Examining the World Around Us: Critical Media Literacy in Teacher Education     

Jamie Patrice Joanou 《Multicultural Perspectives》2017,19(1):40-46

This article presents findings from action research conducted in a graduate level course with practicing K–12 educators. In this article, I consider the usefulness of critical media literacy in the graduate classroom as I engaged students in discussions about multicultural issues including race, class, gender, sexuality, and ability. Through an examination of student presentations and field notes collected over the course of the semester, I found the graduate student participants were typically quite savvy at evaluating the messages they receive from media. Further, I found the incorporation of popular media into the classroom helped students grapple with typically foreign and often theoretically dense concepts like unconscious racism and heteronormativity, as well as theories like critical race theory, intersectionality, and queer theory. The graduate student participants were able to see deep connections between text/theory and media and often used various media to illustrate theory in quite complex ways. Lastly, engaging with texts of everyday life and using visual representations helped students interrogate the concepts explored in the course and provided students access to theory otherwise regarded as inaccessible.  相似文献   

Communicative Reconstruction of Resilience Labor: Identity/Identification in Disaster-Relief Workers     

Vinita Agarwal  Patrice M. Buzzanell 《Journal of Applied Communication Research》2013,41(4):408-428

Drawing from the structurational theory of identification [Scott, Corman, & Cheney, 1998] and resilience theory [Buzzanell, 2010], our inquiry provides insight into the sustainability of disaster-relief worker involvement and the discursive processes whereby workers overcome emotional and physical challenges to create resilience labor. Analyzing 23 semi-structured interviews with disaster-relief workers of a non-profit organization, we define resilience labor as the dual-layered process of reintegrating transformative identities and identifications to sustain and construct ongoing organizational involvement and resilience. The identification frames align with familial, ideological, and destruction–renewal network ties that empower individuals to construct their identities in transformative ways. The frames can guide non-profit managers and volunteers working in extreme contexts characterized by societal conflicts or disruption to sustain themselves as they construct resilience labor.  相似文献   

Web site accessibility: what logo will we use today?     

Neil Witt  Anne McDermott 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(1):45-56

The Special Educational Needs and Disability Act has amended the Disability Discrimination Act and requires that students with a disability not be discriminated against or substantially disadvantaged by establishments of further and higher education. Academic web site developers must take steps to ensure that their sites fulfil this requirement, and guidance on compliance is provided by the World Wide Web Consortium (W3C) Web Accessibility Initiative's (WAI) Web Content Accessibility Guidelines, which offer three levels for assessing accessibility. Tools which give developers feedback on their site are available, but following their recommendations alone will not guarantee SENDA compliance. An audit of UK academic web sites has shown discrepancies between the level of compliance that sites are claiming and that which has been achieved. This would seem to demonstrate that there is a misunderstanding of the requirements necessary to create accessible web sites. This problem is exacerbated by the academic sector's widespread reliance on software accessibility tools, the use of which tends to lead developers to rely on the tools’ quantitative approach when what is required is the inclusion and development of a more qualitative view which prioritises inclusive design from the outset.  相似文献   

Mexican-Origin Adolescent Mothers’ Economic Contexts,Educational Re-Engagement,and Their Children’s School Readiness     

Elana R. McDermott  Laudan B. Jahromi  Adriana J. Umaña-Taylor  Stefanie Martinez-Fuentes  Shandra M. Jones  Kimberly A. Updegraff 《Child development》2021,92(4):e513-e530

Drawing on data from a longitudinal study of 204 Mexican-origin adolescent mothers, their mother figures, and their children, the current investigation examined (a) adolescent mothers’ educational re-engagement and attainment beginning during their pregnancy and ending when their child was 5 years old; and (b) the influence of the family economic context on adolescent mothers’ educational re-engagement and attainment and their children’s academic and social-emotional outcomes. Findings detailed adolescent mothers’ re-engagement in school after the birth of their child and revealed that family income during adolescents’ pregnancies was directly associated with re-engagement and attainment, and also initiated cascade effects that shaped adolescents’ economic contexts, their subsequent re-engagement and attainment, and ultimately their children’s academic and social-emotional outcomes at age 5.  相似文献   

