African-American Women in the Professoriate: Addressing Social Exclusion and Scholarly Marginalization through Mentoring     

Brenda Lloyd-Jones 《Mentoring & Tutoring: Partnership in Learning》2014,22(4):269-283

African-American women and other underrepresented faculty members often report experiences of social exclusion and scholarly marginalization in mainstream institutions of higher education. This lack of inclusion challenges their retention and hinders them from becoming productive members of the professoriate, positioning them at a disadvantage for achieving tenure and promotion. In this article, mentoring is conceptualized as socialization and examined as a strategy for addressing social exclusion and scholarly marginalization as associated with the advancement of African-American women faculty in academe. Highlighting traditional and nontraditional mentoring initiatives and formal and informal networks, the discussion features the idea of a broad, flexible network of support. In addition, recommendations from the existing literature are offered for mentors, mentees, and academic department chairs to facilitate effective mentoring strategies.  相似文献   

Psychological testing of sign language interpreters     

Seal BC 《Journal of deaf studies and deaf education》2004,9(1):39-52

Twenty-eight sign language interpreters participated in a battery of tests to determine if a profile of cognitive, motor, attention, and personality attributes might distinguish them as a group and at different credential levels. Eight interpreters held Level II and nine held Level III Virginia Quality Assurance Screenings (VQAS); the other 11 held Registry of Interpreters for the Deaf (RID) certification. Six formal tests, the Quick Neurological Screening Test-II, the Wonderlic Personnel Test, the Test of Visual-Motor Skills (TVMS), the d2 Test of Attention, the Integrated Visual and Auditory Continuous Performance Test, and the Sixteen Personality Factor Questionnaire (16PF), were administered to the interpreters. Average scores were high on most of the tests; differences across the three groups were not statistically significant. Results from only one test, the d2 Test of Attention, were significantly correlated with interpreter level. Comparisons between educational and community interpreters also revealed no differences. Personality traits were widely distributed, but one trait, abstract reasoning, tested extremely high in 18 interpreters. Discussion of the potential implications of these results, particularly for educational interpreters, is offered.  相似文献   

In search of an effective source use pattern for writing argumentative and informative synthesis texts     

Vandermeulen  Nina  van den Broek  Brenda  Van Steendam  Elke  Rijlaarsdam  Gert 《Reading and writing》2020,33(2):239-266

Reading and Writing - In order to design effective instruction and feedback for synthesis writing on both writing processes and products, a clear insight into synthesis writing processes underlying...  相似文献   

Toward extending the educational interpreter performance assessment to cued speech     

Krause JC  Kegl JA  Schick B 《Journal of deaf studies and deaf education》2008,13(3):432-450

The Educational Interpreter Performance Assessment (EIPA) is as an important research tool for examining the quality of interpreters who use American Sign Language or a sign system in classroom settings, but it is not currently applicable to educational interpreters who use Cued Speech (CS). In order to determine the feasibility of extending the EIPA to include CS, a pilot EIPA test was developed and administered to 24 educational CS interpreters. Fifteen of the interpreters' performances were evaluated two to three times in order to assess reliability. Results show that the instrument has good construct validity and test-retest reliability. Although more interrater reliability data are needed, intrarater reliability was quite high (0.9), suggesting that the pilot test can be rated as reliably as signing versions of the EIPA. Notably, only 48% of interpreters who formally participated in pilot testing performed at a level that could be considered minimally acceptable. In light of similar performance levels previously reported for interpreters who sign (e.g., Schick, Williams, & Kupermintz, 2006), these results suggest that interpreting services for deaf and hard-of hearing students, regardless of the communication option used, are often inadequate and could seriously hinder access to the classroom environment.  相似文献   

CAVEman: Standardized anatomical context for biomedical data mapping     

Andrei L. Turinsky  Elena Fanea  Quang Trinh  Stephen Wat  Benedikt Hallgrímsson  Xiaoli Dong  Xueling Shu  Julie N. Stromer  Jonathan W. Hill  Carol Edwards  Brenda Grosenick  Masumi Yajima  Christoph W. Sensen 《Anatomical sciences education》2008,1(1):10-18

The authors have created a software system called the CAVEman, for the visual integration and exploration of heterogeneous anatomical and biomedical data. The CAVEman can be applied for both education and research tasks. The main component of the system is a three‐dimensional digital atlas of the adult male human anatomy, structured according to the nomenclature of Terminologia Anatomica. The underlying data‐indexing mechanism uses standard ontologies to map a range of biomedical data types onto the atlas. The CAVEman system is now used to visualize genetic processes in the context of the human anatomy and to facilitate visual exploration of the data. Through the use of Java? software, the atlas‐based system is portable to virtually any computer environment, including personal computers and workstations. Existing Java tools for biomedical data analysis have been incorporated into the system. The affordability of virtual‐reality installations has increased dramatically over the last several years. This creates new opportunities for educational scenarios that model important processes in a patient's body, including gene expression patterns, metabolic activity, the effects of interventions such as drug treatments, and eventually surgical simulations. Anat Sci Ed 1:10–18, 2008. © 2007 American Association of Anatomists.  相似文献   

