Between the Structural and the Personal: Situated Sense-Makings of “Race” This research was supported by a grant from the MOSAIC Multicultural Center at San Jose State University.     

Rona Tamiko Halualani  Deanna L. Fassett  Jennifer Huynh Thi Anh Morrison  Patrick Shaou-Whea Dodge 《传播与批判/文化研究》2013,10(1):70-93

Using a critical intercultural communication perspective and cultural studies interviewing method, this study traces individuals’ subjective sense-makings of diversity through the trope of “race.” Such sense-makings represent the key (and taken-for-granted) locus of the structural and personal where social actors live out the constructions of diversity and race in deeply felt ways. Our study reveals how individuals articulate and understand race via raceless diversity encodings (whereby race is seemingly stripped of its power inequalities, and all racial/ethnic groups are made equal) and racial pivoting (whereby participants both discursively pull away from and move toward race to suit their individual experiences).  相似文献   

The contributions of parental management language to executive function in preschool children     

Samantha W. Bindman  Annemarie H. Hindman  Ryan P. Bowles  Frederick J. Morrison 《Early childhood research quarterly》2013

This study investigated relations between preschoolers’ emergent executive function skills and their interactions with parents, with particular focus on the verbal utterances parents use to guide children's behavior (i.e., management language). Parent–child dyads (n = 127) were videotaped during a structured play task and the frequency of two types of management language, Direction (high control) and Suggestion (low control), was observed. Children's executive function was assessed using the Head–Toes–Knees–Shoulders (HTKS) task. Latent growth modeling was used to investigate relations between management language and the development of children's executive function. Direction language (i.e., commands) was negatively associated with children's age three executive function but not significantly related to the rate of executive function development over time. Conversely, Suggestion language (i.e., questions and statements that offer children some degree of choice) was positively related to executive function at age three but negatively related to growth. The potential importance of management language as a parenting behavior that contributes to various aspects of children's self-regulation during preschool and kindergarten is discussed.  相似文献   

Task-Specific Self-Evaluation as a Measure of Achievement Motivation     

Charles F. Eiszler  Betty M. Morrison 《Journal of Experimental Education》2013,81(3):25-32

The validity of an internalized self-reinforcement paradigm as a model of achievement motivation was investigated with a sample of 230 ninth grade black pupils of an inner-city public school located in a midwestern metropolitan area. If achievement behavior is controlled and sustained by covert internal evaluations of performance, then students who more frequently report positive self-evaluations during some specific school-like task may be predicted to: a.) have higher grade point averages than students who less frequently report self-evaluations of task performance; b.) have lower rates of absence from school than students who less frequently report positive self-evaluations of task performance; c.) have greater levels of expected task performance than students who less frequently report positive self-evaluations of performance; d.) have greater expectations that they will be able to positively evaluate themselves for task performance than students who less frequently report positive self-evaluations; e.) have greater congruence between self-established standards and actual performance. Analyzed by 2-way analysis of variance (self-evaluation x sex), the data supported each of the predictions. The results were interpreted to support the conception of self-evaluations of task performance as a model of achievement motivation. In the absence of external rewards, the student sustains his academic behavior by the quality of the covert self-evaluations of his own performance. The positive or negative value of these evaluations depends on self-established standards. Students who tend to evaluate themselves negatively may do so as a function of arbitrarily high standards. Their performance on academic tasks will be less well sustained and their functioning at consequently lowered levels of achievement. The paper-and-pencil self-reports used in the study yielded results comparable to the elaborate laboratory instrumentation of previous studies.  相似文献   

Partnership,conflict and gaming     

Jacky Lumby  Marlene Morrison 《教育政策杂志》2013,28(3):323-341

Government policy stresses partnership as a critical organizational form of the future to support the development of schooling. This article uses intergroup conflict and gaming theory to analyse data from one partnership. The views of young people and staff are explored to establish the nature and extent of conflict and its impact on the partnership. Gaming theory is used to investigate the engagement and expectations of organizations in the partnership. The article challenges Government rhetoric that suggests that as experience and trust grow, partnership will overcome the barriers which exist as a legacy from previous more competitive and isolationist cultures, to the benefit of service users. It further suggests that the availability of adequate resources alone, if ever achieved, would not in itself create the conditions for successful partnership. Far more attention is required to be given to the complex range of conditions which might support partnership and increase the possibility that the interests of learners would not be subordinated to those of organizations.  相似文献   