正确的一步   总被引：1，自引：0，他引：1  

Annie  McDermott  张勇 《海外英语》2004,(11):17-18

Betty rubbed her hands together,careful not toput too much pressure on her red,chappedknuckles.Her fingers were numb with cold,aswere her feet,but she couldn’t bend over toreach them.Craning her neck over the bedsidefrom which her legs dangled,Betty inspected her feetfrom her seated position.Her left foot pointed harshlyinward,the big toe angled at nearly forty—five degrees.Grimacing,she scanned the floor for her new slippers,noting the digital clock on her dresser.Eleven-thirty,she thought.Another early morning.Yawning,shewondered if sometimes the fatigue wasn’t worse than thepain.  相似文献   

Soldiers Working Internationally: Impacts of Masculinity,Military Culture,and Operational Stress on Cross-cultural Adaptation     

Patrice A. Keats 《International journal for the advancement of counseling》2010,32(4):290-303

This paper explores the ramifications of masculinized military culture and operational stress on cross-cultural adaptation. The author examines how characteristics of military culture may obstruct effective cross-cultural adaptation by promoting a hypermasculinity that tends to oppose effective management of trauma, and thereby suppresses skills of social interaction (e.g., adaptive emotional resilience, behavioral flexibility) that could assist military members with cross-cultural interactions. Because these cultural aspects may tend to exacerbate difficulties members have when transitioning between cultures and dealing with trauma effects, possible approaches in counseling intervention to mitigate these effects are discussed.  相似文献   

What we talk about when we talk about education: the private and public educational talk of teachers in schools     

Kevin McDermott  Fiona Richardson 《Irish Educational Studies》2013,32(1):31-39

One of the central challenges for a school is the creation of a public discourse which expresses the shared purpose of the school community, without losing the multiple and different voices within the teaching staff. In this article we report on the generative potential of educational conversation, when it is structured around questions which allow teachers to reflect on their best teaching selves in past practice and to project those selves into future situations. We suggest that within the staff, the public relating of teaching narratives, and the reflective conversation to which they give rise, constitutes a public and collective form of enquiry into teaching and learning. We argue that reflective conversation is dependent upon critical listening, where the listener is open to what is being said, but is also prepared to ask questions that open up the topic of teaching and learning in ways that are revelatory for both speaker and listener.  相似文献   

Comparative functions of preschool learning style and IQ in predicting future academic performance     

Paul A. McDermott 《Contemporary educational psychology》1984,9(1):38-47

Early assessment programs frequently rely on intelligence tests for making predictions regarding children's future school performance. Unfortunately, IQ scores provide little information to those who must develop educational interventions tailored to the unique ways in which children respond to learning situations. Alternatively, measures of children's learning style focus on distinct patterns of learning-related behavior manifested in classroom settings. Each dimension of learning style is composed of observable skills that are potentially teachable or alterable through available instructional procedures. In order to examine the relative contributions of learning style dimensions, IQ, and their interactions to the prediction of subsequent performance, 100 kindergarten children were evaluated by teachers using the Study of Children's Learning Styles scale and were administered the Kuhlmann-Anderson Intelligence Test. Fifteen months later the children's first-grade achievement was determined through standardized tests and teacher-assigned grades in reading, language, and mathematics. Relationships between the predictor and criterion variables were studied through patterns of bivariate correlations, canonical variate loadings, and standardized regression weights. Although IQ was found the better predictor, learning styles accounted for appreciable and statistically significant proportions of the variability in later achievement. The learning style dimensions functioned differentially across areas of achievement to enhance overall prediction either by complementing or interacting with the predictions afforded by IQ. The results are examined in the light of earlier research on learning-related behavior.  相似文献   

Toward a research agenda for the second employment interview     

Vernon D. Miller  Patrice M. Buzzanell 《Journal of Applied Communication Research》2013,41(3):165-180

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Mission matters: The cost of small high schools revisited     

Leanna Stiefel  Amy Ellen Schwartz  Patrice Iatarola  Colin C. Chellman 《Economics of Education Review》2009,28(5):585-599

With the financial support of several large foundations and the federal government, creating small schools has become a prominent high school reform strategy in many large American cities. While some research supports this strategy, little research assesses the relative costs of these smaller schools. We use data on over 200 New York City high schools, from 1996 through 2003, to estimate school cost functions relating per pupil expenditures to school size, controlling for school output and quality, student characteristics, and school organization.We find that the structure of costs differs across schools depending upon mission—comprehensive or themed. At their current levels of outputs, themed schools minimize per pupil costs at smaller enrollments than comprehensive schools, but these optimally sized themed schools also cost more per pupil than optimally sized comprehensive schools. We also find that both themed and comprehensive high schools at actual sizes are smaller than their optimal sizes.  相似文献