Using web tools, collaborating, and learning online     

Karen L. Murphy  Lauren Cifuentes 《TechTrends》2001,45(1):28-28

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A snapchat story: how black girls develop strategies for critical resistance in school     

Lauren Leigh Kelly 《Learning, Media and Technology》2018,43(4):374-389

ABSTRACT

Drawing from Black, feminist epistemologies as well as theories of critical consciousness, and adolescent digital literacies, this paper analyzes the narratives of 7 Black, female high school students who experience oppressive practices, including racial microaggressions, silencing, harsh discipline, and marginalization within a predominately White school environment. At this juncture in which race, politics, and activism intersect with school, media, and identity, this study discusses how Black, female students resist oppression and use digital and social media as well as other available tools to speak out against injustice and heighten the racial awareness of their school community. This qualitative case study uses individual and focus group interviews to examine the ways in which Black female students develop critical resistance strategies, working individually and collectively within existing structures to fight for their humanity and liberation.  相似文献   

Defining and navigating ‘action’ in a Participatory Action Research project     

Batsheva Guy  Tziporah Feldman  Caroline Cain  Lauren Leesman  Chara Hood 《Educational Action Research》2020,28(1):142-153

ABSTRACT

While the ‘action’ portion of a Participatory Action Research (PAR) project is a crucial component of the process, action tends to be challenging to define, achieve, and measure. The current paper both defines and describes action within the context of a particular PAR collaboration and explores the process and challenges of navigating and implementing action in a PAR project. The specific PAR project detailed in this paper was executed within a higher education setting and involves a group of undergraduate women co-researchers studying their experiences in STEM (Science, Technology, Engineering, and Mathematics) fields.  相似文献   

Sharing art via videoconference
Between Mexico and Texas     

Lauren Cifuentes  Karen L. Murphy 《TechTrends》2000,44(3):52

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Could Elementary Mathematics Textbooks Help Give Attention to Reasons in the Classroom?     

Douglas P. Newton  Lynn D. Newton 《Educational Studies in Mathematics》2007,64(1):69-84

Trainee teachers, new and non-specialist teachers of elementary mathematics have a tendency to avoid thought about reasons in mathematics. Instead, they tend to favour the development of computational skill through the rote application of procedures, routines and algorithms. Could elementary mathematics textbooks serve as models of practice and support the professional development of these teachers? Eighteen such textbooks for use by 7 to 11-year-old children in England were examined for their potential to help teachers attend to reasons. It was found that they were unlikely to point teachers towards reasons for patterns and procedures. Although some had the potential to help in introducing and structuring a lesson, they were unlikely to induce the teacher to address matters of understanding in their discourse. Their implicit message tended to be that mathematics education is about computational skill development through routines, algorithms and practice.  相似文献   

Pell Grants as Performance-Based Scholarships? An Examination of Satisfactory Academic Progress Requirements in the Nation’s Largest Need-Based Aid Program     

Lauren Schudde  Judith Scott-Clayton 《Research in higher education》2016,57(8):943-967

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Pre-service teachers’ conceptions of creativity in elementary school English     

Lynn Newton  Sue Beverton 《Thinking Skills and Creativity》2012,7(3):165-176

Widely thought to be something worth encouraging in young learners, creativity has popularly been associated more with music and art than with other areas of the curriculum. There have been many studies of creativity but few that focus explicitly on what counts as creative thinking in specific subject areas. The aim of the research reported here was to determine pre-service teachers’ conceptions of creativity within the curriculum for English. The study involved analyses of primary school trainee teachers’ responses to questionnaires and follow-up focus group discussion to identify their conceptions. A group of 48 trainees in the final year of an undergraduate degree in primary education leading to qualified teacher status in England completed the questionnaire. Of these, eight volunteered to participate in a follow-up focus group discussion to further explore ideas. Responses were analysed quantitatively and qualitatively. Conceptions of creativity in English were found to be limited, focused mainly on naïve views of story writing and dramatic activity. Responses indicated that they were often unable to distinguish clearly between the concept of creativity, an example of its occurrence in the classroom, and what feature of that example made it creative. Consequently, their limited constructions of creativity were confused. It is important that teachers in schools as well as those responsible for training teachers in universities are advised that trainees’ conceptions of creativity in English may be inadequate in several respects and that they may not recognise opportunities for creativity. Pre-service training programmes could well benefit from structured courses on the forms and applications of creativity.  相似文献   

Parental support of numeracy during a cooking activity with four-year-olds     

Maureen Vandermaas-Peeler  Erin Boomgarden  Lauren Finn  Caroline Pittard 《International Journal of Early Years Education》2012,20(1):78-93

While research demonstrates the importance of numeracy-related activities performed at home for young children's mathematics achievement, few studies involve observational studies of the processes which support children's mathematical learning at home. On this premise, this study reports evidence from numeracy-related interactions between parents and their four-year-old child during cookery sessions at home. Numeracy group parents who received instructions to incorporate additional mathematics into the activity provided significantly more numeracy guidance and also created more opportunities for their children to practice advanced mathematics. Comparison group parents provided enough numeracy guidance to complete the recipe but rarely provided extensive or advanced numeracy guidance. Children in the numeracy group generated significantly more correct math responses during the activity than comparison group children, though there were no significant differences on the post-test. The findings suggest the need to raise parental awareness of opportunities to support and encourage mathematics in activities at home.  相似文献   

Number of childhood abuse perpetrators and the occurrence of depressive episodes in adulthood     

Liu RT  Jager-Hyman S  Wagner CA  Alloy LB  Gibb BE 《Child abuse & neglect》2012,36(4):323-332

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Does Dampened Physiological Reactivity Protect Youth in Aggressive Family Environments?     

Saxbe DE  Margolin G  Spies Shapiro LA  Baucom BR 《Child development》2012,83(3):821-830

Is an attenuated physiological response to family conflict, seen in some youth exposed to early adversity, protective or problematic? A longitudinal study including 54 youth (average age 15.2 years) found that those with higher cumulative family aggression exposure showed lower cortisol output during a laboratory‐based conflict discussion with their parents, and were less likely to show the normative pattern of increased cortisol reactivity to a discussion they rated as more conflictual. Family aggression interacted with cortisol reactivity in predicting youth adjustment: Adolescents from more aggressive homes who were also more reactive to the discussion reported more posttraumatic stress symptoms and more antisocial behavior. These results suggest that attenuated reactivity may protect youth from the negative consequences associated with aggressive family environments.  相似文献