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Research on factors that shape recruitment and retention in undergraduate science majors currently is highly fragmented and in need of an integrative research framework. Such a framework should incorporate analyses of the various levels of organization that characterize academic communities (i.e., the broad institutional level, the departmental level, and the student level), and should also provide ways to study the interactions occurring within and between these structural levels. We propose that academic communities are analogous to ecosystems, and that the research paradigms of modern community ecology can provide the necessary framework, as well as new and innovative approaches to a very complex area. This article also presents the results of a pilot study that demonstrates the promise of this approach at the student level. We administered a questionnaire based on expectancy-value theory to undergraduates enrolled in introductory biology courses. Itself an integrative approach, expectancy-value theory views achievement-related behavior as a joint function of the person's expectancy of success in the behavior and the subjective value placed on such success. Our results indicated: (a) significant gender differences in the underlying factor structures of expectations and values related to the discipline of biology, (b) expectancy-value factors significantly distinguished biology majors from nonmajors, and (c) expectancy-value factors significantly predicted students' intent to enroll in future biology courses. We explore the expectancy-value framework as an operationally integrative framework in our ecological model for studying academic communities, especially in the context of assessing the underrepresentation of women and minorities in the sciences. Future research directions as well as practical implications are also discussed. 相似文献
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En este artículo se plantea uno de los problemas más centrales de la educación: el problema de la verdadera igualdad de oportunidades y del derecho de los individuos a planificar su currículum. Aunque el sistema de selección estadounidense contra el que se rebelan los participantes en el proyecto Algebra pueda parecer muy lejano al sistema pretendidamente igualitario de nuestro país, hay un paralelismo entre ambos mayor de lo que pudiera pensarse. Los mecanismos de la selección son quizá menos explícitos en nuestro sistema curricular, pero igualmente efectivos y sus raíces estriban en la separación entre la cultura escolar y la cultura familiar, entre el niño como alumno y el niño como ciudadano, entre los agentes educativos comunitarios y los agentes educativos escolares.Lo que los autores de este artículo plantean para el caso concreto del acceso al álgebra en las comunidades negras de Estados Unidos es igualmente válido para cualquier materia y para cualquier colectivo de individuos cuyo entorno social esté disgregado de la cultura oficial impuesta por la escuela: la necesidad de unir sentido con significado en el diseño de la educación. O, lo que es lo mismo, plantear ésta como un desafío para el conjunto de la comunidad, recuperando para los nuevos contenidos que la sociedad exige los modos de enseñanza tradicionales, donde la motivación viene dada por la implicación de todos los agentes educativos de la comunidad en la instrucción del niño. 相似文献
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OBJECTIVE: The objective of this article is to examine children's services workers' (CSWs') personal histories of abuse and their influence on professional responses to allegations of domestic violence. METHOD: Using an anonymous questionnaire, data were collected from CSWs in two large urban counties in Southern California who participated in a domestic violence training program (n=303). It was hypothesized that CSWs' responses to domestic violence cases would be affected by personal histories of abuse and the degree to which the CSWs identified with battered women. RESULTS: Approximately one-half of the respondents reported experiencing physical and/or sexual violence by an intimate partner. One-third of respondents reported physical abuse, and 22%, sexual abuse during childhood. The experience of childhood sexual abuse, especially for female CSWs, was associated with increased support for removal of children whose mother is being abused. Those CSWs with a history of partner violence who identified with battered women were less likely to approve of removing children from the battered mother than were CSWs without partner abuse history or identification with battered women. CONCLUSIONS: Our findings provide support for expanded training efforts that recognize the ongoing impact of victimization on CSWs' professional functioning. 相似文献
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Agnes Mieko Watanabe 《Prospects》1989,19(1):57-63
She is the author of three books and several articles on counselling and career guidance. 相似文献
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Noriko Hashimoto Kaori Ushitora Mari Morioka Terunori Motegi Kazue Tanaka Mieko Tashiro 《Sex education》2017,17(4):386-398
This study aimed to evaluate changes in the attitudes of Japan’s post-war youth towards gender equality and sexuality, and to examine whether these attitudes bore a relationship to school education. Different generations were delineated based on changes in courses of study and year of birth, and semi-structured interviews were conducted enquiring about experiences and opinions during secondary school days. We examined sexuality education in both junior high school (ages 12–15 years) and high school (15–18 years), views on premarital sex, views on marriage and divorce, and views on gender roles. Fifty-three survey participants were involved in the study: 30 women and 23 men. The characteristics of each generation were examined in relation to corresponding courses of study and the textbooks available in junior high and high schools, identifying both homologies and differences between the messages courses contained and the expressed beliefs of different generations of informants. 相似文献
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Kimberley Alkins Linda Banks-Santilli Paula Elliott Nicole Guttenberg Mieko Kamii 《Equity & Excellence in Education》2013,46(1):65-73
On November 16, 1972, U. S. District Judge John H. Pratt ruled in Adams v. Richardson. Following is the complete text of the decision. 相似文献
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Kishi R McElmurry B Vonderheid S Altfeld S McFarlin B Tashiro J 《The Journal of perinatal education》2011,20(1):14-27
The questionnaire used for the U.S. Listening to Mothers II survey was translated and culturally adapted to measure Japanese women's experience during the period of pregnancy planning through early postpartum. Methods included expert panels and two phases of cognitive interviews with 20 postpartum Japanese adult women. The number of problems with the translated questionnaire effectively decreased in the iterative process. Most problems were found in the question-interpretation stage of cognitive processing, such as wording/tone. Culture-specific concepts and unclear items were adapted to prevent erroneous interpretations in future studies. The future use of this questionnaire to generate data sets will be useful for professionals interested in developing evidence-based practices. The knowledge from this study can be helpful in improving health-care services and education for women with diverse languages and cultural backgrounds. 相似文献
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