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1.
This article draws from a 23-month ethnographic study conducted in mixed-status Mexican homes to detail the particular methodological concerns that arise when conducting research within these legally complex and vulnerable families. Specifically, the analysis illustrates when and why undocumented parents in one focal family asked the ethnographer to consider legally adopting their two young sons in an effort to obtain equal rights for both children and to mitigate the risk of family separation during deportation. The ethical issues of beneficence, informed consent, and reciprocity raised by this particular situation open onto larger methodological and ethical questions relevant to qualitative and ethnographic researchers working within immigrant communities. 相似文献
2.
Ariana Mangual Figueroa 《Journal of Latinos & Education》2015,14(4):244-260
This article draws from a 23-month ethnographic study of mixed-status families living in an emerging Latino/a community to examine 3 undocumented mothers’ participation in the act of giving testimonio, or testimony. In this context, testimonio serves as a grassroots tactic for political advocacy and community formation that compensates for and reacts against the limited opportunities for civic participation afforded noncitizens. The findings indicate that giving testimonio in both public and domestic settings constitutes a form of civic participation in which undocumented mothers actually attempt to move out of the shadows and into a more public domain. 相似文献
3.
Ariana Orvell Giulia Elli Valerie Umscheid Ella Simmons Ethan Kross Susan A. Gelman 《Child development》2023,94(1):159-171
A critical skill of childhood is learning social norms. We examine whether the generic pronouns “you” and “we,” which frame information as applying to people in general rather than to a specific individual, facilitate this process. In one pre-registered experiment conducted online between 2020 and 2021, children 4- to 9-year-old primarily living in the midwestern U.S. (N = 146, 75 girls, 71 boys, Mage = 7.14, SD = 1.69, 82% White) interpreted actions described with generic pronouns (vs. “I”) as normatively correct and selected the speaker who used generic pronouns as the rule-follower, particularly when generic pronouns were presented first. There were no significant effects of age. These results illustrate how generic pronouns influence how children discern unfamiliar norms and form interpersonal judgments. 相似文献
4.
Kristine Jo Shrauger Mary Radnor Ariana Santiago 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(5):269-275
As library employees retire or move on to other positions, library managers can take advantage of these opportunities to assess how well the vacant job's duties mesh with current organizational goals and needs. Positions in interlibrary loan and document delivery services (ILL/DDS) are no different. They should be evaluated and reviewed each time a vacancy needs to be filled to ensure that the expectations of the position are in line with the goals of the ILL/DDS department and the library. 相似文献
5.
Ariana E. Postlethwait 《Journal of Teaching in Social Work》2013,33(3):256-274
This study examined the impact of group size, group formation, group conflict, and division of labor on student outcomes in a group project for a sample of 112 BSW research seminar students at a large university in the Midwest. Students completed surveys on their experiences with the group project at the end of the semester. Multiple regression was used along with analysis of student comments and answers to open-ended questions. Group size was not associated with outcomes. Instructor input into group formation was related to higher self-assessment of student performance. Greater division of labor predicted greater learning, whereas more group conflict predicted less learning; less conflict occurred when students divided tasks in the most equitable way possible. Strengths and limitations of the study are discussed, along with suggestions for improving the group project experience, including preventative measures to reduce conflict. 相似文献
6.
Information literacy screencasts were created by librarians and integrated into all of the nursing department's distance learning courses. Before creating more videos, the researcher decided to evaluate the screencasts’ effectiveness based on certain video characteristics. The researcher identified four characteristics that might affect students’ opinions of the screencasts’ effectiveness and developed guidelines based on the findings. It is hoped that by creating tutorials that are responsive to the preferences of distance learning students, librarians can improve their reach to these students. 相似文献
7.
This article examines the effects of local study environments on the achievements in higher education of Dutch undergraduate students. The authors find that the grade averages, the numbers of courses successfully completed, and the drop-out rates of students vary only slightly in terms of the higher education institution attended. Most of the differences observed are the results of individual factors, i.e., differences in the ways in which students select their institutions and differences in the degree of success of their academic integration into the institutions they chose. The results indicate that when students enroll in higher education there is little benefit for them in selecting the "right" institution. Academic achievement is shaped mainly by individual factors. 相似文献
8.
ABSTRACTIn the Australian university context, Academic Language and Learning (ALL) entails advisors working with academics and students to enhance learning. It is a relatively new area, beginning around the mid-1980s, and ALL units developed within their respective institutions. Since early 2000s, there has been an increasing amount of literature discussing the work of these centres. Significantly though, academic support services remain on the periphery of higher education. This article seeks to define the dynamic role of academic skills advisors. In late 2016, we distributed a questionnaire to ALL unit managers at each of the 39 Australian universities, receiving 29 responses. Combining multiple-choice and open-ended questions, the survey investigated the location of the unit, the role of ALL advisors, the qualifications and experience asked for at recruitment, the training required, and pedagogy when working one-to-one with students. A consistent picture emerged in the responses. One key point is a growing demand for advisors with eLearning and eTeaching skills, indicative of broader changes in Australian universities. This article describes the unique set of professional and personal attributes that ALL advisors bring to the role. The survey results found that ALL advisors are responsive to change; broadly use constructivist approaches; have an extensive range of skills, experience and competencies; and are knowledgeable across a range of disciplines. Further investigation comparing the scope of work done in countries such as the UK, New Zealand and Canada could shape and define the changing role of ALL advisors in Australia. 相似文献
9.
The current study examines how gender discrimination by adults in school is linked with depressive symptoms and sleep duration over time in middle school. The main goal is to test one psychological mechanism that can account for such associations: perceived school unfairness. Relying on a racially-ethnically diverse sample of girls (N = 2,718, Mage = 13.01, SDage = 0.39) from 26 middle schools, multilevel mediation analyses revealed that girls who experienced school-based gender discrimination by an adult in seventh grade reported higher levels of perceived school unfairness in eighth grade. Moreover, perceived unfairness, in turn, was associated with more depressive symptoms and shorter sleep durations by eighth grade. Implications of changes in adolescent girls’ sleep and mood related to their experiences of gender discrimination are discussed. 相似文献
10.
We examined the extent to which positive interactions with peers and the amount of English exposure received from them during social interactions in the fall of preschool contributed to low-income Spanish-speaking children's (N = 107; Mage = 53 months; SD = 4.30 months; 56% boys) English vocabulary and letter-word skills in the spring (controlling for parents’ language use, family income, number of English books at home, and children's nonverbal cognitive abilities). We also examined the mediating roles of children's learning behaviors (e.g., attentiveness, independence, initiative, persistence, and participation) and English oral proficiency in the classroom. The association between positive peer interactions and English vocabulary skills was mediated by children's English oral proficiency, whereas the association between positive peer interactions and English letter-word skills was mediated by children's learning behaviors and English oral proficiency. The associations among peer English exposure and children's English vocabulary and letter-word skills were mediated by children's English oral proficiency. There was also evidence of a transactional association between positive peer interactions and children's learning behaviors and between peers’ and children's English oral proficiency. The findings highlight the importance of peer experiences in fostering Spanish-speaking preschoolers’ English vocabulary and letter-word skills. 相似文献