Educational leadership and social activism: a call for action   总被引：1，自引：1，他引：0  

Lauren P. Hoffman 《Journal of educational administration and history》2009,41(4):391-410

The purpose of this article is to argue for a social activist stance in educational leadership that fundamentally addresses social change and human emancipation. This call for social activism is framed within neoliberal, neoconservative, and authoritarian populist discourses in the USA, which to social justice educators and leaders had devastating effects on education. Empirical data from an activist high school principal, activist university professor, and activist priest reflects their development of political clarity, political capacity, political collaboration, and an ethic of risk. It is suggested that the work of socially active educational leaders needs to be broadened to include such things as public policy advocacy, networking, organising, community development, and scholarship. Finally, the article concludes with a variety of ways educational leaders can demonstrate their social, moral, and political activism as they challenge the status quo, fight for social justice, and come to understand the politicised notion of leadership.  相似文献   

<Emphasis Type="Italic">The BFG</Emphasis> and the Spaghetti Book Club: A Case Study of Children as Critics     

A. Robin Hoffman 《Children‘s Literature in Education》2010,41(3):234-250

  相似文献   

Historical Analysis of Participation in 161 km Ultramarathons in North America     

Martin D. Hoffman  June C. Ong  Gary Wang 《国际体育史杂志》2013,30(11):1877-1891

Participation trends in 100 m (161 km) ultramarathon running competitions in North America were examined from race results from 1977 through 2008. A total of 32, 352 finishes accounted for by 9815 unique individuals were identified. The annual number of races and number of finishes increased exponentially over the study period. This growth in number of finishes occurred through a combination of (1) an increase in participation among runners ≥40 years of age from less than 40% of the finishes prior to the mid-1980s to 65–70% of the finishes since 1996, (2) a growth (p < 0.0001) in participation among women from virtually none in the late 1970s to nearly 20% since 2004, and (3) an increase in the average annual number of races completed by each individual to 1.3. While there has been considerable growth in participation, the 161 km ultramarathon continues to attract a relatively small number of participants compared with running races of shorter distances.  相似文献   

The link between text difficulty,reading speed and exploration of printed text during shared book reading     

Annie Roy-Charland  Melanie Perron  Krystle-Lee Turgeon  Nichola Hoffman  Justin A. Chamberland 《Reading and writing》2016,29(4):731-743

In the current study the reading speed of the narration and the difficulty of the text was manipulated and links were explored with children’s attention to the printed text in shared book reading. Thirty-nine children (24 grade 1 and 15 grade 2) were presented easy and difficult books at slow (syllable by syllable) or fast (adult reading speed) pace while their eye movements were monitored. Results revealed an interaction between speed and difficulty. For the easy and difficult books, children spent more time and made more fixations on the printed text when it was presented at slow speed than at fast speed. However, at fast speed, children spend more time and made more fixations on the text of the easy rather than the difficult books, but at slow speed no difference was observed. In addition, at slow speed positive correlations were observed between attention to print and letter knowledge and word reading skills. Results provide important information for the practice of shared book reading suggesting that to increase attention to print, speed should be reduced. Future research should investigate the role of reading speed on reading related outcomes such as discourse comprehension and children’s interest in reading activities.  相似文献   

The nature of middle school learners' science content understandings with the use of on‐line resources     

Joseph L. Hoffman  Hsin‐Kai Wu  Joseph S. Krajcik  Elliot Soloway 《科学教学研究杂志》2003,40(3):323-346

  相似文献   

Predicting infant outcome in families of employed and nonemployed mothers     

Marsha Weinraub  Elizabeth Jaeger  Lois Hoffman 《Early childhood research quarterly》1988,3(4)

Differences in infant outcome, predictor variables, and their relationships were explored as a function of maternal employment. Thirty 18-month-olds and their mothers were studied. Child intelligence, attachment security, and dependency were measured, as well as frequency of stressful events in the mother's life, quality of the parents' marital relationship, frequency of the mother's social contacts, and extent of the mother's emotional and parenting supports. Also included were the mother's ability to cope; satisfaction with emotional, parenting, and child care supports; and role satisfaction. For children of employed mothers, attachment and dependency were negatively correlated; securely attached children showed less dependency behavior. For employed mothers, satisfaction with child care and frequent social contacts predicted secure child attachment. Satisfaction with child care, role satisfaction, and ability to cope were strongly interrelated. For nonemployed mothers, maternal coping predicted attachment security, while frequent social contacts predicted greater child dependency. Predictors of child outcome were highly interrelated for nonemployed mothers, with satisfaction with emotional supports playing a pivotal role. These differences suggest that different models to predict infant outcome in employed and nonemployed mother families may be appropriate.  相似文献   

