The Queen and I: A Story of Dispossessions and Reconnections in Hawai'i Sydney Lehua Iaukea. Berkeley: University of California Press, 2012.     

Richard Bond 《Journal of American culture (Malden, Mass. : 2003)》2012,35(2):201-201

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Gay On-Screen: The Relationship Between Exposure to Gay Characters on Television and Heterosexual Audiences' Endorsement of Gay Equality     

Bradley J. Bond  Benjamin L. Compton 《广播与电子媒介杂志》2015,59(4):717-732

The current study, grounded in the parasocial contact hypothesis, employed a survey of emerging adults to investigate the relationship between exposure to gay characters on television and heterosexuals' endorsement of gay equality. A positive relationship existed between exposure to on-screen gay characters and gay equality endorsement. The relationship was stronger for racial minority participants than for White participants, and for participants who had no or few interpersonal relationships with openly gay individuals than for participants who had more than three respective relationships. Results are discussed in terms of the parasocial contact hypothesis and television as an agent of social change.  相似文献   

The role that schools hold in supporting young people with selective mutism: a systematic literature review     

Joe White  Caroline Bond 《Journal of Research in Special Educational Needs》2022,22(3):232-242

Schools are expected to hold an increasingly central role in co-ordinating support for children with mental health needs. However, the role that schools hold in supporting pupils with selective mutism (SM) is complex. Through a Critical Interpretive Synthesis (CIS), this review explores the multidimensional role which educational settings hold in supporting children with SM. Key databases were searched (PsycInfo, British Education Index, Education Resources Information Center, British Library EThOS and Google Scholar) and a conceptual map, informed by experienced practitioners, guided additional purposive searching with a focus on conceptual saturation. A total of twenty-four papers were identified following a further process of appraisal. Reciprocal Translational Analysis (RTA) found that schools hold a tripartite role in supporting children with SM: this incorporated developing a shared understanding of the disorder, engaging in effective (and often multi-professional) planning, and offering direct support through adapting provision and facilitating individual intervention. Through realising this role, schools and educational settings might transform the support currently available for children and young people with SM. Implications for practice, policy and future research also emerged. This included a clear need for enhanced teacher understanding of SM, arguably at the level of initial teacher training (ITT).  相似文献   

Unintended Consequences of Perfiormance Assessment: Issues of Bias and Fairness     

Lloyd Bond 《Educational Measurement》1995,14(4):21-24

Have advances in testing historically had unexpected consequences? How have African Americans fared on recent performance assessments? How can fairness of performance assessments be ensured?  相似文献   

Learning to use the Internet as a study tool: a review of available resources and exploration of students' priorities     

Bond CS  Fevyer D  Pitt C 《Health information and libraries journal》2006,23(3):189-196

BACKGROUND: The Internet is a valuable information tool, but users often struggle to locate good quality information from within the vast amount of information available. OBJECTIVE: The aim of the study was to identify the online information resources available to assist students develop Internet searching skills, and to explore the students' priorities in online guides. METHODS: A qualitative approach was adopted with two phases. The first was a structured search of available online study skills resources. The second comprised 10 group interviews with a total of 60 students at all stages of five undergraduate health and social care related courses at a UK university. RESULTS: The study found that there were good online guides available, but that, perversely, the better guides tended to require the best searching skills to locate them. A few students were enthusiastic about using online support, however the majority felt that if they had the skills to locate such resources they wouldn't use a study guide to improve these skills, and if they did not have the skills they would not think of using an online guide to develop them. CONCLUSIONS: Students wanted assistance when they had problems or questions, rather than sites that offered structured learning experiences. Personal support rather than virtual support was also considered to be most important to the students in this study.  相似文献   

Understanding outcome-based education changes in teacher education: evaluation of a new instrument with preliminary findings     

Christopher Deneen  Gavin T.L. Brown  Trevor G. Bond  Ronnie Shroff 《Asia-Pacific Journal of Teacher Education》2013,41(4):441-456

