“The Difference Between a Hockey Mom and a Pit Bull”: Sarah Palin's Faux Maternal Persona and Performance of Hegemonic Masculinity at the 2008 Republican National Convention     

Katie L. Gibson  Amy L. Heyse 《Communication quarterly》2013,61(3):235-256

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Shaping Adolescents' Attitudes towards Science and Religion in Northern Ireland: The role of scientism,creationism and denominational schools     

Leslie J. Francis  John E. Greer 《Research in Science & Technological Education》2013,31(1):39-53

A sample of 1584 pupils between the ages of 14 and 16 years, attending Year 9, Year 10 and Year 11 classes within Protestant and Catholic grammar schools in Northern Ireland completed indices of attitude towards Christianity, attitude towards science, creationism and scientism. The data demonstrate that the apparent independence of attitude towards science and attitude towards Christianity is transformed into a positive relationship after taking into account individual differences in scientism and creationism.  相似文献   

Ashbury-Strait     

Greer Newcomb 《The Educational forum》2013,77(1)

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The Status of Civic Education: A Preservice Program Response     

James K. Daly  Roberta Devlin-Scherer  Greer Burroughs  William McCartan 《The Educational forum》2013,77(2):117-128

Civic education is an issue of growing and serious concern. There is diminished time for civics, fewer course offerings, and gaps in students’ civic knowledge, skills, and dispositions. The role of teacher education in addressing this problem is one area deserving additional focus. This article describes the project begun by the secondary education faculty at one university to provide teacher education candidates in all content areas with the ability to address civics in meaningful ways.  相似文献   

Examining the role of school psychologists as providers of mental and behavioral health services     

Katie Eklund  Sarah L. DeMarchena  Eric Rossen  Jared T. Izumi  Kelly Vaillancourt  Shawna Rader Kelly 《Psychology in the schools》2020,57(4):489-501

The school setting represents the most common setting by which youth receive mental and behavioral health (MBH) services (Farmer et al., 2003, Psychiatr Serv, 54, 60–66). Nevertheless, many school psychologists are not providing MBH services despite the high prevalence of need. Additional research is needed to understand factors leading to these deficits, as well as potential solutions to ameliorate these concerns. The current study surveyed 341 school psychologists across seven states and found current ratios are one school psychologist for every 1,500–2,000 students. Study results suggest school psychologists are providing a half to full day of universal, prevention-oriented MBH services each week whereas more targeted, direct services (e.g., individual or small group counseling) are offered 1–4 hr each week. The school psychologist-to-student ratios also demonstrated a statistically significant and inverse association with the provision of targeted MBH services, with higher ratios resulting in fewer MBH services. Respondents provided potential solutions for how to expand the delivery of MBH services within schools, including increased awareness and support among school and district administrators, as well as access to training and professional development related to MBH services.  相似文献   

“The Galigir Room”: a resourced provision for young people with social,emotional and mental health difficulties (SEMH) in their first years at secondary school     

Julie Greer 《Support for Learning》2020,35(2):163-177

This paper examines the values, vision and practice originally outlined in a proposal for a secondary phase resourced provision for young people with social, emotional and mental health (SEMH) challenges. The provision was based on a well-established model (the ‘Jarjums Room’) which had been implemented in Cherbourg Primary School in Eastleigh, England. The article offers a first-hand narrative account of the way that this initiative, the ‘Galigir Room’, was conceptualised, successfully embraced and implemented, thanks to the commitment of a senior leadership team, a group of staff and governors and the foresight and support of the local secondary school.  相似文献   

The special education professional     

J V Greer 《Exceptional children》1988,55(2):103-105

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“Let’s Try It!”: Library Outreach in a Culture of Yes     

Tammi M. Owens  Katie Bishop 《Public Services Quarterly》2018,14(1):75-82

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It takes a village: Managing conflict in the K-12 classroom     

Melissa Maier  Anna R. Herrman  Katie Turkiewicz 《Qualitative Research Reports in Communication》2018,19(1):25-34

This project examines the classroom conflict management challenges K–12 teachers experience. The U.S. Department of Education released a January 2014 bulletin outlining their classroom conflict management position, providing teachers recommendations without providing tools and conflict management knowledge to effectively implement the recommended programs. Understanding the nature and components of conflict better enables conflict managers (i.e., teachers) to effectively manage and resolve conflict. Understanding the challenges teachers face when managing conflict enables practitioners to create practical recommendations for conflict resolution education. This project analyzed data from four focus groups of K–12 teachers (n = 21) from the northern Midwest. Teachers identified structural challenges (i.e., lack of parental or administrative support) to managing conflict. Findings indicate that comprehensive conflict management training and productive communication between all levels of the system are necessary to effectively manage conflict in the classroom.  相似文献   

Anonymity and Interaction in an Online Breast Cancer Social Support Group     

Katie K. Kang 《Communication Studies》2017,68(4):403-421

Despite the benefits of using online social support groups, prior research does not provide a solid understanding of the online factors related to an individual’s supportive interaction. Accordingly, this study aims to explore how various aspects of anonymity predict different levels of social support engagement. The current study uncovers that visually identifiable group members are more likely to get supportive responses than are visually anonymous members. Also, when support group members are visually and discursively identifiable, they are more likely to get supportive messages than those who are visually and discursively anonymous. Additionally, the more identifiable support group members are, the more they receive positive messages. Practical implications for the role of social support group members’ anonymity/identifiability on the overall social support process are presented.  相似文献