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1.
Joseph Tobin Dana Davidson 《International journal of qualitative studies in education》2013,26(3):271-283
Polyvocal approaches allow researchers and informants to interact on a more equal footing and informants’ voices to be heard in the final text. But research methods intended to empower informants also can be a source of unanticipated authorial power ‐ the power to confront informants with unsolicited self‐reflections and to textualize people's lives and words. The authors reflect on those ethical dilemmas in this article. 相似文献
2.
The current study tests the influence of threatening-mediated intergroup contact on intergroup relations. A 2 (Immigration: Threat, No-threat) × 2 (Ingroup Group Exemplar: Present, Absent)?+?1 (Control Condition) experimental design was used to examine both the direct and indirect influence of news exposure on attitudes toward immigration. The moderating role of previous local news consumption was also investigated. Results indicate that exposure to a threatening news story about immigration directly affected attitudes toward immigrants’ human rights, but not attitudes toward immigration policy. News exposure also indirectly influenced both types of immigration attitudes through feelings of intergroup anxiety, particularly for heavy news consumers. The discussion highlights the implications for both intergroup threat theory and cultivation research. 相似文献
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In this paper, we discuss methodological issues that emerged as we worked through a small empirical research project, ‘Engaging Aboriginal students in education through community empowerment’. Recent national policy statements (see, for example, MCEETYA 2000, NBEET 1995) argue the importance of education/research that keeps the locus of control within the Aboriginal community as a means to further the goal of self-determination and improve educational outcomes. In keeping with these recommendations, our project aimed to challenge assimilationist frameworks and sought to ‘empower’ members of the local Aboriginal community through participation in the project. 相似文献
5.
Katharine Pace Miles Mark D. Lauterbach Dana M. Murano Ginny A. Dembek 《The Journal of educational research》2019,112(2):255-269
The authors examined whether Reading Rescue continues to be an effective literacy intervention and factors that impact its effectiveness. Data were collected on 143 first-grade students, tutored by 104 tutors at 38 schools. There was significant growth on all foundational skills (ps?.001) and significant change in proportion of students attaining grade-level reading status pre- and postintervention (ps?.001; d?=?1.62 sight words, d?=?1.68 oral reading/comprehension). Student-level factors of Individualized Education Program status, program completion, number of session, and invented spelling; tutor-level factors of sessions delivered and years of experience; school level factors of school size and percentage of language minority students all predicted grade-level passage or word reading (all ps?.05). Findings indicate Reading Rescue continues to be highly effective, even while expanding substantially as a program since Ehri et al.’s (2007) study. Efforts should focus on ensuring program completion and increasing program exposure in neediest schools. 相似文献
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Regressing adjusted grade-point averages on freshman SAT scores and high school grade-point averages results in large increases
in the incremental predictive validity of the SAT. Even so, the SAT still changes no more than a small proportion of admissions
decisions and does not result in substantively important increases in freshman grades. The test does, however, change the
composition of the freshman class by altering acceptances to some major areas of study and by limiting the access of women
and blacks. 相似文献
8.
The management and utilization of collected data is crucial in evaluating programs and functional area effectiveness. Various assessment instruments may address similar functional areas of the college, yet we often fail to compile these data for comprehensive evaluation. The data collection matrix makes possible the integration of functional area data from numerous assessment sources and presentation of the information in a unified composite report. The matrix model will be discussed in relation to the various assessment instruments and the evaluation of functional areas and programs. This paper is directed toward institutional researchers who may wish to adapt the model to their own institution.Presented at the Annual Forum of the Association for Institutional Research, Louisville, KY, May 13–16, 1990. 相似文献
9.
AbstractIn this editorial, we provide an introduction to the special issue on Inquiry-Based Learning in First and Second Year Courses. We also discuss the essential features of inquiry-based learning and provide a brief overview of the literature and evidence for its effectiveness. 相似文献
10.
Eric Von Hippel 《Research Policy》1982,11(2):95-115
It has been empirically observed that, in some industries product users are the most frequent sources of product innovations while, in other industries, product manufacturers are. I hypothesize that such differences are caused by differences in the ability of these two “functional” categories of innovators to appropriate innovation benefit. I explore this hypothesis by examining the real-world effectiveness of mechanisms (such as patents and lead time) used for the appropriation of innovation benefit and the dependence of this effectiveness on the functional relationship between innovator and innovation. 相似文献