Invisible Voices: Factors Associated with the Subjective Well-Being of Aging African American Men     

Vanessa Robinson-Dooley  Jennifer Wade-Berg 《Educational gerontology》2015,41(3):167-181

  相似文献   

Anti-racism activism among Black adolescents and emerging adults: Understanding the roles of racism and anticipatory racism-related stress     

Elan C. Hope  Vanessa V. Volpe  Alexis S. Briggs  G. Perusi Benson 《Child development》2022,93(3):717-731

This study examines associations between individual racism, anticipatory racism-related stress, and anti-racism activism among Black adolescents (n = 443; M_age = 15.6; 57.4% female) and emerging adults (n = 447; M_age = 23.8; 77.6% female). The authors tested competing hypotheses about associations between individual racism and anti-racism activism on anticipatory racism-related stress. Findings indicated anticipatory racism-related stress may be both a catalyst and consequence of engagement in anti-racism activism for Black adolescents and emerging adults. Results for each age group varied by type of stress (physiological; psychological) and activism (low-risk; high-risk). Supporting youth engagement in anti-racism activism without increasing anticipatory racism-related stress is a key priority for meaningfully advancing scholarship on the development of anti-racism and pursuit of racial justice.  相似文献   

Structural exclusion through school mathematics: using Bourdieu to understand mathematics as a social practice     

Robyn Jorgensen  Peter Gates  Vanessa Roper 《Educational Studies in Mathematics》2014,85(2):221-239

Research on learner errors in mathematics education is beginning to focus on how teachers can learn to identify and engage with the reasoning behind these errors. Research on professional learning communities is beginning to show that they present powerful opportunities for on-going teacher collaboration and learning. In this paper, I bring the two areas of research together. Drawing on data from one professional learning community in the Data Informed Practice Improvement Project, I show how teachers in this community came to understand key concepts about learner errors and shifted their ways of talking about learner errors. I identify three important shifts that the teachers made in their learning about learner errors: from identifying to interpreting errors; from interpreting to engaging errors; and from focusing on learner errors to focusing on their own knowledge. I argue that these three shifts suggest a deepening of teachers’ thinking in relation to learner errors.  相似文献   

Socialization to interdisciplinarity: faculty and student perspectives     

Susan K. Gardner  Jessica S. Jansujwicz  Karen Hutchins  Brittany Cline  Vanessa Levesque 《Higher Education》2014,67(3):255-271

Socialization has become a common framework through which to understand the doctoral student experience; however, the framework has predominately been used as a lens through which to understand traditional, single-discipline doctoral student experiences. Interdisciplinary doctoral programs are becoming increasingly common in both the United States and elsewhere but relatively little empirical research exists about this distinct experience. Through multiple interviews with 18 doctoral students and their 35 faculty members, we discuss differences in the socialization process for these students in regard to knowledge acquisition, investment, and involvement. Implications for practice and future research are included.  相似文献   

Learning by restorying     

Wayne A. Slabon  Randy L. Richards  Vanessa P. Dennen 《Instructional Science》2014,42(4):505-521

In this paper, we introduce restorying, a pedagogical approach based on social constructivism that employs successive iterations of rewriting and discussing personal, student-generated, domain-relevant stories to promote conceptual application, critical thinking, and ill-structured problem solving skills. Using a naturalistic, qualitative case study design, this study describes and analyzes how restorying promoted learning and transfer for master’s level students in two sections of a conflict management class. Data sources included course documents, course assignments, class observations, interviews, focus groups, and surveys. An inductive analytic approach using constant comparative methods was employed for analyzing qualitative data, and course section assignment performance averages were calculated for analyzing quantitative data. The restorying approach emphasizes learning new content through personal story application and story sharing among course participants. The restorying approach offers a potentially viable alternative for those not satisfied with conventional case studies. Conventional case studies may fall short in providing the desired range or complexity of problem space elements or may embed problems in contexts that are not learner relevant. Moreover, the sustained analysis of a past personal experience may result in deeper internalization of domain content and transfer of learning. While restorying may not be appropriate for some learning contexts, it holds promise for settings that can incorporate the key elements and address the adoption considerations described in this paper. The restorying approach invites one to consider how personal, student-generated, domain-relevant stories may be employed, shared, reflected upon, revised, expanded upon, and redeployed to promote achievement of desired learning outcomes.  相似文献   

Buddhism and Children: Scholars struggle with the story of the Buddha's son     

Vanessa R. Sasson 《Child abuse & neglect》2014

  相似文献   

Examining between‐group and within‐group effects of a peer‐assisted reading strategies intervention          下载免费PDF全文

Vanessa A. Völlinger  Marina Supanc  Joachim C. Brunstein 《Psychology in the schools》2018,55(5):573-589

The present study sought to evaluate the effects of a reading strategy instructional program on the reading competence of third‐grade students. Students were instructed in fluent and strategic reading by trained research assistants in whole class settings and subsequently worked on expository text material together with peers. Their reading competence was assessed continuously: in the baseline phase prior to the intervention (4 times), while the intervention was in place (8 times), and after the end of the intervention (4 times). Additionally, reading competence in the wait list control students was assessed 8 times during the same time period. Accordingly, within‐ and between‐group comparisons of students’ test scores were conducted on the data, with both resulting in significant positive effects on the reading competence of intervention students. This research provides an example of how to strengthen the validity of quasiexperimental intervention research through the addition of design features like multiple measurement points.  相似文献   

Critiquing state and gendered violence in the age of #MeToo     

Ashley Noel Mack 《Quarterly Journal of Speech》2018,104(3):329-344

  相似文献   

Factors influencing the development of elite-level sports officials in Australia: the AFL,ABA and FFA*     

Matthew Mack  Nico Schulenkorf  Andrew Bennie 《Sport in Society》2018,21(9):1240-1257

Previous research into sports officiating at the elite level has primarily focused on factors that impact negatively on sports officials, including experiences of abuse, time pressures and fear of failure. However, factors that have positively influenced the development of elite officials have largely been neglected. This is problematic, as a better knowledge about how elite officials progress to top-tier competitions may improve officiating performance and role satisfaction. This study therefore, aims to identify factors that work positively for individuals who seek to reach elite levels of sport officiating. This is important because it can assist our understanding of how to create a positive environment for the development of young officials, thereby helping with role satisfaction, improved chances of retention and, where appropriate, pathways into career development at the elite level of sport. The context for this study is Australia, with a focus on national competitions in basketball, football (soccer) and Australian Rules football as representative samples for referees and umpires.  相似文献   

Using the Concrete-Representational-Abstract Sequence to Teach Conceptual Understanding of Place Value,Rounding, and Expanded Notation     

Jessica H. Milton  Margaret M. Flores  Vanessa M. Hinton  Caroline Dunn  Craig B. Darch 《Learning disabilities research & practice》2023,38(1):15-25

This study investigated the effects of a place value intervention with third-grade students with learning disabilities. The intervention added content to a research-based intervention using the concrete-representational-abstract (CRA) sequence. The added content reflected current mathematics standards for third grade. Students’ place value understanding was measured using probes in which students had to identify the value of each digit within a three-digit number, round three-digit numbers to the nearest 10 or 100, and write three equations showing an expanded form of a three-digit number. A single-case, multiple-probe-across-students design showed a functional relation between CRA and completion of items requiring place value understanding. Students completed a generalization task by estimating the sum of a given equation.  相似文献