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Salvador Chavez 《International journal for the advancement of counseling》1986,9(4):381-384
This paper presents preliminary findings of a longitudinal study that focuses on the dynamic interaction between an individual of a minority culture and a new social system. Observations and clinical implications are reviewed within a cognitive/psychosocial model.Students of Mexican extraction (nth generation citizens of the United States) are a distinct minority at the University of California, Berkeley. Of the approximately 30,000 students enrolled in 1980 — when this study was begun — only about 660 (2.2 percent) were identified as being Mexican-Americans. 相似文献
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Several national studies have revealed that students choose to drop out of school for a variety of reasons. Moreover, there are ethnic differences in the reasons dropouts give for leaving school. In the present study, the relation between reason for dropping out and substance use was explored in Mexican American and non‐Hispanic White adolescents. The results revealed that for Mexican American adolescents, substance use was highest among those who left school to be with their friends and lowest among those who left for family‐related reasons. Among non‐Hispanic White adolescents, there were no significant differences in substance use as a function of reason for leaving school. For both ethnicities, nearly one‐third of the dropouts reported that their substance use was an important contributor to their decision to leave school early. The theoretical and practical implications of these findings are discussed. Recommendations are made for ways in which the reasons that dropouts give for leaving school can be used to inform school programs. © 2002 John Wiley & Sons. 相似文献
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In our increasingly interconnected global society, learning to think about ourselves in a border context, making crossings and connections, reflecting on our position and power, and articulating a vision of social justice are necessary civic skills. Developing educational border crossers who have moved beyond stereotyping and the tourist's gaze to have a sensibility for social justice can enrich public life and stimulate the deepest forms of civic engagement. This study examines a teacher education program's nascent efforts to develop multicultural competencies, specifically border pedagogy, in future teachers. 相似文献
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Timothy W. Curby PhD Caroline Boyer Taylor Edwards Catharine Chavez 《Early education and development》2013,24(5):640-653
Research Findings: The purpose of the present study is to examine the degree to which assistant and lead teachers work together in Head Start classrooms in 3 domains: emotional support, classroom organization, and instructional support. Pairs of lead and assistant teachers from 14 Head Start classrooms were simultaneously observed for 1 morning to examine the quality of teachers’ interactions with students in these 3 domains. First we examined the mean levels of the 3 domains and how they differed among teachers. Overall, results indicated moderate levels of emotional support and classroom organization and low levels of instructional support. In comparing lead and assistant teachers, we found that lead teachers offered significantly higher levels of instructional support than assistant teachers. Next we examined how the quality of lead and assistant teachers’ interactions were related over time. Concurrent correlations were nonsignificant. Lagged correlations suggested that lead and assistant teachers’ interactions with students were related over time. Practice or Policy: Assistant teachers offered comparable levels of emotional support and classroom organization but did not offer the same levels of instructional support. This suggests that assistant teachers are able to help provide a nurturing environment and help with structuring activities despite having lower entry-level qualification requirements. This study supports the notion that assistant teachers as well as lead teachers should be included in quality improvement efforts. 相似文献
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Simon J. Chavez 《The Journal of environmental education》2013,44(2):9-10
Abstract The authors assessed the effects of an extended case study that focused on wetland issues with 7th and 8th graders. The extended case study is an instructional method that incorporates the issue investigation-evaluation and action training model. A modified pretest-posttest nonequivalent control group design was used with 15 intact classes from Illinois and Missouri. Posttest data were collected on the following variables: overt environmental behavior, knowledge of ecological foundations, individual locus of control, group locus of control, knowledge of citizenship action skills, and perceived skill in use of citizenship action skills. 相似文献
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Mark Lusk Silvia Chavez Baray Jose Palomo Norma Palacios 《Journal of Teaching in Social Work》2013,33(4):443-453
We have developed a new graduate elective in the MSW degree program called Evaluación e Intervención en Español (Assessment and Intervention in Spanish). This class, taught entirely in Spanish, is designed to train Spanish-speaking MSW students in culturally and linguistically competent clinical practice with Hispanic clients. In this case study, we summarize the course. 相似文献
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Jennifer Stephenson Tony Bo Deborah Chavez Leanne Fayle Julie Gavel 《Asia-Pacific Journal of Teacher Education》2007,35(1):55-68
This paper describes a project carried out by the first author, an academic in special education, with the other authors, teachers of students with severe disabilities. It aimed to explore the application of the New South Wales (NSW) model of pedagogy, derived from authentic pedagogy, to the education of students with severe intellectual disabilities. The project was directed at students with severe intellectual disability who were unable to use spoken language for receptive and/or expressive communication and who were being taught augmentative and alternative means of communication. The group analysed and reframed the development of communication skills in relation to the elements of deep knowledge, deep understanding and higher order thinking, which are components of the dimension of intellectual quality in the NSW model. This analysis is presented here as an example of the way the authentic pedagogy framework can be applied to teach cognitive skills that are usually assumed by teachers of normally developing students. 相似文献