Tagging and searching: Search retrieval effectiveness of folksonomies on the World Wide Web     

P. Jason Morrison 《Information processing & management》2008

Many Web sites have begun allowing users to submit items to a collection and tag them with keywords. The folksonomies built from these tags are an interesting topic that has seen little empirical research. This study compared the search information retrieval (IR) performance of folksonomies from social bookmarking Web sites against search engines and subject directories. Thirty-four participants created 103 queries for various information needs. Results from each IR system were collected and participants judged relevance. Folksonomy search results overlapped with those from the other systems, and documents found by both search engines and folksonomies were significantly more likely to be judged relevant than those returned by any single IR system type. The search engines in the study had the highest precision and recall, but the folksonomies fared surprisingly well. Del.icio.us was statistically indistinguishable from the directories in many cases. Overall the directories were more precise than the folksonomies but they had similar recall scores. Better query handling may enhance folksonomy IR performance further. The folksonomies studied were promising, and may be able to improve Web search performance.  相似文献   

Unification, Explanation and Explaining Unity: The Fisher-Wright Controversy     

Morrison  Margaret 《The British journal for the philosophy of science》2006,57(1):233-245

  相似文献   

A Review of “When School Reform Goes Wrong”     

Scott A. Morrison 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):279-284

  相似文献   

A Needs Assessment for the Introduction of a Food Science Program at The Univ. of Guyana     

Donna Morrison 《Journal of Food Science Education》2012,11(4):52-58

Abstract: This research describes the outcome of a needs assessment to determine whether the Univ. of Guyana should introduce a Food Science program. The research design utilized interviews and questionnaires to large manufacturing organizations and agroprocessors to determine if the required skills are available for the manufacturing process. Results revealed that the lack of skills, particularly in food processing, is one factor that has negatively impacted value‐added production in large manufacturing companies; as well as in the micro, small and medium enterprises, limiting the range of products produced by these entities. Based on this, it was established that the university should introduce a program in food science and be the focus for formal training to satisfy the demands of the food manufacturing industry.  相似文献   

Implementation as a Focus of Consultation to Evaluate Academic Tutoring Services in an Urban School District: A Case Study Example     

Julie Q. Morrison  Sarah Baker English 《Journal of educational and psychological consultation》2013,23(4):314-329

This article describes a multiagency initiative to evaluate academic tutoring services by focusing on the processes that contribute to effective program implementation. Community-based tutoring service providers serving students in the Cincinnati Public Schools (OH) partnered to initiate a “Seal of Approval” process for promoting evidence-based practices among tutoring providers, assigning merit to effective programs, and eliminating or remediating ineffective practices. The consultant-driven process evaluation was designed to be fair and equitable among an array of tutoring service providers. This case example has implications for consultants, tutoring program directors, and school district administrators seeking to establish an accountability system for tutoring service providers.  相似文献   

Deaf students’ metacognitive awareness during language comprehension     

Carolyn Morrison  Thomastine Sarchet  Carol M. Convertino  Georgianna Borgna  Richard Dirmyer 《欧洲特需教育杂志》2013,28(1):78-90

This study explored deaf and hearing university students’ metacognitive awareness with regard to comprehension difficulties during reading and classroom instruction. Utilising the Reading Awareness Inventory (Milholic, V. 1994. An inventory to pique students’ metacognitive awareness of reading strategies. Journal of Reading 38: 84–6), parallel inventories were created to tap metacognitive awareness during comprehension of sign language (deaf students) and spoken language (hearing students). Overall, both deaf and hearing students appeared to have greater metacognitive awareness of ongoing comprehension and repair strategies during reading than during instruction in the classroom, but deaf students scored lower than hearing students in both modalities. Deaf students were no more likely than hearing students to report adopting inappropriate strategies, but both groups indicated they were more likely to do so in classroom contexts than during reading.  相似文献