Cultivating Perspective: A Qualitative Inquiry Examining School History Textbooks for Microaggressions against Native Americans     

Olivia G. Holter  Anisa N. Goforth  Kristen Pyke  Zachary R. Shindorf 《Journal of educational and psychological consultation》2020,30(3):255-284

ABSTRACT

Native American youth face a number of challenges that affect their academic success and wellbeing. In schools, Native American youth are presented with textbooks that include stereotyped and distorted information about their peoples’ history. However, there is a gap in the literature showing whether these textbooks contain microaggressive statements. The current study is a qualitative inquiry into five Montana history that explores the following questions: The first, are there microaggressions in history textbooks used across Montana, and the second – if there are microaggressions, what are those themes? Results of this study indicate that these books included 96 microinvalidations, 54 microinsults, and 11 microassaults. The themes of these microaggressive statements expanded beyond Sanchez’s (2007) original themes. In turn, this study discusses the results from a perspective of White privilege, and how educational consultants can help combat this prejudice engrained in curriculum.  相似文献   

A comparison of the mathematical performance of mature students and traditional students over a 10-year period     

Fiona Faulkner  Olivia Fitzmaurice  Ailish Hannigan 《Irish Educational Studies》2016,35(4):337-359

Every student who enrols in a degree programme involving service mathematics in the University of Limerick in Ireland is given a mathematics diagnostic test. The diagnostic test was developed due to mathematics lecturers’ anxiety regarding students’ mathematical competency levels. Students receive the 40 question paper-based test in their first service mathematics lecture without prior notification. Initial analysis of students’ work revealed that many students were having difficulties with basic algebra and arithmetic in particular [Gill, O. 2006. “What Counts as Service Mathematics? An Investigation into the ‘Mathematics Problem’ in Ireland.” PhD diss., University of Limerick]. Further research highlighted the significant decline in diagnostic test performance and the changing profile of service mathematics students between 1998 and 2008 [Faulkner, Fiona, Ailish Hannigan, and Olivia Gill. 2010. “Trends in the Mathematical Competency of University Entrants in Ireland by Leaving Certificate Mathematics Grade.” Teaching Mathematics and Its Applications 29 (2): 76–93]. One of the most notable changes to the student profile over time was the increase in mature students (non-standard students) entering service mathematics programmes. Although non-standard students had a lower mean performance in the diagnostic test, they were found to have a higher mean performance in some cases in service mathematics compared to standard students. This paper explores some of the possible reasons for such findings.  相似文献   

Supporting Literacy-Related Play: Roles for Teachers of Young Children     

Olivia N. Saracho 《Early Childhood Education Journal》2004,31(3):201-206

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Exploring students’ epistemological knowledge of models and modelling in science: results from a teaching/learning experience on climate change     

Giulia Tasquier  Olivia Levrini  Justin Dillon 《International Journal of Science Education》2016,38(4):539-563

The scientific community has been debating climate change for over two decades. In the light of certain arguments put forward by the aforesaid community, the EU has recommended a set of innovative reforms to science teaching such as incorporating environmental issues into the scientific curriculum, thereby helping to make schools a place of civic education. However, despite these European recommendations, relatively little emphasis is still given to climate change within science curricula. Climate change, although potentially engaging for students, is a complex topic that poses conceptual difficulties and emotional barriers, as well as epistemological challenges. Whilst the conceptual and emotional barriers have already been the object of several studies, students’ reactions to the epistemological issues raised by climate changes have so far been rarely explored in science education research and thus are the main focus of this paper. This paper describes a study concerning the implementation of teaching materials designed to focus on the epistemological role of ‘models and the game of modelling’ in science and particularly when dealing with climate change. The materials were implemented in a course of 15 hours (five 3-hour lessons) for a class of Italian secondary-school students (grade 11; 16–17 years old). The purpose of the study is to investigate students’ reactions to the epistemological dimension of the materials, and to explore if and how the material enabled them to develop their epistemological knowledge on models.  相似文献   

