We can Achieve if We Receive: Examining the Effects of Out-of-School Time Activities on Black Student Achievement in Mathematics     

Jamaal Young  Jemimah Lea Young 《Equity & Excellence in Education》2013,46(2):182-198

Using policy discourse analysis, the author analyzed 21 diversity action plans issued at 20 U.S. land-grant universities over a five-year period to identify images of diversity and the problems and solutions represented in diversity action plans. Discourses of marketplace, excellence, managerialism, and democracy emerged and served to construct images of the diverse individual as a commodity, entrepreneur, and change agent. These findings suggest that the dominance of the marketplace discourse may situate the diverse individual as a resource to be exploited and inspire entrepreneurial endeavors rather than change-making activism. Diversity action plans in their current form may unintentionally undermine the achievement of their equity goals.  相似文献   

Freud and Education     

John Lea 《International Journal of Lifelong Education》2013,32(5):655-657

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Improving homework accuracy: Interdependent group contingencies and randomized components     

Danielle Reinhardt  Lea A. Theodore  Melissa A. Bray  Thomas J. Kehle 《Psychology in the schools》2009,46(5):471-488

Homework is an often employed teaching strategy that has strong positive effects on academic achievement across grade levels, content areas, and student ability levels. To maximize academic learning, accuracy of homework should be addressed. The present investigation employed a multiple‐baseline design across academic behaviors to examine the efficacy of randomization of the interdependent group contingency on the homework accuracy of six fourth‐grade students enrolled in a general education class. Results demonstrated that the interdependent group contingency coupled with randomly selected components improved accuracy of homework performance. Specifically, participants demonstrated gains in all three subject areas. Limitations and future research are also addressed. © 2009 Wiley Periodicals, Inc.  相似文献   

Contemplative Education: A Systematic,Evidence-Based Review of the effect of Meditation Interventions in Schools     

Lea Waters  Adam Barsky  Amanda Ridd  Kelly Allen 《Educational Psychology Review》2015,27(1):103-134

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An Initial Evaluation of the Comprehensive Quality of Life Scale‐‐Intellectual Disability     

Robert A. Cummins  Marita P. McCabe  Yolanda Romeo  Shelley Reid  Lea Waters 《International Journal of Disability, Development & Education》1997,44(1):7-19

This paper introduces a new scale to measure the life quality of people with an intellectual disability. The Comprehensive Quality of Life Scale‐‐Intellectual Disability incorporates features that reflect contemporary understanding of the quality of life construct and exists in a parallel form for the general population. Psychometric data are presented and comparisons are made between data collected from 59 people with an intellectual disability, the vicarious responses of each respondent's primary caregiver, and 69 university students. It is concluded that the scale represents a useful instrument to measure comparative life quality.  相似文献   

Effects of variations in task design on mathematics teachers’ learning experiences: a case of a sorting task     

Boris Koichu  Orit Zaslavsky  Lea Dolev 《Journal of Mathematics Teacher Education》2016,19(4):349-370

The goal of the study presented in this article was to examine how variations in task design may affect mathematics teachers’ learning experiences. The study focuses on sorting tasks, i.e., learning tasks that require grouping a given set of mathematical items, in as many ways as possible, according to different criteria suggested by the learners. We present an example of a sorting task for which the items to be grouped are related to basic concepts of analytical geometry that are connected to the notion of loci of points. Based on a design experiment of three iterations with practicing secondary school mathematics teachers, we report on intended and enacted objects of learning inherent in three versions of the task. Empirically based suggestions are drawn about design of sorting tasks that potentially evoke desirable learning experiences.  相似文献   

Attitudes of parents of typically developing children towards school inclusion: the role of personality variables and positive descriptions     

Cristina P. Albuquerque  Inês G. Pinto  Lea Ferrari 《欧洲特需教育杂志》2019,34(3):369-382

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The Politics of Fashion in Eighteenth‐Century America Kate Haulman. Chapel Hill: University of North Carolina Press, 2011.     

Amanda Lea Miracle 《Journal of American culture (Malden, Mass. : 2003)》2012,35(1):87-88

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The School Counselor in Israel: An Agent of Social Justice?     

Rachel Lea Erhard  Mirit Sinai 《International journal for the advancement of counseling》2012,34(2):159-173

In recent years, leaders in the school counseling profession worldwide have been calling on their colleagues to re-examine their role as “agents of social justice” in schools, with a view to promoting equal educational opportunities for all students. This research examines counselors’ perceptions of the role, role behaviors, personal justice sensitivity, the school’s justice sensitivity and the interrelations among these variables. Two hundred and six Israeli school counselors responded to a questionnaire. Findings show that the majority of counselors perceived their role as promoting social justice, and indeed engaged in activities meant to increase disadvantaged students’ chances of success. The variable of role perception was found to mediate between personal sensitivity to justice (justice sensitivity) and counselors’ actual behaviors. These findings have theoretical and practical implications for the professional socialization of counselors as agents of social justice.  相似文献   

Communication openness,satisfaction, and length of employment in Japanese organizations   总被引：1，自引：0，他引：1  

Hiroko Koike  William B. Gudykunst  Lea P. Stewart  Stella Ting‐Toomey  Tsukasa Nishida 《Communication Research Reports》2013,30(2):97-102

Hypotheses were generated regarding the relationship among communication openness, satisfaction, and length of employment in Japanese organizations. A questionnaire was administered to employees of Japanese organizations in the Tokyo area. The data revealed that upward, downward, and lateral communication openness were associated positively with both relational and organizational satisfaction. Length of employment also was associated with downward and lateral communication openness and with both relational and organizational satisfaction. The relationships between length of employment and satisfaction differed for employees in large and small‐to‐moderate sized organizations. Lateral communication openness was associated positively with satisfaction variables and there was a relatively small association between length of employment and satisfaction.  相似文献