The Effect of Prime Time Television Ethnic/Racial Stereotypes on Latino and Black Americans: A Longitudinal National Level Study     

Riva Tukachinsky  Dana Mastro  Moran Yarchi 《广播与电子媒介杂志》2017,61(3):538-556

Much is known about the negative consequences of exposure to ethnic/racial stereotypes in the media, on White audiences. However, there is substantially less research addressing the effects of such media content on members of racial/ethnic minority groups. The present study examines this question using repeated cross-sectional national level data alongside a content analysis of top prime time shows between 1987 and 2008. Multi-level modeling analyses reveal that media representations of Latinos and Blacks were associated with Latinos’ and Blacks’ ingroup attitudes, however effects on attitudes towards Whites were not significant.  相似文献   

Developing inclusive schools: the pivotal role of teaching assistants in promoting inclusion in special and mainstream schools in Northern Ireland     

Anne Moran  Lesley Abbott 《欧洲特需教育杂志》2013,28(2):161-173

This paper focuses on the vital part played by teaching assistants in developing inclusive practices in Northern Ireland schools. In the case of mainstream schools, this means assisting with the integration of pupils with learning difficulties in regular classrooms. In the case of special schools, teaching assistants are required to have the knowledge and skills both to cope with children and young people who have a broad range of intellectual, physical and emotional difficulties, and to promote inclusion and participation beyond the school environment. However, the teaching assistant's position with respect to qualifications, professional development, conditions of employment and career structure, considering the greatly increased and varied demands placed upon them, has not been satisfactorily resolved at national level over some 30 years. By obtaining the views of practitioners in special and mainstream schools in Northern Ireland, the paper shows that the twin needs remain of improving teacher training and in-service training in the management of other adults in the classroom, and of enabling teachers to clarify fully the roles and responsibilities of the teaching assistant to promote an inclusive learning environment.  相似文献   

Collaborative learning: A memorable model     

Megan Tschannen‐Moran  Anita Woolfolk Hoy 《The Teacher Educator》2013,48(2):148-165

Abstract

Reform movements envision schools that will involve greater levels of cooperation and collaboration. Collaborative learning strategies provide a powerful mechanism not only to address affective goals in education but also to enhance students’ cognitive development; to deepen their understanding of concepts; and to press them to examine, articulate, and elaborate their ideas with greater clarity and rigor. Unless teachers have effective means to manage the complex problem solving involved in implementing collaborative learning strategies, the rich possibilities offered will not be realized. This paper proposes a five‐part conceptual framework to guide teachers decision making in order to capitalize on these powerful strategies. The framework incorporates a “G” mnemonic to make the elements memorable.  相似文献   

Dissecting “Peer Presence” and “Decisions” to Deepen Understanding of Peer Influence on Adolescent Risky Choice     

Leah H. Somerville  Nadia Haddara  Stephanie F. Sasse  Alea C. Skwara  Joseph M. Moran  Bernd Figner 《Child development》2019,90(6):2086-2103

This study evaluated the aspects of complex decisions influenced by peers, and components of peer involvement influential to adolescents’ risky decisions. Participants (N = 140) aged 13–25 completed the Columbia Card Task (CCT), a risky choice task, isolating deliberation-reliant and affect-reliant decisions while alone, while a friend monitors choices, and while a friend is merely present. There is no condition in which a nonfriend peer is present. Results demonstrated the risk-increasing peer effect occurred in the youngest participants in the cold CCT and middle-late adolescents in the hot CCT, whereas other ages and contexts showed a risk-decreasing peer effect. Mere presence was not sufficient to influence risky behavior. These boundaries in age, decision, and peer involvement constrain prevailing models of adolescent peer influence.  相似文献   

Concordance between mother and offspring retrospective reports of childhood adversity     

Fisher HL  Bunn A  Jacobs C  Moran P  Bifulco A 《Child abuse & neglect》2011,35(2):117-122

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A perspective on the unserved mildly handicapped.     

E L Meyen  M R Moran 《Exceptional children》1979,45(7):526-530

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Nuclear heat transport, 502 pages, 1971, and nuclear energy conversion, 666 pages, 1972: by M.M. El-Wakil. Diagrams,tables, illustr., 6 in. Scranton,Pa., International Textbook Company. Price $16.50.     

M.J. Moran 《Journal of The Franklin Institute》1972

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Teaching the next generation of occupational therapists     

Monica Moran 《International Journal of Disability, Development & Education》2004,51(1):123-126

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From Communities of Interest to Communities Of Practice: The Role and Impact of Professional Development in Nuclear Security Education     

Matthew Moran  Christopher Hobbs 《British Journal of Educational Studies》2018,66(1):87-107

In recent years, nuclear security has gained prominence on the international security agenda. Driven by post 9/11 anxieties and the politicization of fears regarding nuclear terrorism, concerns in this area have spawned a wealth of initiatives, which seek to counter this threat. Principal among these have been efforts to promote nuclear security education and infuse teaching and learning in this sphere with a more holistic understanding of the subject, its relevance and its implications. Against this background, this article sets out the findings of empirical research into the impact of nuclear security ‘train-the-trainer’ professional development courses on the practice of an emerging cadre of nuclear security educators. In particular, the paper explores the value of this model as a means of establishing sustainable communities of practice in the context of nuclear security education.  相似文献   

An Evaluation of a Children's Safety Training Programme     

David Warden  Ellen Moran  John Gillies  Gillian Mayes  Lindsey Macleod 《教育心理学》1997,17(4):433-448

This paper reports an experimental evaluation of a children's safety training programme,Kidscape, which aims to increase primary school children's ability to deal with four types of potentially unsafe situation: being bullied, being approached by a stranger, being subject to inappropriate intimacy from a known adult and to pressure from such adults to keep such intimacy secret. Assessments of children's safety awareness were carried out in three schools which used the programme, and in three matched control schools which did not, with children at two age levels, 6 years and 10 years. These assessments of children's awareness were made on three occasions: before, immediately after and 2‐3 months after the training programme for the experimental sample (60 children) and on corresponding occasions for the control sample (60 children). The results revealed a significant improvement in the safety awareness of the experimental (trained) group after training and also a significant difference between the groups, in favour of the trained group. However, an improved performance of the control (untrained) group suggests that factors other than the Kidscape programme itself may influence these differences. Age differences in children's wariness of the four safety situations are also discussed.  相似文献