School-Community Partnerships in Rural Settings: Facilitating Positive Outcomes for Young Children Who Experience Maltreatment     

Sara L. Hartman  Jenny Stotts  Jennifer R. Ottley  Rebecca Miller 《Early Childhood Education Journal》2017,45(3):403-410

Challenging conditions put young children at risk for maltreatment around the world, including in rural, southeastern Ohio. To combat these situations, several strategies are helpful in facilitating positive outcomes for young children. Specifically, when community entities and local school professionals work together, there is a greater likelihood of positive outcomes for children. This article describes meaningful partnerships that contribute to increased school success in rural settings and offers suggestions for developing effective school-community partnerships in other regions of the United States, as well as in other countries. The benefits of the practices described in this article may be felt across multiple layers of a community and are advantageous for all stakeholders.  相似文献   

V. DAUGHTERS’ AND SONS’ EXPOSURE TO CHILDREARING DISCIPLINE AND VIOLENCE IN LOW- AND MIDDLE-INCOME COUNTRIES     

Kirby Deater-Deckard  Jennifer E. Lansford 《Monographs of the Society for Research in Child Development》2016,81(1):78-103

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The nuances of posthumanism     

Jennifer Charteris 《Educational Philosophy and Theory》2018,50(14):1576-1577

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Extending the Utility of the Views of Nature of Science Assessment through Epistemic Network Analysis     

Peters-Burton  Erin E.  Parrish  Jennifer C.  Mulvey  Bridget K. 《Science & Education》2019,28(9-10):1027-1053

Science & Education - An understanding of how science is enacted and how scientific knowledge is generated, or the nature of science (NOS), is a major goal of science education. NOS views have...  相似文献   

An Integrative Cultural Model to better situate marginalized science students in postsecondary science education     

Hagar Ibrahim Labouta  Jennifer Dawn Adams  David Thomas Cramb 《Cultural Studies of Science Education》2018,13(3):785-796

In this paper we reflect on the article “I am smart enough to study postsecondary science: a critical discourse analysis of latecomers’ identity construction in an online forum”, by Phoebe Jackson and Gale Seiler (Cult Stud Sci Educ.  https://doi.org/10.1007/s11422-017-9818-0). In their article, the authors did a significant amount of qualitative analysis of a discussion on an online forum by four latecomer students with past negative experiences in science education. The students used this online forum as an out-of-class resource to develop a cultural model based on their ability to ask questions together with solidarity as a new optimistic way to position themselves in science. In this forum, we continue by discussing the identity of marginalized science students in relation to resources available in postsecondary science classes. Recent findings on a successful case of a persistent marginalized science student in spite of prior struggles and failures are introduced. Building on their model and our results, we proposed a new cultural model, emphasizing interaction between inside and outside classroom resources which can further our understanding of the identity of marginalized science students. Exploring this cultural model could better explain drop-outs or engagement of marginalized science students to their study. We, then, used this model to reflect on both current traditional and effective teaching and learning practices truncating or re-enforcing relationships of marginalized students with the learning environment. In this way, we aim to further the discussion initiated by Jackson and Seiler and offer possible frameworks for future research on the interactions between marginalized students with past low achievements and other high and mid achieving students, as well as other interactions between resources inside and outside science postsecondary classrooms.  相似文献   

A case study of culturally informed disability-inclusive education policy development in the Solomon Islands     

Suzanne Carrington  Hitendra Pillay  Megan Tones  Julie Nickerson  Jennifer Duke  Benedict Esibaea 《International Journal of Inclusive Education》2017,21(5):495-506

Inclusive education in general, and disability-inclusive education in particular, is a high-level priority for development work in aid-supported countries. This paper presents a bottom-up process of developing disability-inclusive education policy in one country – the Solomon Islands. It is well understood that the promotion of quality in disability-inclusive education requires a clearly stated policy; however, in many developing countries, there has been a history of policy borrowing rather than culturally informed policy development. This paper will critically discuss how policy development occurs in aid-funded development work and then offers an alternative model of Australian aid-supported policy development as an in-depth case study.  相似文献   

The Movimiento Al Éxito summer pop-up program: The role of testimonio in moving new diasporic Latina/o youth through Iowa history to critical consciousness     

Jennifer Farley  Katherine Richardson Bruna  Dawn Martinez Oropeza  Yesenia Ayala 《Journal of Latinos & Education》2019,18(1):81-89

Al Éxito supports the leadership development, post-secondary education, and civic engagement of Iowa Latina/o¹ youth. In the summer of 2015, it piloted Movimiento Al Éxito, a “pop up” summer program. In this article, we detail the innovative components and curriculum and describe our journey with “new diasporic” Latina/o youth learning about their place in Iowa and developing testimonios which challenge existing narratives. We explain how emergent critical consciousness led to the program’s continuation and expansion the following school year.  相似文献   

A Global Information Exchange (GIE) Project in a Graduate Course     

M. O. Thirunarayanan  Jennifer Coccaro-Pons 《TechTrends》2016,60(3):289-298

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Shifting Gears: Characteristics and Consequences of Latent Class Transitions in Doctoral Socialization     

Jeong  Soojeong  Litson  Kaylee  Blaney  Jennifer  Feldon  David F. 《Research in higher education》2020,61(8):1027-1053

Research in Higher Education - Using a national sample of 336 biology Ph.D. students, this study classified students based on their interactions with faculty and peers, and investigated...  相似文献   

Developmental Expectations,Personality Stereotypes,and Attitudes Towards Inclusive Education: Community and teacher views of Down syndrome     

Linda Gilmore  Jennifer Campbell  Monica Cuskelly 《International Journal of Disability, Development & Education》2003,50(1):65-76

Knowledge about Down syndrome and attitudes towards the educational inclusion of children with Down syndrome were examined in a sample of 2,053 people from the community and a group of 538 experienced teachers. Although both groups displayed reasonably accurate knowledge about Down syndrome and its developmental consequences, they significantly underestimated the average life expectancy for a person with the syndrome. In both groups, a positive stereotype of children with Down syndrome as particularly affectionate and happy was evident. Despite recognising the educational, social, and emotional benefits of inclusive schooling, only around 20% of each group believed that the regular classroom was the best setting for children with Down syndrome. The findings suggest that accurate knowledge and positive, but realistic, expectations are important for enhancing the acceptance of individuals with disabilities within their schools and communities.  相似文献