Gendered Relationships on Television: Portrayals of Same-Sex and Heterosexual Couples     

Adrienne Holz Ivory  Rhonda Gibson  James D. Ivory 《Mass Communication and Society》2013,16(2):170-192

Although intimate heterosexual couples often exhibit power imbalances in gender role behaviors, with one partner more dominant and the other more submissive, it is unclear whether the same is true for homosexual relationships. Anecdotal evidence, however, suggests that television portrays both heterosexual and homosexual couples as gendered. This content analysis of intimate relationships on television examined whether heterosexual and homosexual couples are portrayed as gendered, finding evidence of gendering for both homosexual couples and heterosexual couples. Possible implications of these gendered portrayals for viewers' perceptions and behaviors include cultivation of negative stereotypes and modeling of gender-typed behaviors.  相似文献   

Exploring the educational aspirations–expectations gap in eighth grade students: implications for educational interventions and school reform     

Chris Michael Kirk  Rhonda K. Lewis  Angela Scott  Denise Wren  Corinne Nilsen  Deltha Q. Colvin 《Educational studies》2012,38(5):507-519

Over the past three decades, more and more students are expressing a desire to attend college, yet for many members of disenfranchised groups, this goal is often not attained. While many factors contribute to these disparities, research has shown that students begin adjusting their expectations (what they think they can achieve) for the future in relation to their idealised aspirations (what they would like to achieve). The current study explores this gap among 207 eighth grade students from two urban middle schools. Using the School Attitude Assessment Survey-Revised, three factors were found to predict expectations which matched student aspirations. These factors were academic motivation and self-regulating behaviours, academic self-perception and attitudes towards teachers. Implications for educational interventions and school reform are discussed.  相似文献   

The trickster figure in African-American teaching: Pre- and postdesegregation     

Rhonda Baynes Jeffries 《The Urban Review》1994,26(4):289-304

This paper explores African-American cultural performance as it exists in education. It focuses on the trickster performance and reveals this community tradition in action through research conducted with African-American educators at two urban schools in the South. The goal of the research is to increase the recognition and use of cultural performance in schools and to create an enhanced learning environment.  相似文献   

Multicultural school psychology training: An examination of students’ self‐reported course outcomes          下载免费PDF全文

Desireé Vega  Rhonda Tabbah  Michele Monserrate 《Psychology in the schools》2018,55(5):449-463

This mixed methods study examined the outcomes of a multicultural course on school psychology students’ feelings of empathy and sensitivity toward members of different racial and ethnic groups. It also investigated students’ perceptions of how the course would influence their future practice as school psychologists. Ethnic identity awareness was explored across ethnic groups and in relation to students’ feelings of empathy and sensitivity toward members of different racial and ethnic groups. Results showed differences in ethnic identity awareness between White and non‐White participants, significant increases in areas of feelings of empathy and sensitivity at posttest, and significant positive correlations between measures of ethnic identity awareness and feelings of empathy and sensitivity. Additionally, a content analysis of the participants’ reflection papers highlighted three key themes: (1) importance of a safe learning environment, (2) increased social awareness, and (3) putting theory into practice. Implications for school psychology training programs to prepare culturally competent practitioners will be discussed as well as limitations and future directions for research.  相似文献   

Exploring Out-of-School Play and Educational Readiness     

Rhonda Peterson Dealey  Mark H. Stone 《Early Childhood Education Journal》2018,46(2):201-208

Play researchers and theorists have cautioned that children’s early play is changing in a manner that is detrimental to their development. Meanwhile U.S. governmental pressures and increasingly higher standards for education are changing the landscape of kindergarten and early learning. This study investigates the relationship between children’s out-of-school play and their educational readiness. Parents of kindergarten students in a suburban Midwestern school district completed the Child Play Survey on time their children spent in out-of-school play. Kindergarten teachers rated students on three domains of readiness using the newly devised Illinois Kindergarten Individual Development Survey (KIDS 2015): Attention to Learning—Self-Regulation (ATL-REG); Social and Emotional Development (SED); and Language and Literacy Development (LLD). Correlational and regression analyses suggest that time in out-of-school play is not positively associated to teacher ratings of academic and behavioral performance in kindergarten. Rather, increased time in outdoor play on school days and non-school days resulted in lower scores on all three readiness domains. Time in outdoor play was correlated to free-reduced lunch eligibility, the socioeconomic measure utilized in the study. Parent education level, income level, attendance at 3-year-old preschool and daycare attendance were found to positively influence readiness measures. Implications for future research are presented.  相似文献   

Examining Drivers of Course Performance: An Exploratory Examination of an Introductory CIS Applications Course     

