PAR is a way of life: Participatory action research as core re-training for fugitive research praxis     

Patricia Krueger-Henney  Jessica Ruglis 《Educational Philosophy and Theory》2020,52(9):961-972

Abstract

In this article, we present participatory action research (PAR) as a radical act of humanity: a direct response to real dehumanization of vulnerable communities. We argue, as an enactment of critical social theories, that PAR privileges relationships and shared knowledge creations as strategies for transforming everyday worlds. We draw on interviews conducted with nine participants of a 2013 Krueger-Henney, P. (2013). Co-researching school spaces of dispossession: A story of survival. The Association of Mexican American Educators Journal, 7(3), 42–53. [Google Scholar] PAR Institute, which aimed to explore and document the ways in which PAR is taken up in the lives, bodies, and thinking of PAR activists and students. Interviews reveal PAR is not an act of imagination, but rather an act of reclaiming and disrupting realities. As a result, PAR fractures an ongoing dystopia/utopia dialectic, and positions horror and hope side-by-side in the material world. It is through and with participant interview narratives that we frame PAR as a site for re-training one’s epistemic core away from Western, Eurocentric standardized and normalized human conduct rooted in historical and ongoing violence towards a fugitive praxis. We conclude that PAR is a radical commitment to guiding social science researchers towards epistemological fugitivity: a moving with and through current, though historically rooted, devastating social realities, as a possibility for a way to be with each other – indeed with the other – in this world. We find that PAR is a way of resisting and rejecting the nastiness of the world, while not waiting for utopia: It is a way of being in this world, a way of life.  相似文献   

Web-based training design for human resources topics: A case study     

Hsieh  Patricia Yee 《TechTrends》2004,48(2):60-69

  相似文献   

Graphing in Physics: Processes and Sources of Error in Tertiary Entrance Examinations in Western Australia     

Forster  Patricia A. 《Research in Science Education》2004,34(3):239-265

Interpretation and construction of graphs are central to the study of physics and to performance in physics. In this paper, I explore the interpretation and construction processes called upon in questions with a graphical component, in Western Australian Physics Tertiary Entrance Examinations. In addition, I list errors made by students as reported by examiners and offer explanations for the errors. Outcomes of the inquiry are the identification of sources of challenge in the graphing questions, including requirements to calculate gradient and analyse experimental data. I also identify question structures that could be barriers to students' understanding the examination questions. The micro-analysis of graphing in one jurisdiction can inform assessment of high-school physics in general.  相似文献   

The American School for the Deaf Computer Literacy Program     

D W Polansky 《American annals of the deaf》1985,130(5):392-396

  相似文献   

Getting to know nature: evaluating the effects of the Get to Know Program on children’s connectedness with nature   总被引：1，自引：0，他引：1  

Coral M. Bruni  Patricia L. Winter  P. Wesley Schultz  Allen M. Omoto  Jennifer J. Tabanico 《Environmental Education Research》2017,23(1):43-62

People in industrialized countries may be losing their connection with nature. The Get to Know Program (Get to Know) is a multi-faceted program aimed at encouraging direct connection with nature through a variety of activities (observations of wildlife, hiking, creative arts, and special events), specifically among youth. Three studies assessed the effects of three Get to Know program activities on youth’s implicit connectedness with nature (measured using a computer based game). Participants were youth recruited from southern California schools or youth organizations. Participation in the Get to Know Program’s Creative Arts Contest was associated with increased implicit connectedness with nature. However, participation in the Get to Know Natural Treasure Adventure and Virtual Hike did not have an effect on connectedness with nature. Implications of these findings are important for agencies seeking to find effective tools for outreach focused on connecting participants with nature.  相似文献   

Presenting technical information: A survey of research findings   总被引：1，自引：1，他引：1  

Patricia Wright 《Instructional Science》1977,6(2):93-134

This paper reviews research investigations into various aspects of the presentation of technical information. It considers the objectives of different readers who may be consulting the information as a reference work or who may need to assimilate the information in its entirety. Ways of using headings, summaries and questions to achieve these differing objectives are discussed. The review also considers the usefulness of alternatives to prose, such as flow charts, tabulation schemes and graphic presentations. It is concluded that although there is no single best presentation format, and although the research literature is in many places incomplete, nevertheless there are a number of studies demonstrating the advantages of particular presentation formats in specific circumstances. The results of these studies need to be given due weighting where decisions are taken about the appropriate way of presenting any technical information.  相似文献   

Children''s Understanding of Action Lines and the Static Representation of Speed of Locomotion     

