Culture or Disability? Examining Deaf Characters in Children’s Book Illustrations     

Debbie B. Golos  Annie M. Moses  Kimberly A. Wolbers 《Early Childhood Education Journal》2012,40(4):239-249

Picture books can influence how children perceive those from backgrounds and cultures different from their own. Studies have been conducted examining how the text of children’s literature portrays multicultural characters or characters with disabilities. However, few have looked specifically at the portrayal of characters through illustrations, despite growing understanding of the importance that illustrations play in text comprehension. Fewer still have analyzed children’s literature for depictions of deaf characters and characteristics of Deaf culture. One recent study examined children’s picture books for portrayals of deaf individuals in the text; however, examining illustrations may provide additional information for both hearing and d/Deaf (For the purpose of this paper, capital “D” Deaf refers to people who are recognized part of the Deaf community; “d” deaf refers to the inability to hear or people unable to hear; d/D includes both populations.) readers about deafness and the Deaf population. In addition, while illustrations are important for all young readers, they may be particularly important for d/Deaf readers who are by nature visual learners. Therefore, the purpose of this study was to conduct a content analysis of illustrations in 20 picture books targeted to ages 4 to 8?years for messages linked to pathological and cultural models of deafness. In addition, results were compared to previous analyses of the text in the picture books. Results indicated that the illustrations do not represent deaf characters from a cultural perspective. Instead, similar to the text, illustrations present deaf characters more frequently as having a pathological condition or disability, that should be fixed through medical interventions in order to fit into a hearing world.  相似文献   

Negotiating Sexuality Education with Young People: Ethical Pitfalls and Provocations     

Debbie Ollis  Lyn Harrison 《American journal of sexuality education》2019,14(2):186-202

This paper focuses on a nested project within a three-year participatory research project, funded by the Australian Research Council. The project was undertaken in secondary schools across Victoria and South Australia and engaged over 100 students as coresearchers (ages 15–19) in understanding, critiquing, and transforming sexuality education (SE). Data was produced through visual arts and participatory methods and supported by ethnographic techniques (participant observations, focus groups, and guided conversations). In this paper we attempt to expose some of the ethical, methodological and pedagogical processes required when foregrounding young people’s voices in SE. More specifically, to problematize the microethical moments that warrant not only the attention but response of educators and researchers who are open to transforming SE with young people.  相似文献   

Combined longitudinal effects of attitude and subjective norms on student outcomes in a web-enhanced course: A structural equation modelling approach     

Stephen A. Sivo  Cheng-Chang 'Sam' Pan  Debbie L. Hahs-Vaughn 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(5):861-875

  相似文献   

School violence,school differences and school discourses     

Chris Watkins  Melanie Mauthner  Roger Hewitt  Debbie Epstein  Diana Leonard 《British Educational Research Journal》2007,33(1):61-74

This article highlights one strand of a study which investigated the concept of the violence‐resilient school. In six inner‐city secondary schools, data on violent incidents in school and violent crime in the neighbourhood were gathered, and compared with school practices to minimise violence, accessed through interviews. Some degree of association between the patterns of behaviour and school practices was found: schools with a wider range of well‐connected practices seemed to have less difficult behaviour. Interviews also showed that the different schools had different organisational discourses for construing school violence, its possible causes and the possible solutions. Differences in practices are best understood in connection with differences in these discourses. Some of the features of school discourses are outlined, including their range, their core metaphor and their silences. The authors suggest that organisational discourse is an important concept in explaining school effects and school differences, and that improvement attempts could have clearer regard to this concept.  相似文献   

Development and evaluation of an interactive electronic laboratory manual for cooperative learning of medical histology     

Mohammed K. Khalil  Debbie L. Kirkley  Jonathan D. Kibble 《Anatomical sciences education》2013,6(5):342-350

This article describes the development of an interactive computer‐based laboratory manual, created to facilitate the teaching and learning of medical histology. The overarching goal of developing the manual is to facilitate self‐directed group interactivities that actively engage students during laboratory sessions. The design of the manual includes guided instruction for students to navigate virtual slides, exercises for students to monitor learning, and cases to provide clinical relevance. At the end of the laboratory activities, student groups can generate a laboratory report that may be used to provide formative feedback. The instructional value of the manual was evaluated by a questionnaire containing both closed‐ended and open‐ended items. Closed‐ended items using a five‐point Likert‐scale assessed the format and navigation, instructional contents, group process, and learning process. Open‐ended items assessed student's perception on the effectiveness of the manual in facilitating their learning. After implementation for two consecutive years, student evaluation of the manual was highly positive and indicated that it facilitated their learning by reinforcing and clarifying classroom sessions, improved their understanding, facilitated active and cooperative learning, and supported self‐monitoring of their learning. Anat Sci Educ 6: 342–350. © 2013 American Association of Anatomists.  相似文献   

Changes in student-centred assessment by postsecondary science and non-science faculty     

Karen L. Yanowitz  Debbie L. Hahs-Vaughn 《Teaching in Higher Education》2013,18(2):171-184

Although many appeals for reform include adopting more student-centred assessment, few studies have examined the postsecondary classroom. Using the 1993 and 1999 National Study of Postsecondary Faculty, the results of the current study revealed that faculty in the sciences were less likely to use student-centred assessment practices than faculty in non-sciences. Additionally, while faculty in the non-sciences showed a significant increase in their use of student-centred assessment between the two waves of data collection, no such increase was obtained for faculty in the sciences. Results are discussed in terms of public policy.  相似文献   

A Rationale for Scholarly Examination of Institutional Review Boards: A Case Study     

Debbie S. Dougherty  Michael W. Kramer 《Journal of Applied Communication Research》2013,41(3):183-188

In recent years, institutional review boards (IRBs) have become an increasingly significant part of the research process for communication scholars. This essay provides a rationale for scholarly examination of IRBs. Using the review process for this special issue as a case study, it identifies a number of ironies that provide justification for this special issue.  相似文献   

Organizational Power and the Institutional Review Board     

Debbie S. Dougherty  Michael W. Kramer 《Journal of Applied Communication Research》2013,41(3):277-284

In this essay, we respond to the narratives and essays in this issue by examining organizational power issues related to researchers and institutional research boards (IRBs). Rather than taking a singular perspective on power, we use multiple perspectives and suggest that the cumulative analyses provide the best understanding of IRBs and organizational power.  相似文献   

Head Start program quality: Examination of classroom quality and parent involvement in predicting children's vocabulary,literacy, and mathematics achievement trajectories     

Xiaoli Wen  Rebecca J. Bulotsky-Shearer  Debbie L. Hahs-Vaughn  Jon Korfmacher 《Early childhood research quarterly》2012

  相似文献   

Teaching in a play-based curriculum: Theory,practice and evidence of developmental education for young children   总被引：1，自引：1，他引：0  

Bert Van Oers  Debbie Duijkers 《课程研究杂志》2013,45(4):511-534

This article focuses on the possibilities of teaching in a play-based curriculum, which has become an issue of international relevance. As a domain of study, the Developmental Education approach was taken in the early grades of Dutch primary schools (grades 1–4, ages 4–8). The article describes the theoretical basis of the approach and how it is elaborated in a play-based curriculum for early years classrooms. Particularly the teachers’ strategies for the promotion of development will be discussed in more detail. Finally, the article presents a piece of the evidence base of this approach by reporting a research on vocabulary acquisition. Despite methodological limitations of the empirical study, the evidence suggests that teaching in a play-based curriculum is not only theoretically plausible and practically feasible, but also seems to be effectively useful for the attainment of positive outcomes (on vocabulary learning) as compared to a strictly teacher-driven approach.  相似文献