Developing sociopolitical consciousness at Freedom Schools: implications for culturally responsive teacher preparation     

Tambra O. Jackson 《Teaching Education》2013,24(3):277-290

This article describes the programmatic ways in which the Children’s Defense Fund Freedom Schools® program develops culturally responsive teaching practices?amongst its summer interns, particularly in the area of developing sociopolitical consciousness.?This paper places specific focus on the role that historical knowledge, the acknowledgement of a ‘we’ discourse and instilling a lifelong commitment to service plays in cultivating teacher sociopolitical consciousness. The research reported here aims to serve as a case for lessons to be learned by traditional, university-based teacher education programs committed to preparing teachers to teach in culturally responsive ways.  相似文献   

PTSD symptom cluster profiles of youth who have experienced sexual or physical abuse     

Melissa K. Runyon  Esther DeblingerRobert A. Steer 《Child abuse & neglect》2014

The research examined whether youth (6–17 years old) who were referred for treatment due to sexual, physical, or both types of abuse presented with distinct profiles of PTSD DSM-IV-TR symptom clusters. When examining data for the 749 youth participants, five PTSD symptom cluster profiles were identified with each profile representing approximately 20% of the youth. The five profiles were also differentiated with respect to being referred for physical or sexual abuse, age, parental ratings of internalizing symptoms, and self-reported depression. The youth referred for treatment in the aftermath of child sexual, physical, or both sexual and physical abuse presented with different profiles of PTSD symptom clusters thereby suggesting a need for individualized tailoring of evidenced-based treatments. Two cognitive behavioral approaches, designed for traumatized children and either their nonoffending or offending parents, were described for treating youth with the distinct PTSD profiles.  相似文献   

Creating a flexible fund structure to meet the needs and goals of the library and its users     

Wyoma vanDuinkerken  Jane Smith  Jeanne Harrell  Leslie J. Reynolds  Sandra Tucker  Esther Carrigan 《Library Collections, Acquisitions, and Technical Services》2008,32(3-4):142-149

This paper describes the Texas A&M University (TAMU) Libraries' new and innovative approach to monograph collection development using a re-engineered internal funding structure and a process that reflects the needs and goals of the library and its users. The paper discusses the goals of the new fund structure, the experience of implementing it, and the results after one year in use.  相似文献   

Collaborating for student success: An e-mail survey of U.S. libraries and writing centers     

Holly A. Jackson 《The Journal of Academic Librarianship》2017,43(4):281-296

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On Coping with the Stresses of Teaching     

Esther Tan 《Asia Pacific Journal of Education》1985,7(2):40-48

Stress is a concept which is much talked about but little understood. We are exposed to it every day of our lives and our response to it often determines the quality of our life and health. Hans Selye (1976), the acknowledged father of stress research, defines stress as the nonspecific response of the body to any demand and a stressor as an agent which produces stress at any time. The stressor may be a demánd for physical activity or an environmental exposure to potential toxins such as heat or noise. It may be an emotional difficulty that produces distorted perceptions of ordinary circumstances or the psychological impact of such significant events as the death of a loved one. Social stressors may arise out of an individual's work, family roles or interpersonal relationships with others.  相似文献   

Micro productive failure and the acquisition of algebraic procedural knowledge     

Ziegler  Esther  Trninic  Dragan  Kapur  Manu 《Instructional Science》2021,49(3):313-336

Instructional Science - Productive failure has shown positive effects on conceptual and transfer measures, but no clear effects on procedural measures. It is therefore an open question whether, and...  相似文献   

Standards for the Preparation of Elementary School Counselors     

Merle M. Ohlsen 《Counselor Education & Supervision》1968,7(4):172-178

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The Influences of School and Home Factors on the Career Development of Secondary School Students     

Esther Tan 《Asia Pacific Journal of Education》1988,9(1):37-47

This study examined the level of career maturity of 324 secondary school students and the impact of career guidance and parental involvement on the career development of these students. The results showed that students who had been exposed to some form of career guidance in school scored higher on the Career Attitude Scale. Those who had received home support in the form of parental involvement in career planning and availability of career role models also showed a higher level of career maturity in terms of career planfulness and work orientation. Although career attitude was found to mature with age, there was no significant sex differences in the career development of these students. Such findings highlighted the importance of career guidance in school and home support in enhancing the career maturity of our students.  相似文献   

VISUAL FEEDBACK IN WORD ACQUISITION BEHAVIOUR IN MODERATELY RETARDED SUBJECTS     

Merrill Jackson 《International Journal of Disability, Development & Education》1974,21(3):155-163

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Guidance and counselling in British schools: Some observations     

Lawrence H. Stewart  Patrick Hughes  Raymond Jackson 《International journal for the advancement of counseling》1980,3(1):35-42

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