Teaching managing diversity via feminist theory     

Joan Eveline  Patricia Todd 《International Journal of Inclusive Education》2013,17(1):33-46

This paper explores a project to design and mount a unit on ‘managing diversity’. For its conceptual framework the unit draws on feminist theories of struggles for equity and social justice and the various policy approaches that workplace equality agents have correspondingly developed. Despite the emphasis on feminist theory, the paper makes no attempt to compare gender equity initiatives with strategies for managing diversity. Rather, some of the tensions are identified between the culturalist aims of the Managing Diversity movement and the redistributive goals that generated affirmative action and equal employment opportunities strategies; and it is suggested how an analysis of those tensions may promote increased student understanding of the topic. Secondly, it is assessed how a unit may juxtapose industrial relations and human resource management concepts to the benefit of curricula in both.In planning a new unit, moreover, it is not only the content which needs to be considered, but also the students' prior learning experience and the politics of persuading one's colleagues of the proposal's worth. Thus an account of these more pragmatic issues is integrated into the discussion.  相似文献   

IMPACT OF TENNESSEE'S REMEDIAL/DEVELOPMENTAL STUDIES PROGRAM ON THE ACADEMIC PROGRESS OF MINORITY STUDENTS     

Robert O. Riggs  Todd M. Davis  Olivia H. Wilson 《Community College Journal of Research & Practice》2013,37(1):1-11

This paper examines the impact of a state‐wide mandatory testing and placement program operating in Tennessee's community college system as it relates to retention and academic progress of minority students. Utilizing the Board of Regents' data base, the records of 5,139 first‐time 1986 freshmen enrollees at Tennessee's ten public community colleges were examined and tracked through three successive academic quarters. Analysis suggests that of this group, only 22% were actually enrolled in college level programs, as the balance (78%) were in the developmental studies program. The constriction of college placement for minorities is especially severe, since developmental program requirements must be satisfied before they can proceed to earn college level credits. Of the 5,139 first time freshmen, only 56 black students were enrolled in college level courses, and of these, only 26 remained enrolled in Regents' institutions after three quarters. Analysis of attrition by ACT cohort suggests that attrition is higher for those enrolled in developmental studies programs, and 13% higher for minorities than for white students. These findings suggest that public officials may wish to assess if the testing and placement program as it is currently operating is achieving stated goals of improved retention and graduation of minority students  相似文献   

Why Should Community College Faculty Write Grant Proposals?     

Phyl Renninger  Anne Meilof  Todd Pitts  Janie K. Smalley 《Community College Journal of Research & Practice》2013,37(9):725-729

Community colleges have seen dramatic enrollment increases (Kasper, 2002 Kasper , H. ( 2002 ). The changing role of community colleges . Occupational Outlook Quarterly , Winter 2002–03 , p. 19 . [Google Scholar]), and some are now offering 4-year degrees (Evelyn, 2003 Evelyn , J. ( 2003 , April 11 ). Making waves in Miami . The Chronicle of Higher Education , 49 ( 31 ), p. A34 . [Google Scholar]). They are eligible for more grants than in the past, and community college funding from state and federal appropriations is shrinking (Lawrence & Marino, 2003 Lawrence , S. & Marino , L. ( 2003 , September ). Update on funding for higher and graduate educational institutions . New York : The Foundation Center .[Crossref] , [Google Scholar]). For these reasons, it is imperative that community college faculty become involved in grant proposal preparation and submission. They will also gain professionally from participating in grant development activities.  相似文献   

Popular Music     

Frank Tirro  Leonard Feather  Jim Haskins  Jeff Todd Titon 《Communication Booknotes Quarterly》2013,44(5):76-77

Frank Tirro Jazz: A History (New York: Norton, 1977—$16.95 in trade edition; $12.95 in text edition, both hardback)

Leonard Feather Inside Jazz (New York: Da Capo, 1977—$4.95, paper)

Jim Haskins The Cotton Club (New York: Random House, 1977—$15.00, with paperback edition available)

Jeff Todd Titon Early Downhome Blues: A Musical and Cultural Analysis (Urbana: University of Illinois Press, 1977—$16.50)  相似文献   

The Impact of Grey Literature in Advancing Global Karst Research: An Information Needs Assessment for a Globally Distributed Interdisciplinary Community     

Todd A. Chavez  Anna H. Perrault  Pete Reehling  Courtney Crummett 《Publishing Research Quarterly》2007,23(1):3-18