Dana Gross  Nelson Soken  Karl S. Rosengren  Anne D. Pick  Bradford H. Pillow  Patricia Melendez 《Child development》1991,62(5):1124-1141

Children's understanding of the static representation of speed of locomotion was explored in 2 experiments. In Experiment 1, 20 7-year-olds and 20 9-year-olds drew pictures of 2 people walking and running at different speeds. Children then made judgments about pairs of unambiguous drawings of a person walking or running, as did a sample of 20 adults. The drawings varied according to whether action lines, background lines, or no lines were present. Children were asked to say which figure appeared to be moving faster. In Experiment 2, 20 7-year-olds, 20 9-year-olds, and 21 adults sorted ambiguous drawings of a person walking and running at different speeds. The pictures again contained action lines, background lines, or no lines. In the drawing task, children more frequently used page position and biomechanical information than action lines to represent fast and slow walking and running. In the judgment task, 7- and 9-year-olds offered equivalent judgments of action lines and background lines, whereas adults distinguished between these pictorial devices. In the sorting task, all subjects distinguished between action lines and background lines and judged that pictures containing action lines looked faster than pictures containing background lines and pictures without lines. Taken together, the results indicate that subjects' judgments were influenced by the form of locomotion and degree of ambiguity in the depicted events they saw. The findings are consistent with the view that different categories of pictorial devices exist, but the effectiveness of each device is contingent upon the perceiver's experience with it and the context in which it appears.  相似文献   

Approaches to Collaboration: Experiences of the Early Head Start-Child Care Partnerships     

Michael Levere  Patricia Del Grosso  Jaime Thomas  Amy L. Madigan  Christine Fortunato 《Early education and development》2019,30(8):975-989

ABSTRACT

This study examined how partnerships between early care and education providers were developed and how they worked together to deliver comprehensive, high-quality services to infants and toddlers from low-income families. Survey data were collected from 220 Early Head Start (EHS) program directors and 386 child care center directors and family child care providers participating in EHS-child care partnerships. Research Findings: Nearly half of EHS programs chose partners with whom they had prior relationships, and most engaged them early (often before receiving the grant). Both EHS programs and child care providers described their relationships as mutually respectful and focused on similar goals. Through the partnerships, child care providers had access to professional development opportunities and offered children and families comprehensive services, such as health screenings. Practice or Policy: This study provided a nationally representative picture of EHS-child care partnerships. The findings suggest that strong relationships are foundational to the implementation of early care and education collaborations aimed at expanding access to high-quality care for infants and toddlers from low-income families. Collaborations are a potentially important policy lever that can help support the expansion of high-quality early care and education.  相似文献   

Psychiatric treatment of abusing mothers — Two case studies     

Harvey L. Schloesser  Patricia T. Schloesser 《Child abuse & neglect》1977,1(1):31-37

Cases of two mothers who abused their preschool children are presented. The patients are discussed with a focus on psychological and social phenomena which created the stress situations. The importance of a combined treatment approach, with family involvement, as contrasted to traditional psychotherapeutic methods is underscored. Long term supportive involvement with the family is also illustrated. Resolution of the mothers' conflicts came about in psychotherapy when they re-experienced their forgetten painful affects from childhood. The authors suggest that the prevention of unwanted and unplanned pregnancies should decrease the high incidence of child abuse.  相似文献   

A portrait of remedial instruction: faculty workload and assessment techniques   总被引：1，自引：0，他引：1  

Patricia Grace Boyer  Bonita K. Butner  Dwyane Smith 《Higher Education》2007,54(4):605-613

Remediation in postsecondary education continues to be an issue that is hotly debated by institutional leaders and state policymakers. The National Center for Education Statistics [The National Center for Education Statistics. (2003). Remedial education at higher education institutions in fall 2000. PEQIS. Washington, D.C.: U.S. Department of Education.] estimates that 98% of public 2-year and 80% of public 4-year institutions offered at least one remedial course. The need for remedial courses is also demonstrated by the growing number of students who enroll each year. Studies that examine students and placement are found in the literature, but few examine the faculty who teach in remedial programs [Boylan, H., Bonham, B. S., Jackson, J., & Saxon, D. P. (1995). Research in Developmental Education, 12(1), 42–52.]. The purpose of this study was to examine faculty who teach remedial courses. In particular, we were interested in faculty workload and the assessment techniques employed by faculty based upon type and level of institution. More specifically, data was analyzed using the NSOPF: 99 database on faculty at 2-year and 4-year institutions as well as faculty at private and public institutions. Some comparisons between faculty teaching remedial courses and nonremedial courses are presented.  相似文献