DEPRESSION AND RELATIONAL HEALTH IN ASIAN AMERICAN AND EUROPEAN AMERICAN COLLEGE WOMEN     

Terese J. Lund  Pauline Chan  Belle Liang 《Psychology in the schools》2014,51(5):493-505

Research consistently demonstrates elevated rates of depression among college‐aged women, yet evidence of racial differences in depression among this population are poorly understood. Moreover, the correlates of depression among Asian American women are also understudied. In this exploratory analysis, we examined mean differences in depression levels in a sample of Asian American (n = 117) and European American (n = 257) students from a women's liberal arts college. We also estimated associations between depression and relational health in three types of relationships (mentor, friend, and college community) using ordinary least squares regression. Relational health was examined as a buffer (i.e., moderator) against depression. Results indicated no differences in depression levels between Asian American and European American women. Relationships with the college community were associated with lower levels of depression in both groups of women. Limited evidence suggested that relational health served as a buffer. Results are discussed in light of interventions for college campuses.  相似文献   

Use of Dewey Decimal Classification by Academic Libraries in the United States     

Brady Lund  Daniel Agbaji 《Cataloging & classification quarterly》2013,51(7):653-661

Abstract

Nearly 25 years have elapsed since the last comprehensive measure of the percentage of academic libraries that employ the Dewey and Library of Congress systems of classification. To provide updated statistics, the researchers surveyed all 3793 academic libraries via their online catalogs. The findings indicate that the use of Dewey has declined over the past four decades. Teachers’ Colleges and Community Colleges in particular have higher rates of Dewey use than large research or professional universities. This information may help support academic library reclassification decisions.  相似文献   

Causal Inferences in the Campbellian Validity System     

Thorleif Lund 《Scandinavian Journal of Educational Research》2013,57(3):205-220

The purpose of the present paper is to critically examine causal inferences and internal validity as defined by Campbell and co‐workers. Several arguments are given against their counterfactual effect definition, and this effect definition should be considered inadequate for causal research in general. Moreover, their defined independence between internal and construct validity is not meaningful. An alternative causal inference and its validity are proposed, where the causal effect is defined in factual terms, and where the causal inference includes constructs.  相似文献   

Getting on the Right Bus     

Jacalyn Lund 《Quest (Human Kinetics)》2013,65(4):312-321

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Letty M. Russell: A Feminist Liberation Approach to Educating for Justice     

Judith Ann Brady O.P. 《Religious education (Chicago, Ill.)》2013,108(2):179-195

This article examines the Rev. Dr. Letty M. Russell's feminist liberation approach to educating for justice by reviewing the major themes in her writings. Educating for justice was rooted in Russell's life and ministry, namely, a sense of God's mission to reconcile and mend the world; partnership as sharing in God's mission to effect justice; and hospitality as a means of welcoming all to the table of fellowship and of life. Russell used an action/reflection model that is based in experience, draws on Scripture and theology, and works toward transformation. Her experience of being marginalized—as a Christian educator and then as a woman pastor in East Harlem where she learned firsthand how injustice and oppression marginalized her parishioners—developed into a concern for and solidarity with those on the margins of society. Letty Russell dedicated her life to achieving justice and celebrating the reign of God in our midst. In effect, educating for justice was at the core of Letty Russell's life and work.  相似文献   

Constructing a space for developing a rich understanding of science through play     

Margery D. Osborne  David J. Brady 《课程研究杂志》2013,45(5):511-524

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Anxiety of performativity and anxiety of performance: self-evaluation as bad faith     

Alison M. Brady 《牛津教育评论》2013,39(5):605-618

ABSTRACT

Self-evaluation, a devolved, rigorous form of teacher inspection, has increasingly been promoted in educational circles as a way to balance both teacher autonomy and accountability. Such balancing acts help to alleviate anxiety around inspection, for the teacher who would otherwise face a visit from an inspector, and for the public who are concerned about self-evaluation being less objective. Using the Irish policy of self-evaluation, this paper will first explore the evidence-based approaches and the appropriation of a ‘language of evaluation’ that are inherent to so-called low-stakes accountability systems. In part, such mechanisms are used in order to alleviate anxiety. The anxiety that self-evaluation focuses on, however, corresponds only to aspects of teaching that are conducive to measurement, and therefore refers solely to what may be called an anxiety of performativity. Furthermore, its attempts to repress an anxiety of performativity ironically fails to acknowledge a more fundamental form of anxiety that teaching as a ‘performance’ involves. Using Sartre’s idea of ‘bad faith’, this paper will ultimately argue that teaching inevitably involves an element of anxiety that should not be repressed but rather should be lived and worked with well, something which self-evaluation in its current form fails to capture.  相似文献   

The Spirituality of Age: A Seeker’s Guide to Growing Older,by Robert L. Weber and Carol Orsborn     

E. Michael Brady 《Educational gerontology》2013,39(9)

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A Hands-On Approach to Teaching About Aging: 32 Activities for the Classroom and Beyond     

E. Michael Brady 《Educational gerontology》2013,39(9)

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The effect of vocabulary knowledge on novel word identification     

Alison M. Mitchell  Susan A. Brady 《Annals of dyslexia》2013,63(3-4):201-216

The study investigated the relationship between vocabulary knowledge and novel word reading. Fourth-grade students were assessed on standardized measures of word identification, decoding, and receptive vocabulary, as well as on an experimental word identification measure using words that students in the fourth grade are unlikely to have seen before in print. In the experimental measure, pairs of words were matched on printed frequency and orthographic pattern (with a variety of spelling patterns represented), but differed in terms of the frequency of expected oral exposure for children (i.e., higher vs. lower). Results showed that students’ receptive vocabulary knowledge was significantly related to performance on both the standardized and experimental measures of word identification, even after accounting for the substantial amount of variance explained by decoding ability. Students performed better reading the words with higher expected oral frequencies on the experimental task than on those items with lower expected oral frequencies. The results point to the benefits, albeit modest, of oral word familiarity for reading words when they are first encountered in print and suggest that this top-down effect is not limited to exception words, as has been suggested, but has a wider scope.  相似文献