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Developmental trajectories of personal and collective self-concept among American Indian adolescents
Whitesell NR Mitchell CM Kaufman CE Spicer P;Voices of Indian Teens Project Team 《Child development》2006,77(5):1487-1503
Developmental trajectories of personal and collective self-concept were examined among American Indian adolescents. Personal self-concept (self-esteem) and collective self-concept (American Indian identity, Euro-American identity, community-mindedness) were assessed 6 times over 3 years in 4 cohorts of adolescents from 3 American Indian cultural groups (N=1,252). An accelerated longitudinal design was used to estimate developmental trajectories from 14 to 19 years; parallel-process and covariate models were used to examine variation in trajectories. Both personal and collective self-concepts were generally positive and showed small gains; they were moderately related to one another and differentially related to cultural group, gender, and perceived social support. The findings highlight the complexity of self-concept for American Indian youth and the significance of both personal and collective identity. 相似文献
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Jennifer Esposito Taneisha Lee Kelly Limes-Taylor Henderson Amber Mason Anthony Outler Justina Rodriguez Jackson 《Educational Studies A Journal of the American Educational Studies Association》2017,53(2):155-177
In this article, a group of nontraditional and/or doctoral students of color and our advisor discuss how the advisor-advisee mentoring relationship has positively affected our experiences within academia. The mentoring relationship, cultivated within a group mentoring model, was integral to our acclimation of the hidden culture of our doctoral programs. We elaborate on the history and mentoring model of the group of which we are a part, and follow with a review of the literature on mentoring practices and a discussion of methodology. Finally, through autoethnographic vignettes, each author discusses his/her experience as a non-traditional and/or student of color and how our relationship with the group has provided us with the logistical, emotional, and psychological support needed to progress in and complete our programs. 相似文献
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Economic stress, parenting, and child adjustment in Mexican American and European American families 总被引：1，自引：0，他引：1
Parke RD Coltrane S Duffy S Buriel R Dennis J Powers J French S Widaman KF 《Child development》2004,75(6):1632-1656
To assess the impact of economic hardship on 111 European American and 167 Mexican American families and their 5th-grade (M age=11.4 years) children, a family stress model was evaluated. Structural equation analyses revealed that economic hardship was linked to indexes of economic pressure that were related to depressive symptoms for mothers and fathers of both ethnicities. Depressive symptoms were linked to marital problems and hostile parenting. Paternal hostile parenting was related to child adjustment problems for European Americans, whereas marital problems were linked to child adjustment problems for Mexican Americans. Maternal acculturation was associated with both higher marital problems and lower hostile parenting. The utility of the model for describing the effects of economic hardship in Mexican Americans is noted. 相似文献
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Sherman Paxton Lawton Willis Eugene Phillips Henry Lee Ewbank Lyman Spicer Judson 《Quarterly Journal of Speech》2013,99(2):214-215
CHARLES JAMES FOX: A MAN FOR THE PEOPLE. By Loren Reid. Columbia: University of Missouri Press; London: Longmans, Green and Co.; 1969; pp. xvi + 475. $7.50. 相似文献
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The Educational Technology Certificate (ETC.) courses at Michigan State University are a set of three courses that can be taken as a standalone qualification or as the first three courses in the Master’s of Educational Technology degree. Together, the courses emphasize the development of technology skills and advanced mindsets for technology integration in the classroom. In this article, we provide examples of our approach to the teaching of technology skills and mindsets in ways that are adaptable across four distinct modes of instruction (online, hybrid, overseas and faceto-face). We also present student feedback and survey data that inform a critical evaluation of the program’s effectiveness. Findings suggest that the certificate courses help students to gain technological skills, to become more confident users of technology and more likely to help colleagues with tech-related questions. Interestingly, respondents also reported feeling like better teachers, in general, after taking these courses. 相似文献
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Barica Marentič Požarnik Majda Skerbinek Slava Murko Justina Mlinar 《Educational Action Research》2013,21(3):469-486
ABSTRACT In 1990, a group of Slovenian researchers and teachers from eight elementary schools joined the international project Environment and School Initiatives, co‐ordinated by OECD/CERI. This paper presents some dilemmas and insights resulting from the co‐operation of ‘pedagogical support persons’ with teachers during the project, using the action research paradigm which presupposes a partnership relation and mutual learning of all involved. The paper has two parts. The first part deals with the rationale of educational support and with some dilemmas encountered, such as: What is action in action research on environmental education? How to help teachers develop initiative and self‐confidence in doing action research? (avoiding the trap of giving recipes, but also another trap of giving “freedom” where teachers needed genuine help and direct feed‐back on what they were doing). The second part is a case study of one of the Slovenian projects, illustrating the problematic nature of the relationship between action and reflection, between making others understand the underlying complexity of environmental problems and developing one's own deep understanding. The process of maturing and developing genuine communication is illustrated by quotations and interpretations from the perspective of all “three circles’: the pupil's, the teacher's and the support person's. to condemn, but not so easy to understand. I may illustrate this from my experience, but first I shall proceed with my interview. 相似文献
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Lyman Spicer Judson 《Quarterly Journal of Speech》2013,99(2):220-221
Brown, Roger. A First Language: The Early Stages. Cambridge, Mass.: Harvard Univ. Press, 1973; pp. xx+437. $15.00. Emig, Janet. The Composing Processes of Twelfth Graders. Urbana, Ill.: NCTE, 1971; pp. 151. $3.00. O'Hare, Frank. Sentence Combining: Improving Student Writing without Formal Grammar Instruction. Urbana, Ill.: NCTE, 1971; pp. 108. $2.50. Young, Richard E. and Frank Koen. The Tagmemic Discovery Procedure: An Evaluation of its Uses in the Teaching of Rhetoric. Ann Arbor: Univ. of Michigan, n.d.; pp. 69+. 相似文献