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Ashley Pullman 《Asia Pacific Journal of Education》2015,35(1):1-13
Through ethnographic research, this paper explores narratives of failure constructed within a private Australian accounting college in China. The accounts provided by teachers and students are problematized in order to address how racialization is enacted through accounts of failure within the research site. Through an interpretive theoretical framework and the methodology of Michael Burawoy, racialization is exposed as a form of justification for the concerns teachers and students faced. Within accounts of failure, racial framing of the body and the acculturated minds of students were simultaneously ascribed negative attributes deemed in contradiction with this form of transnational education. In unpacking how these processes of racialization are tied to the very structure of transnational education itself, this paper addresses how standardized and globalized curricula produce unintended local effects. 相似文献
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While law students and faculty are content to research solely online, the librarians at Stetson University College of Law's Dolly & Homer Hand Law Library are actively involving every library department to analyze and develop both the print and digital collection. This case study will analyze the print to digital shift in academic law libraries and its effect on collection development. It will then describe the process of collection management at the Hand Law Library and how the entire library team is used to determine what is required of the collection to best serve our students, faculty, and the public. 相似文献
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Jamie Y. Fearrington Patricia D. Parker Pamela Kidder‐Ashley Sandra G. Gagnon Sara McCane‐Bowling Christy A. Sorrell 《Psychology in the schools》2014,51(1):85-96
Many studies have found gender differences in certain areas of academic achievement, such as reading and math. Fewer studies have examined gender disparities in writing skills. The current study explored gender differences in written expression performance. Participants were 1,240 male and female students in third through eighth grade, representing five schools in a rural southeastern school district. Each student was administered an AIMSweb curriculum‐based measurement writing probe during the district's regularly scheduled fall, winter, and spring benchmarks. All measures were scored for total words written and correct writing sequences. Two‐way repeated measures analyses of variance were used to determine whether differences existed in the sample. A significant female advantage was found on both scoring indices at each grade level. These findings have strong instructional and theoretical implications for practicing school psychologists and other educators. 相似文献
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Ashley G. Lucas 《Clearing house (Menasha, Wis.)》2013,86(6):211-216
This qualitative study examines how a group of social studies teachers working in a suburban middle school with a predominantly affluent and white student body conceptualize multicultural and global education. The data reveals that several of the teachers experienced difficulties conceptualizing multicultural and global education, used them interchangeably, and did not articulate their importance to their students. In addition to interviews with teachers, classroom observations were conducted to see how they addressed multicultural and global education in class. The outcomes of this study indicate that pre-service and in-service teacher education should pay attention to delineating the distinct purposes of multicultural and global education and how these concepts can be infused into a social studies curriculum. 相似文献
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Melissa Fogarty Nathan Clemens Deborah Simmons Leah Anderson John Davis Ashley Smith 《Journal of research on educational effectiveness》2017,10(2):326-353
In this experimental study we examined the effects of a technology-mediated, multicomponent reading comprehension intervention, Comprehension Circuit Training (CCT), for middle school students, the majority of whom were struggling readers. The study was conducted in three schools, involving three teachers and 228 students. Using a within-teacher design, middle school teachers' reading classes were randomly assigned to treatment (n = 9) or business as usual (n = 7) conditions. In the CCT condition, students received, on average, 39 lessons of video-modeled instruction in word reading, vocabulary, and comprehension instruction during reading intervention classes. Results of multilevel structural equation models indicated statistically significant effects favoring the CCT condition on three measures: reading comprehension latent variable (ES = 0.14), proximal vocabulary (ES = 0.43), and silent reading efficiency (ES = 0.28). Subgroup analyses indicated that students with lower entry-level reading comprehension tended to benefit more from the CCT intervention in reading comprehension, silent reading efficiency, and state test scores. 相似文献
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Ashley Barrett 《Communication quarterly》2018,66(1):58-78
This study collects survey data (n = 345) from a healthcare organization in the early stages of electronic health record (EHR) implementation to understand how a series of organizational communication sources—managers, coworkers, IT personnel, and online organizational sources—impact healthcare employees’ (a) EHR resistance and (b) perceptions of EHR’s relative advantage. Regression results reveal that the levels of EHR information employees sought from coworkers did not predict EHR resistance or perceived relative advantage. Seeking information from managerial sources enhances EHR’s perceived relative advantage and decreases affective EHR resistance but is not related to behavioral or cognitive EHR resistance. Seeking information from IT staff decreased all types of EHR resistance and increased EHR’s perceived relative advantage. Finally, seeking information from online organizational sources increased EHR’s perceived relative advantage and decreased behavioral and cognitive resistance but is not related to affective EHR resistance. Study implications and limitations are offered. 相似文献