Effects of atypical patterns of fetal growth on newborn (NBAS) behavior   总被引：2，自引：0，他引：2  

B M Lester  C Garcia-Coll  M Valcarcel  J Hoffman  T B Brazelton 《Child development》1986,57(1):11-19

Newborn infants who showed anthropometric signs of atypical patterns of fetal growth were compared with infants of appropriate growth on the Neonatal Behavioral Assessment Scale (NBAS) and on recently developed supplementary items. The sample consisted of lower-socioeconomic-status families in San Juan, Puerto Rico, and included teenage and older mothers. Infants with atypical patterns of fetal growth showed lower scores than did infants of appropriate growth on the NBAS orientation, motor, and reflex clusters and on 15 of the 18 supplementary scores. Gestational age was covaried and showed independent effects on 6 items. Differential effects on measures of state and autonomic function were also found when the effects of the ponderal index were held constant. The results suggested that neonatal behavior is related to multiple indices of fetal growth patterns that may indicate early versus late nutritional insult. Supplementary NBAS items do not improve the discriminability of the NBAS but may help explain the basis for observed group differences.  相似文献   

Connecting Urban Youth with their Environment: The Impact of an Urban Ecology Course on Student Content Knowledge, Environmental Attitudes and Responsible Behaviors     

Erin A. Hashimoto-Martell  Katherine L. McNeill  Emily M. Hoffman 《Research in Science Education》2012,42(5):1007-1026

This study explores the impact of an urban ecology program on participating middle school students?? understanding of science and pro-environmental attitudes and behaviors. We gathered pre and post survey data from four classes and found significant gains in scientific knowledge, but no significant changes in student beliefs regarding the environment. We interviewed 12 students to better understand their beliefs. Although student responses showed they had learned discrete content knowledge, they lacked any ecological understanding of the environment and had mixed perceptions of the course??s relevance in their lives. Students reported doing pro-environmental behaviors, but overwhelmingly contributed such actions to influences other than the urban ecology course. Analyses indicated a disconnect between the course, the environment, and the impact on the students?? lives. Consequently, this suggests the importance of recognizing the implications of context, culture, and identity development of urban youth. Perhaps by providing explicit connections and skills in urban environmental programs through engaging students in environmental scientific investigations that stem from their own issues and questions can increase student engagement, motivation, and self-efficacy of environmental issues.  相似文献   

The longitudinal association of childhood school engagement with adult educational and occupational achievement: findings from an Australian national study          下载免费PDF全文

Joan Abbott‐Chapman  Kara Martin  Nadia Ollington  Alison Venn  Terry Dwyer  Seana Gall 《British Educational Research Journal》2014,40(1):102-120

The research investigated the association between school engagement and adult education and occupation outcomes, within the context of a 1985 Australian longitudinal national cohort study of the factors affecting children's long‐term health and well‐being. School engagement may be more modifiable than other factors related to academic success, such as academic attainment, which is influenced by family background. A School Engagement Index was constructed using questionnaire items on school enjoyment and boredom. Related school engagement items included learner self‐concept, motivation to learn, sense of belonging, participation in school or extra‐mural activities, and enjoyment of physical activity. In 2004–2006, participants (aged 26 to 30 years) reported their highest level of education achieved and current occupation. Potential covariates included age, sex, markers of socio‐economic status in childhood, personality and school‐level variables (i.e., number of students, single sex versus co‐education; government, private or independent). Logistic regression was used to estimate the odds of achieving post‐compulsory school education and achieving higher status occupations. Findings revealed that each unit of school engagement was independently associated with a 10% higher odds (OR 1.10 95% CI 1.01,1.21) of achieving a post‐compulsory school education. Maternal education, self‐concept as a learner, motivation to learn, all also significantly predicted achieving post‐compulsory school education. School engagement was found to mediate the association between the personality characteristic of agreeableness and education outcomes. Higher school engagement was also independently associated with achieving higher status occupations 20 years later (OR 1.11 95% CI 1.03, 1.20). Importantly, this was independent of a host of background factors.  相似文献   

Response to Barbara Tillett,Re: “Meeting Users’ Needs in Cataloging: What is the Right Thing to Do?”     

Gretchen L. Hoffman 《Cataloging & classification quarterly》2013,51(4):346-347

  相似文献