of summative evaluation is not primarily due to any methodological shortcomings or the idiosyncrasies of some of the approaches that are used. Rather, the organisational and institutional context in which summative evaluation is commissioned, undertaken and received can impose contradictory demands and undermine the opportunity of learning from and applying the findings of evaluation.  相似文献   

The Stanford-Binet mental age and the WISC-R test age: A comparison study     

Geoffrey W. Sutton  James R. Koller  Barry T. Christian 《Psychology in the schools》1982,19(3):287-289

The Stanford-Binet and WISC-R were administered to 100 students (CA—6 to 15 years) to determine the comparability of the age equivalent scores obtained from each test. The limited range of test age (TA) values in the WISC-R Manual required the use of extrapolated values for some subjects. The results indicated that, for subjects whose WISC-R scores fell within the TA table, the Binet MAs and WISC-R TAs were comparable (p>.05). However, when the use of extrapolated TAs was required, the scores were not comparable (p<.05). Implications for test age and mental age equivalency were discussed.  相似文献   

Newsnet     

Bob Wagner 《Performance Improvement》1983,22(5):33-34

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Implementation Factors and Their Influence on Student Mathematics Outcomes     

Tasia Brafford  Beth Harn  Ben Clarke  Christian T. Doabler  Derek Kosty  Kathleen Scalise 《Learning disabilities research & practice》2023,38(1):5-14

Assessing implementation allows for a better understanding of an intervention's effects and the mechanisms that influence its impact. Two main areas of implementation are (a) the quality with which an intervention is delivered and (b) instructors’ adherence to the programmed intervention. The current study used data from a kindergarten mathematics intervention program to (a) examine if and how treatment adherence was associated with implementation quality and (b) explore implementation measures’ relation to student mathematics outcomes. Results indicated high implementation scores across time for both adherence and quality. Neither treatment adherence nor implementation quality was found to relate to a general outcome measure of student mathematics achievement; however, both were similarly related to the curricular-aligned measure.  相似文献   

Does having vulnerable friends help vulnerable youth? The co-evolution of friendships,victimization, and depressive symptoms in Chinese adolescents' social networks     

Xingna Qin  Lydia Laninga-Wijnen  Christian Steglich  Yunyun Zhang  Ping Ren  René Veenstra 《Child development》2023,94(6):1531-1549

This study examined whether having vulnerable friends helps or hurts victimized and depressed (i.e., vulnerable) adolescents and whether this depends on classroom supportive norms. Students (n = 1461, 46.7% girls, 93.4% Han nationality) were surveyed four times from seventh and eighth grade (M_age = 13 years) in 2015 and 2016 in Central China. Longitudinal social network analyses indicated that having vulnerable friends can both hurt and help vulnerable adolescents. Depressed adolescents with depressed friends increased in victimization over time. Victimized adolescents with victimized friends increased in victimization but decreased in depressive symptoms. These processes were most likely in classrooms with high supportive norms. Having friends and a supportive classroom may hurt vulnerable adolescents' social position but help victims' emotional development.  相似文献