Rhonda A. Syler  Casey G. Cegielski  Sharon L. Oswald  R. Kelly Rainer  Jr. 《Decision Sciences Journal of Innovative Education》2006,4(1):51-65

The accelerating diffusion of broadband Internet access provides many opportunities for the development of pedagogically robust Web‐based instruction (WBI). While the supporting technology infrastructure of broadband disseminates, the attention of academic researchers focuses upon issues such as the drivers of student usage of WBI. Specifically, the research presented herein examined the impact of WBI on a student's aggregate course performance. We hypothesized that learning independence (LI) is a determinate factor in a student's use of WBI. In this study, we employed structural equation modeling techniques to examine the data and assess the direct and indirect effects of LI on WBI usage. The subjects, students in an introductory Computer Information Systems applications course, used a Web‐based tutorial program for skills instruction. The findings of this study suggest that WBI usage has a significant impact on a student's course performance. Despite its plausibility, the effect of LI on WBI usage was not significant. However, we did conclude that two of the second order factors of the LI construct have a direct effect on a student's performance in the course.  相似文献   

The River of Learning: building relationships in a university,school and community Indigenous widening participation collaboration     

Gail Whiteford  John Hunter  Rhonda Pitson  Deborah Breckenridge  Yaegl Elders 《高等教育研究与发展》2017,36(7):1490-1502

In this article, findings of a qualitative study of an Indigenous widening participation program are presented. The program, River of Learning, has been in existence since 2010 and represents a powerful collaboration between a rural high school in New South Wales (NSW) Australia, a metropolitan university, Indigenous Elders and non-Indigenous community members. An analysis of the narrative data generated through individual and group interviews with stakeholders provided findings with respect to the program including how it has contributed to the building and strengthening of university and community relationships and how important the interaction with Indigenous Elders and school and university staff is in development of confidence to engage in higher education in the Indigenous students. These findings are discussed and the article concludes with reflections on the learnings generated through such university, school and community collaborations and what these may mean in ensuring greater Indigenous representation in higher education in Australia in the future.  相似文献   

Understanding Conceptual Change and Science Learning through Educational Neuroscience     

Ashley R. Vaughn  Rhonda D. Brown  Marcus L. Johnson 《Mind, Brain, and Education》2020,14(2):82-93

Although the field of educational neuroscience has grown in recent years, little research has been conducted on conceptual change and science learning through an educational neuroscience framework. Educational neuroscience is frequently used to study processes of language and mathematics cognition, but is not extensively applied to conceptual change and science learning. This review integrates insights from extant conceptual change educational neuroscience studies to inform the fields of educational psychology and science education. These new insights shed light on the persistence of misconceptions and the roles of error detection, inhibition, executive function, and memory in conceptual change. Future directions for the study of conceptual change and educational neuroscience are discussed.  相似文献   

Abilities and affordances: factors influencing successful child–tablet communication     

Adam K. Dubé  Rhonda N. McEwen 《Educational technology research and development : ETR & D》2017,65(4):889-908

Using Luhmann’s communication theory and affordance theories, we develop a framework to examine how kindergarten-grade 2 students interact with tablet computers. We assessed whether cognitive ability and device configuration influence how successfully children use tablet computers. We found that children’s limited ability to direct their cognitive resources affects child–tablet communication (i.e., sending and receiving information to and from the device). While it may appear that children simply know how to use this technology, they are actually engaged in a systematic assessment of the device governed by their level of attentional maturity. Interestingly, tablet computers designed for adults result in a higher frequency of successful communication but prolonged communication was most likely to take place on child-focused tablet computers. It seems that communication success and user engagement are independent.  相似文献   

MULTIMEDIA PEDAGOGY AND MULTICULTURAL EDUCATION FOR THE NEW MILLENNIUM     

Rhonda Hammer  Douglas Kellner 《Religious education (Chicago, Ill.)》2013,108(4):474-489

New technologies provide tools to reconstruct education as we begin a new millennium. In particular, multimedia technologies, like CD‐ROMs and Web sites, produce new resources and material for expanding education. In examining the Shoah Project—which documents the experiences of survivors of the Holocaust—we demonstrate how it provides important tools for historical and religious education, as well as making the reality of the Holocaust vivid and compelling in the contemporary moment. In this context we discuss how multimedia can provide an important supplement to multicultural education, bringing the experiences of marginal and oppressed groups to the mainstream. Yet we also argue that effective multimedia education requires historical contextualization, the skills of media literacy, and engaging pedagogical presentation in the classroom to make it effective as a supplement to traditional classroom and print‐based education. We show how educational technologies, such as those produced by the Shoah Foundation and the UCLA Film and Television Archives, can help reconstruct education for the twenty‐first century.  相似文献