A survey of the global karst community was conducted in 2006. The survey was distributed via the World Wide Web to known karst researchers. The instrument was designed to generate an initial inventory of core grey information types, to assess levels of usage of grey information by the respondents, and to gauge the karst community’s willingness to participate in building and expanding both this collection and the associated controlled vocabularies.  相似文献   

From Low-Lying Roofs to Towering Spires: Toward a Heideggerian understanding of learning environments     

Todd C.  Ream & Tyler W.  Ream 《Educational Philosophy and Theory》2005,37(4):585-597

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理性观的革命:从无限理性到快速节俭启发式     

刘永芳  哥德·吉戈伦尔  彼得·M·托德 《陕西师范大学学报(哲学社会科学版)》2004,33(4):112-116

历史上出现了两次理性观的革命 :第一次是必然性梦想的破灭和偶然性微积分原理的诞生 ,即概率理论的产生。这次革命在科学领域和日常生活中都以“概率革命”而著称。第二次主要关心人脑适应或应付瞬息万变的未知世界的方式。无限理性不关心搜索的成本 ,而有限理性通过终止规则明确限制了搜索活动。受限制条件下的最优化模型也限制了搜索活动 ,但它是通过计算最佳终止点做到这一点的。有限理性敢于在不寻求最优化搜索和终止规则的简捷启发式上“下赌注”。它在目标或线索间进行有限搜索 ,并利用环境结构产生适应性决策。  相似文献   

Findings from a Pre-kindergarten Classroom: Making the Case for STEM in Early Childhood Education     

Tippett  Christine D.  Milford  Todd M. 《International Journal of Science and Mathematics Education》2017,15(1):67-86

Science, technology, engineering, and mathematics (STEM) in early childhood education is an area currently given little attention in the literature, which is unfortunate since young children are natural scientists and engineers. Here, we outline our mixed-methods design-based research investigation of a pre-kindergarten (Pre-K) classroom where two early childhood educators are incorporating STEM activities. We used a protocol consisting of a list of potential characteristics of effective and appropriate STEM curriculum for young children to structure our classroom observations. We also used semi-structured interviews, focus groups, and a questionnaire to collect data from multiple stakeholders (teachers, students, and parents), to examine how STEM activities were incorporated in Pre-K, to explore students’ engagement with STEM concepts, and to investigate parents’ opinions about STEM in general and STEM as experienced by their children. Our findings provide support for the inclusion of STEM-based learning experiences for young children.  相似文献   

Culturally reimagining education: Publicity,aesthetics and socially engaged art practice     

Sharon Todd 《Educational Philosophy and Theory》2018,50(10):970-980

Abstract

This paper sets out to reimagine education through a cultural perspective and explores education as a performative practice that establishes certain borders of ‘public’ belonging. Wide-spread debates about the public dimension of schools and universities have focused on how economic rationales need to be replaced with alternative visions of education. This paper seeks to contribute to this revisioning of the public in education by reclaiming education as a specifically cultural endeavour, one tied to practices that are at once both performative and aesthetic. To this end, I draw on theoretical notions of publicity that highlight its performative character. I then offer a reading of a socially engaged art project in order to suggest ways in which this performative character of publicity can be seen to be educational. This paper argues that education itself emerges through various cultural enactments that delineate the contours of who counts as a public and who does not.  相似文献   

Menus for toddlers in Day Care: Part I     

Marion O'Brien  Emily Herbert-Jackson  Todd R. Risley 《Early Childhood Education Journal》1978,6(1):48-53

In this and the next three issues of Day Care and Early Education,we will provide a total of four weeks' worth of menus for toddlers. Some findings of the Living Environments Group at the University of Kansas were described in the last issue (“Facts and Fancies about Children's Foods,” by Marion O'Brien). This installment's introductory section explains how the menus were developed and how the recipes can be used. Additional advice and information will be included with the future sections. Tood R. Risley is Professor of Human Development and Director of the Living Environments Group at the University of Kansas. Emily Herbert-Jackson managed the nutrition research project described here in her capacity as Research Associate in the Bureau of Child Research at the University of Kansas. She is now associated with Children's Behavioral Services, Reno, Nevada. Marion O'Brien is a writer for the Living Environments Group. The authors wish especially to thank Kathy Erwin for her contribution to the development of these menus, as well as all the staff and children at the Toddler Center.  相似文献