Healing Images and Narratives: Undocumented Chicana/Latina Pedagogies of Resistance     

Lindsay Pérez Huber 《Journal of Latinos & Education》2017,16(4):374-389

This article draws from a longitudinal study of 38 in-depth testimonio interviews with 10 undocumented Chicanas/Latinas from 2008 to 2014, first as college students and then as professionals. A Chicana feminist theoretical perspective in education was utilized to explore how undocumented Chicana/Latina ways of knowing emerged in the ways they worked with and for immigrant communities as professionals. The study found that participants drew from their multiple identities, social locations, and life experiences as undocumented Chicana/Latina women to engage in pedagogies of resistance—everyday forms of teaching and learning that challenge the subjugation of undocumented communities, and are shaped by personal and collective experiences, knowledge, and identities. The study found that participants utilized mestiza consciousness, convivencia, and bodymindspirit to employ these pedagogies of resistance in their professional work with and for immigrant communities.  相似文献   

Teaching Evidence-Based Practice in the Hospital and the Library: Two Different Groups,One Course     

Lindsay Blake  Darra Ballance 《Medical reference services quarterly》2013,32(1):100-110

Key roles in teaching evidence-based practice (EBP) are of interest to many hospital and academic librarians. This article describes how three academic librarians, in collaboration with the academic medical center's EBP Nursing Council, developed a seminar consisting of three credit hours of instruction in the basics of evidence-based practice. The seminar consists of three core elements: basic principles of EBP and finding literature, clinical experience and integration of knowledge into the hospital setting, and patient education and participation. Emphasis is placed upon analysis of the literature, institutional models of practice change, and the importance of patient roles in guideline development.  相似文献   

The Effect of Television Viewing on Adolescents' Civic Participation: Political Efficacy as a Mediating Mechanism     

Lindsay H. Hoffman Ph.D.  Tiffany L. Thomson Ph.D. 《广播与电子媒介杂志》2013,57(1):3-21

Pundits, parents, and scholars express concern about youth attention to late-night political comedy shows, such as The Daily Show, suggesting that such viewing is deleterious for an active, efficacious citizenry. Yet as civic participation declines among adults, it appears to be growing among adolescents. This study assessed the effects of television viewing on high school students' civic participation. Results demonstrate that viewing late-night TV and local TV news had a positive, significant effect on civic participation, and this relationship was mediated by political efficacy. Implications for the study of late-night TV and applications to research on political socialization are discussed.  相似文献   

Fine motor skills and executive function both contribute to kindergarten achievement   总被引：1，自引：0，他引：1  

Cameron CE  Brock LL  Murrah WM  Bell LH  Worzalla SL  Grissmer D  Morrison FJ 《Child development》2012,83(4):1229-1244

This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on 6 standardized assessments in a sample of middle-socioeconomic status kindergarteners. Three- and 4-year-olds' (n=213) fine and gross motor skills were assessed in a home visit before kindergarten, EF was measured at fall of kindergarten, and Woodcock-Johnson III Tests of Academic Achievement were administered at fall and spring. Correlations indicated that EF and fine motor skills appeared distinct. Further, controlling for background variables, higher levels of both EF and fine motor skills, specifically design copy, predicted higher achievement on multiple subtests at kindergarten entry, as well as improvement from fall to spring. Implications for research on school readiness are discussed.  相似文献   

Exploring time-lapse photography as a means for qualitative data collection     

Lindsay Persohn 《International journal of qualitative studies in education》2013,26(5):501-513

Collecting information via time-lapse photography is nothing new. Scientists and artists have been using this kind of data since the late 1800s. However, my research and experiments with time-lapse have shown that great potential may lie in its application to educational and social scientific research methods. This article is part history, part research method, and part methodology. As I uncover the science and art of time-lapse and sort through theory and practice from a number of fields, I share these findings, collect my own time-lapse data, and pose new queries into the use of time-lapse data collection for qualitative and social research.  相似文献   

Children with Specific Speech and Language Difficulties—the teachers' perspective   总被引：2，自引：0，他引：2  