Outcome-based education (OBE) is a current initiative in Hong Kong universities, with widespread backing by governments and standards bodies. However, study of students’ perceptions of OBE and validation of understanding these perceptions are lacking. This paper reports on the validation of an OBE-specific instrument and resulting preliminary findings. Instrument responses (n = 89) were analysed using Rasch and exploratory/confirmatory factor analyses. Both approaches identified two dimensions (i.e. evaluation and comparison). Challenges and modifications to the instrument items and their relationships to constructs are discussed. Preliminary findings suggest students did not perceive significant differences between OBE and traditionally organised courses. Lack of explicit discussion of OBE with the students may have denied students the ability to make fully informed evaluations of OBE innovations. Implications for instrument validation and evaluation of initiatives in an OBE context are discussed as is the broader issue of transparency in teacher education curriculum design and implementation.  相似文献   

Honesty and hope: Presenting human rights issues to teenagers through fiction     

Gwenda Bond 《Children‘s Literature in Education》1994,25(1):41-53

She is married to a Baptist minister, and is the author ofThe Answered Call: William Carey and the Dawn of Modern Missions (Harper Collins Religious, 1992).  相似文献   

A framework for enabling graduate outcomes in undergraduate programmes     

C. H. Bond  A. McLean  N. Smith  S. Frielick  M. Jenkins 《高等教育研究与发展》2017,36(1):43-58

Our research aim was to determine what enables engagement with graduate outcomes in tertiary institutions in Aotearoa/New Zealand. We used a mixed methods approach comprising a survey sent to all tertiary institutions, follow-up interviews with 10 academic leaders and eight case studies of good practice of programmes engaged with graduate outcomes across four institutions. Using a general inductive approach, analysis of the academic leader interviews generated five categories of enablers: external drivers, structural/procedural, development, student achievement and contextual enablers. Combining these enablers led to an integrating framework for institutional engagement in the development of graduate outcomes. Drawing on wider datasets from the survey, interviews and cases studies, relevant strategies were identified that staff and students perceived influenced the development of graduate outcomes. The framework and the associated strategies adopt a ‘whole-of-institution’ approach, which is inclusive of programmes, staff and students and their individual histories, traditions, cultures and purposes thus allowing for each institution’s unique characteristics.  相似文献   

A qualitative study of specialist schools’ processes of eliciting the views of young people with autism spectrum disorders in planning their transition to adulthood          下载免费PDF全文

Rainart Fayette  Caroline Bond 《British Journal of Special Education》2018,45(1):5-25

Government legislation and research literature highlight the importance of the participation of pupils with autistic spectrum disorders (ASD) in planning for their transition to adulthood. However, effective processes which enable their participation are under‐researched. In this study, nine teaching staff from two specialist schools in the north‐west of England were interviewed and a transition meeting was observed in one school to explore these processes. Analyses indicate that in both schools, enabling the participation of young people with ASD in the planning for their transition to adulthood involves three phases and is underpinned by a person‐centred ethos. Although the processes were perceived to be effective, the participation of pupils varied between schools. Final decisions still tend to be made by schools and the local authority due to limited external resources. The implications of these findings are discussed.  相似文献   

Social axioms and achievement across cultures: The influence of reward for application and fate control     

Fan Zhou  Kwok Leung  Michael Harris Bond 《Learning and individual differences》2009,19(3):366-371

The present research examined the relationships between two social axiom dimensions, reward for application and fate control, with various achievement-related indexes across a wide range of cultures. Results showed that there was no relationship between reward for application and academic achievement or economic competitiveness, but reward for application was positively related to effort exertion and favorable attitudinal reactions to striving. In contrast, fate control was positively related to academic achievement and economic competitiveness, but not to effort exertion and attitudes toward striving. A number of speculations are provided to account for these intriguing findings.  相似文献