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Adria R. Hoffman 《Equity & Excellence in Education》2015,48(4):606-620
The purpose of this study is to explore smartness and talent as social constructs. Drawing on Holland et al.'s (1998) figured identities, this article explores the figuring of abilities by elucidating the voices of African American high school chorus students. Critical Race Theory (CRT) helps to unpack normalized language and practices that comprise intelligence, talent, and identity construction. The student participants in this study contrasted high school experiences in which they constructed musical and academic identities, describing how smart or talented they were relative to significant others around them. Findings suggest that constructions of musical talent and smartness socially positioned students along race, gender, and class lines. Interpretations of talent and intelligence may impact the curricular options made available to students, their academic identity construction, musical identity construction, and inequitable school practices. 相似文献
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AbstractThe study is a mixed-methods investigation of how urban schools are succeeding. The study surveyed 28 former students from urban schools in Oxnard, California. The qualitative responses represent themes that align to a high level of school connectedness and social–emotional learning (SEL) as key indicators of a successful urban school district. The responses also aligned with the thematic structures of the assets and relationships frameworks and to SEL standards. 相似文献
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ALEXANDER HAMILTON'S PAPERS ON PUBLIC CREDIT, COMMERCE AND FINANCE. Edited by Samuel McKee, Jr., with an Introduction by J. Harvie Williams. New York: The Liberal Arts Press, 1957; pp. xiv +304. Cloth $3.50; paper $1.25. ALEXANDER HAMILTON READER: A COMPILATION OF MATERIALS BY AND COMMENTING ON HAMILTON. Selected and edited by Margaret Esther Hall. New York: Oceana Publications, 1957; pp. 257. Cloth $3.50; paper $1.00. ALEXANDER HAMILTON IN THE AMERICAN TRADITION. By Louis M. Hacker. New York: McGraw‐Hill, 1957; pp. xi+273. $4.75. ALEXANDER HAMILTON: YOUTH TO MATURITY 1755–1788. By Broadus Mitchell. New York: Macmillan, 1957; pp. xvi+675. $8.75. ALEXANDER HAMILTON AND THE FOUNDING OF THE NATION. Edited by Richard B. Morris. New York: The Dial Press, 1957; pp. xxi+617. $7.50. THE BASIC IDEAS OF ALEXANDER HAMILTON. Edited by Richard B. Morris. New York: Pocket Books, Inc., 1957; pp. xxvii+ 451. $0.35. 相似文献
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Information technology (IT) has become a common component in the process of designing and delivering distance-learning courses of study. Many researchers have addressed the technical and pedagogical issues surrounding IT-enabled or IT-enhanced distance-learning systems. However, studies of the management of the student's learning experience as it is influenced by the emerging virtual organization would assist practitioners and researchers as they seek to understand the important challenges of current practice in distance-learning systems. This paper reports on the operation of a one-window approach to serving students, using the organizational structure and technological innovation of a call centre. Before the call centre was established, it was hypothesized that the call-centre approach would be well suited to routine tasks of supporting student learning. In practice, it was found that most student inquiries were indeed in the category of routine tasks and that only a small proportion of student inquiries could be categorised as uncertain events that required the specialised knowledge of the professor or other academic expert. Implications for the management of other distance learning systems are considered. 相似文献
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Senel Poyrazli Philip R. Kavanaugh Adria Baker Nada Al‐Timimi 《Journal of College Counseling》2004,7(1):73-82
A sample of 141 international students from different U.S. colleges completed surveys related to social support, demographic variables, and acculturative stress. Findings indicated that social support and English proficiency uniquely contribute to the variance in students' acculturative stress. Results also indicated that students who primarily socialized with non‐Americans and that students from Asian countries experienced more acculturative stress compared with other subgroups. Implications are discussed and suggestions for counseling practice are provided. 相似文献
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Marco Adria 《British Journal of Sociology of Education》2000,21(4):575-590
Significant changes in state economic priorities are likely to have a formative and fateful effect on institutions of higher education. Yet economic accounts cannot themselves explain changes in the economic priorities of nationalist states, in part because of the ideological character of such states. The nationalist state's influence on institutions of higher education is often indirect, involving the interactions of social and political actors who are themselves influenced by prevailing social ideologies. Social ideologies contribute to shifts in state economic priorities, and these changes can indirectly but significantly influence the trajectory of institutions of higher education. A longitudinal case study of a Canadian distanceeducation university demonstrates the means by which nationalist sentiment encouraged a shift in state economic priorities, which in turn created a welcoming social climate for a new university's consumerist model of education. 相似文献
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