Networking frameworks: a method for analyzing the complexities of classroom cultures focusing on justifying     

Thanheiser  Eva  Melhuish  Kathleen  Sugimoto  Amanda  Rosencrans  Brenda  Heaton  Ruth 《Educational Studies in Mathematics》2021,107(2):285-314

In this paper, we network five frameworks (cognitive demand, lesson cohesion, cognitive engagement, collective argumentation, and student contribution) for an analytic approach that allows us to present a more holistic picture of classrooms which engage students in justifying. We network these frameworks around the edges of the instructional triangle as a means to coordinate them to illustrate the observable relationships among teacher, students(s), and content. We illustrate the potential of integrating these frameworks via analysis of two lessons that, while sharing surface level similarities, are profoundly different when considering the complexities of a classroom focused on justifying. We found that this integrated comparison across all dimensions (rather than focusing on just one or two) was a useful way to compare lessons with respect to a classroom culture that is characterized by students engaging in justifying.

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The risk of subsequent maltreatment allegations in families with substance-exposed infants     

Smith BD  Test MF 《Child abuse & neglect》2002,26(1):97-114

OBJECTIVE: This study seeks to: (1) assess the relationship between identified prenatal substance use and the risk of subsequent maltreatment allegations among families involved with child protective services; and (2) compare the types of safety threats encountered by children whose parents had substance-exposed infant (SEI) allegations to the types of safety threats faced by children whose parents had other types of allegations. METHOD: Survey data from a probability sample of parents were linked to state administrative data over a 33-month time frame. Cox regression models were conducted to assess the relative risk of subsequent allegations associated with parents whose child welfare case opened following an SEI allegation (the SEI group) compared to parents whose case opened following other types of allegations. RESULTS: The likelihood of subsequent allegations is greater among parents in the SEI group. However, the increased risk stems almost entirely from subsequent SEI-related allegations. Parents in the SEI group are not more likely to incur other types of allegations such as physical abuse or lack of supervision. CONCLUSIONS: An increased risk of subsequent maltreatment has been used to justify opening child protective cases on the basis of an SEI allegation alone. By looking closely at the types of subsequent allegations as well as the incidence of subsequent allegations, this research helps to clarify the maltreatment risks associated with SEI cases.  相似文献   

Fostering innovation through collaborative action research on the creation of shared instructional products by university science instructors     

Brenda M. Capobianco  David Eichinger  Sanjay Rebello  Minjung Ryu  Jeff Radloff 《Educational Action Research》2020,28(4):646-667

ABSTRACT

The purpose of this study is to profile four university science instructors who utilized action research as a means of learning how to develop and integrate a novel curriculum innovation – engineering design – in their science courses. Data included curriculum maps, lesson plans, notes from group meetings, and instructor reflections. Data analysis included document review and content analysis. Findings from this study suggest that action research effectively enabled the instructors to 1) establish shared ownership of the project goal – to improve preservice teachers’ learning of science through engineering design; 2) continuously test, revise, and recalibrate their shared instructional products; and 3) leverage multiple sources of innovation. Knowledge generated and used by the instructors represented different kinds of knowledge and distributed expertise resulting in products that were more useful and of higher quality than products created by individuals working alone. Consequently, this resulted in increased use of the products and increased instructor commitment to improve them over time. By simultaneously engaging in research and consequently taking specific action to inform their practice, science instructors in this study successfully created shared instructional products that both guided and enhanced their classroom teaching.  相似文献   

Assessment of the integration of AAMC Medical Informatics Objectives into the medical school curriculum     

Seago BL  Gyore R  Williams S 《Medical reference services quarterly》2007,26(2):1-14

The School of Medicine at the Medical College of Virginia Campus of Virginia Commonwealth University examined the 2005/2006 medical school curriculum to ensure that students were prepared to meet the informatics objectives put forward by the AAMC Medical School Objectives Project published in 1998. The AAMC Medical Informatics Objectives Survey, issued in 2005, led the VCU School of Medicine to investigate the points of integration between informatics objectives and course syllabi for the first three years of the medical school curriculum. This analysis raised awareness of the informatics objectives with SOM faculty and staff and showed that more than 74% of the informatics objectives have been integrated into the curriculum.  相似文献   

Discovering Expert Perspectives on Dispositions and Remediation: A Qualitative Study     

Brenda J. Freeman  Curtis M. Garner  Rebecca Scherer  Kerstin Trachok 《Counselor Education & Supervision》2019,58(3):209-224

The authors used a qualitative approach to discover the perceptions of 19 experts on dispositions and remediation for counseling students. Analysis revealed 4 dispositional domains related to context, severity, amenability to change, and cultural sensitivity. Counselor educators should consider dispositions at admission and examine their program’s ability to remediate severe tenacious dispositions.  相似文献