“Maybe That Helps Folks Feel Better About What They're Doing”: Examining Contradictions Between Educator Presumptions,Student Experiences,and Outcomes at an Alternative School     

Brianna L. Kennedy-Lewis  Douglas Whitaker  Olivia Soutullo 《Journal of Education for Students Placed at Risk》2016,21(4):230-245

The use of alternative schools as exclusionary discipline for students found guilty of committing behavioral infractions raises questions about the effectiveness of these schools in producing improved student outcomes. Educators' justifications for alternative placements are highly relevant, because decisions regarding placements are often subjective and based on ill-defined criteria. This mixed-methods study investigates educators' perceptions of one disciplinary alternative school in the Southeast and educators' justifications for its use. The study examines the district's alternative school students' outcome data and analyzes whether these data support educators' explanations for why they assign students to the alternative school. Findings show that educators often hold mixed beliefs about alternative schools, seeing them as both a punishment and as providing needed support and services. Students, however, do not demonstrate dramatically different academic or behavioral performance as a result of their placement, bringing into question educators' justifications for placing students in these schools.  相似文献   

Age-related changes in reading attitudes of young children: a cross-cultural study     

Olivia N. Saracho  C. Mitchell Dayton 《Journal of Research in Reading》1991,14(1):33-45

The Preschool Reading Attitudes Scale (PRAS) was administered to 2201 young children, from three to five years of age, in early childhood programs from several regions of the United States. The scale is categorized into four areas related to children's reading environment. School Reading Activities, Non-school Reading Activities, Library Reading Activities and General Reading Activities. A validation sample revealed highly significant differences at all age levels between students receiving positive and negative teacher ratings of reading attitudes. The basic design involved three factors, age, sex, and ethnicity, and an analysis of variance was applied to total scores and subscores. The results showed significant outcomes for age and ethnicity, in addition to an age X ethnicity interaction. The results suggest that there are significant attitudinal differences between three-year-olds as opposed to four- and five-year-olds as well as age dependent differences among the ethnic groups.  相似文献   

Counteracting Age Stereotypes: A Self-Awareness Manipulation     

Yiwei Chen  Olivia Pethtel  Xiaodong Ma 《Educational gerontology》2013,39(8):702-717

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Toward a theoretical framework for community EE     

Olivia Aguilar 《The Journal of environmental education》2018,49(3):207-227

Given the growing attention to community environmental education (CEE), this study develops a theoretical heuristic for this approach through a retroductive process by (1) examining theories appropriate for a CEE conceptual framework; (2) testing this framework in diverse contexts to determine its viability, and (3) reconceptualizing the framework. The framework hypothesizes that a community of practice focused on improving the conditions of local natural resources will exemplify transformative learning and empowerment if the community of practice is successful. Initial testing involved case studies of two groups from diverse contexts. Results indicated both groups organized as communities of practice. However, evidence showing improved local natural resources, transformative learning, and empowerment was lacking. Instead, there was evidence of enhanced agency and self-efficacy, requiring a reconceptualized framework.  相似文献   

A Factor Analysis of Preschool Children's Play Strategies and Cognitive Style     

Olivia N. Saracho 《教育心理学》1999,19(2):165-180

ABSTRACT The social behaviours of 2400 3‐, 4and 5‐year old children attending an early childhood programme were observed, recorded, and analysed, and their cognitive style assessed. Factors underlying the play of preschool children based on their cognitive style were identified. Sex and age were considered in these social factors. ThePlay Rating Scale was used to record young children's behaviours in four different forms of play (physical, block, manipulative, dramatic); while theGoodenough‐Harris Drawing Test was used to determine the children's cognitive style. Factor analysis indicated two dimensions of play behaviours for each group of children. These factors had strong loadings with a range of items. The factors indicated that field‐dependent children participated more in social play activities, whereas field‐independent children engaged more in nonsocial play activities. The study suggests practical and research implications in promoting educational play using the children's cognitive style.  相似文献   

Queer Youth in Heterosexist Schools: Isolation,Prejudice and No Clear Supportive Policy Frameworks     

Olivia Murray 《Multicultural Perspectives》2013,15(4):215-219

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