Julie E. Dockrell  Geoff Lindsay 《牛津教育评论》2013,39(3):369-394

Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers' views about the children's problems and educational needs. This paper reports the findings of a two-stage project in two local education authorities investigating the characteristics and needs of children with specific speech and language difficulties (SSLD). Teachers, educational psychologists, and speech and language therapists in two local education authorities identified 133 eight year-old children who experienced primary difficulties with speech and language. Fifty-nine children and a subsample of 10 children of the same age who attended specialist regional schools participated in further investigations. Each of the children was assessed using a battery of instruments covering language, basic attainments and self- esteem. In addition, their teachers completed behaviour rating scales and an individual interview. The teachers comprised those working in specialist provisions, but also those in mainstream schools. In this paper data derived from the interviews with the teachers, supplemented by information from the assessments of the children's skills, will be reported. The teachers faced three challenges: the additional difficulties experienced by the children, their own knowledge gaps, and the barriers to meeting the children's needs. The implications of the results for inclusive education are addressed.  相似文献   

Education,employment and school religious denomination in Scotland in the 1950s     

Lindsay Paterson  Catherine Calvin  Ian J. Deary 《牛津教育评论》2013,39(1):26-46

Newly available survey data allow the investigation of the educational and employment opportunities open to Roman Catholics in Scotland in the mid-20th century. Previous research has shown that Catholic disadvantage in education and the labour market in the early 20th century had weakened or vanished by the end of the century, and that the main change in that respect had come with the advent of comprehensive secondary schooling in the 1960s. However, the extension of Catholic secondary schooling started in the 1920s. The data used here allow an investigation of whether the Catholic disadvantage was mitigated by these earlier reforms, and thus allow an assessment of whether a selective school system was able to overcome an important dimension of social disadvantage. The data come from a cohort study of a representative sample of people born in 1936 (first surveyed in 1947 and followed up annually to 1963). Evidence is available on social background, on cognitive ability measured at age 11, on secondary school courses, on educational achievement after leaving school, and on social-class status at age 27. The conclusions are that the continued social disadvantage of Catholics was not due to any aspect of the school education which they had received.  相似文献   

Low-cost method of removing periodical duplicates using a collection growth formula at a medium-sized academic library     

Ronadin Carey  Lindsay Simonsen  Bryan S. Vogh 《Library Collections, Acquisitions, and Technical Services》2009,33(4):119-122

The authors detail a low-cost, two-phased formula-based approach to bound periodical weeding at a medium-sized academic library with the goal of opening space for five years' growth, while still meeting user needs. Phase I included weeding bound titles with overlapping microfilm holdings. Phase II used the following criteria to determine which titles to discard: (1) four or fewer items, (2) availability in the University of Wisconsin System, (3) usage statistics and online access, (4) department consultation. This article summarizes the design, implementation, and successful results of the project.  相似文献   

Undergraduate Social Work Students’ Perceptions of a Team-Based Learning Approach to Exploring Adult Development     

Karen Watkins  Terri Lewinson  Brittany Garner  Larance D. Carter  Lindsay Greenwald 《Journal of Teaching in Social Work》2018,38(2):214-234

ABSTRACT

Social work educators are challenged to adopt innovative instructional methods and pedagogies to prepare students to meet the contemporary needs of diverse client populations. A team-based learning (TBL) approach is a pedagogical strategy that utilizes cooperative and collaborative learning principles to inspire academic, professional, and interpersonal growth for students. This study explores perspectives of 93 undergraduate social work students regarding the benefits and challenges of using a TBL approach to research adult development. Despite identifying several benefits of this method, including in-depth learning and enhanced relationships, students also experienced significant challenges to working in teams.  相似文献   

The experience of school in Scotland, 1970s to 1990s     

Lindsay Paterson 《British Educational Research Journal》2020,46(6):1171-1192

Reforms to secondary schooling in the 20th century are most commonly discussed in relation to structures—the extension of secondary education to all students in the first half of the century, and the ending of selection into different kinds of school after the 1960s. Yet reformers also sought to give students a more satisfactory experience of school. Understanding statistically the changing experience which students had of secondary school following the reforms of the 1960s requires a lengthy time series of survey data collected contemporaneously and the capacity to link that information to evidence on attainment and on demographic factors such as sex and socio-economic status. Data from a unique series of such surveys in Scotland is used to investigate whether secondary schools became more humane in this period, whether students were more engaged with their schooling, and whether they thought that schools prepared them for life after they left. The conclusions are that the long-term aspirations of reformers to make schooling more satisfactory for students were broadly achieved. There were indeed improvements of experience and sentiment of these kinds, and they extended to students at all levels of attainment, to both sexes, and to all levels of socio-economic status.  相似文献