Constructing Gender Stereotypes Through Social Roles in Prime-Time Television     

Martha M. Lauzen Ph.D.  David M. Dozier Ph.D.  Nora Horan M.A. 《广播与电子媒介杂志》2013,57(2):200-214

Using a sample of 124 prime-time television programs airing on the 6 broadcast networks during the 2005–06 season, this study examined the social roles enacted by female and male characters. The findings confirm that female characters continue to inhabit interpersonal roles involved with romance, family, and friends. In contrast, male characters are more likely to enact work-related roles. Moreover, programs employing one or more women writers or creators are more likely to feature both female and male characters in interpersonal roles whereas programs employing all-male writers and creators are more likely to feature both female and male characters in work roles.  相似文献   

Gaining a Better Understanding of Self: A Self-Study in Cultural Competence in Teacher Education     

Brianne W. Morettini  Corine M. Brown  Martha G. Viator 《The Teacher Educator》2013,48(4):355-366

ABSTRACT

This articles describes a year-long self-study in cultural competence. Armed with the understanding that “teachers first need to know their own cultures,” a small group of faculty researchers engaged in systematic self-study to better understand their own cultural competence in an effort to enhance teacher candidates’ cultural competencies. The overarching goals of the study were: for faculty researchers to better understand their own cultural competence and for faculty researchers to better understand their ability to create safe spaces in which teacher candidates could develop deeper understandings of their cultural competencies. Hence the faculty researchers worked collaboratively for the broader purposes of re-imaging classrooms as communities that foster new and more equitable opportunities for teaching and learning.  相似文献   

Joy of Creation     

Martha Fusshippel 《The Educational forum》2013,77(4)

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CHILDREN OF ETERNITY     

Martha Fusshippel 《The Educational forum》2013,77(4)

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THE RENDEZVOUS     

Martha D. Tourison 《The Educational forum》2013,77(1)

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Pretend play and maternal scaffolding: Comparisons of toddlers with advanced development,typical development,and hearing impairment     

Martha J. Morelock  P. Margaret Brown  Anne‐Marie Morrissey 《Roeper Review》2013,35(1):41-51

This study used measures of pretend play and maternal scaffolding to explore and compare the early development of deaf children, typically developing children, and children showing advanced intellectual development. Marked differences were found among the groups in both play development and characteristics of mother‐child interactions. In particular, children who scored above 130 IQ at four years of age were found, as toddlers, to have demonstrated significantly advanced pretend play. In addition, the mothers of the high IQ children engaged in scaffolding behaviors involving higher stages of pretend transformations, verbal analogies and world links. The findings are discussed in relation to children's learning in Vygotsky's Zone of Proximal Development, as well as possible implications for future research on early gifted development.  相似文献   

Dyslexia laws in the USA     

Martha Youman  Nancy Mather 《Annals of dyslexia》2013,63(2):133-153

Throughout the various states of the USA, the appropriate identification of dyslexia and the timely provision of interventions are characterized by variability and inconsistency. Several states have recognized the existence of this disorder and the well-established need for services. These states have taken proactive steps to implement laws and regulations for both identification and treatment, and the provision of equal access to students who are diagnosed with dyslexia. The majority of states, however, have not developed such laws and guidelines. The purposes of this article are to review the present status and content of these dyslexia laws, highlight some differences among the laws and regulations across states, and suggest strategies for initiating such laws.  相似文献   

Education for Interdisciplinary Community Collaboration and Development: The Components of a Core Curriculum by Community Practitioners     

Martha Lucia Garcia  Terry Mizrahi  Marcia Bayne-Smith 《Journal of Teaching in Social Work》2013,33(2):175-194

Social workers are actively engaging in the practice of interdisciplinary community collaboration (ICC) with the goal of bringing diverse groups together to improve the conditions of communities and enhance the quality of life of population groups. Yet, collaborations are challenging and require great skill and commitment. The pedagogy and the content of curricula have become a more prominent part of teaching to macro practice students and practitioners the art of effectively convening and moving collaborative efforts forward. This article adds to the literature on the content and methods of teaching students and novice practitioners the competencies embedded in ICC. It provides empirical data from six focus groups of experienced community practitioners (social workers and others) in New York City who identified components of a core curriculum for this work. Eight months later, these 33 community practitioners were asked to reprioritize the topics and concepts that they had collectively identified at the earlier time. Skills such as the ability to share power, manage differences, include the constituency and diplomacy are among those discussed. Core curriculum themes, the pedagogy and process, and the attributes and values necessary for training an ICC practitioner are presented.  相似文献   

The multicultural work environment: Are you ready?     

Martha Meacham 《Performance Improvement》1994,33(4):20-24

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American Women's Wartime Dress: Sociocultural Ambiguity Regarding Women's Roles During World War II          下载免费PDF全文

Martha L. Hall  Belinda T. Orzada  Dilia Lopez‐Gydosh 《Journal of American culture (Malden, Mass. : 2003)》2015,38(3):232-242

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