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871.
Christine Harold 《Quarterly Journal of Speech》2013,99(4):465-468
This introductory essay makes the case that rhetorical studies as a field and the Quarterly Journal of Speech as the journal of record for that field are racist. Racism need not imply that evildoers in pointy hoods are pulling the strings of the journal and field; indeed, the assumption that racism is rooted in the bad thoughts and deeds of intentional individuals is part of the problem and is further evidence of the field's ignorance on the subject. Drawing inspiration and guidance from Ibram X. Kendi's work on antiracism, and anchoring my analysis in Paula Chakravartty et al.'s “#CommunicationSoWhite,” I make an honest effort to diagnose aspects of rhetoric's racism problem and suggest some of the attitudinal and material shifts that will be necessary to challenge the whiteness of rhetorical studies. An introduction of the remaining essays in this #RhetoricSoWhite forum concludes the introduction. 相似文献
872.
Christine Trimingham Jack 《History of education》2013,42(3):181-194
A tiered and hierarchical system of membership has in the past characterized many Catholic religious teaching orders.1 In women's orders, those who undertook domestic duties were usually referred to as lay sisters. Those who undertook teaching and administrative duties were called choir nuns. Histories of Catholic education have tended to include scant references to the system and virtually no systematic exploration of its meaning in the culture of Catholic schools. The aim of this paper is to provide an exploration of the construction of lay sisters in a particular religious order and school setting. The exploration is informed by poststructuralist theory; in particular, notions of ‘discourse as practice’, the symbiotic and hierarchical relationship between the binary oppositions, individual consciousness as the site of the discursive struggle, and investment in discourse. These notions are drawn upon to explore the construction of the category of lay sister within educational histories, texts that pertain to the order in question and interviews undertaken with choir nuns, one lay sister, ex-students and ancillary staff. The narrative of one lay sister is explored in order to locate her understanding of the construction. 相似文献
873.
Since 1997, England has seen massive changes in the Early Years including the introduction of an early childhood curriculum, free pre‐school education for three‐year‐olds and local programmes for disadvantaged communities. Many of these initiatives took time to introduce and become established. Beginning in 2001, and each year thereafter until 2008, the authors collected consistent data from thousands of children when they started school at the age of four on a range of variables, chosen because they are good predictors of later success. These included vocabulary, early reading and early mathematics. Children from the same set of 472 state primary schools in England were assessed each year. This paper contributes to the existing studies of educational trends over time by examining the extent to which children’s scores on these measures changed over that period; in general, they were found to have remained stable. 相似文献
874.
The time frame for infants' acquisition of language constancy was probed, using the phonetic variation in a rarely heard accent (South African English) or a frequently heard accent (American English). A total of 156 Australian infants were tested. Six‐month‐olds looked longer to Australian English than less commonly heard South African accent, but at 9 months, showed similar looking times. With the more frequently heard American accent, 3‐month‐olds looked longer to Australian and American English, whereas 6‐month‐olds looked equally. Together these results imply that in the 1st year, differential attention to native versus nonnative accents decreases as infants develop a sense of language constancy for the common native language. However, experience with the nonnative accent can expedite this process. 相似文献
875.
Teresa Morris Christine Mathias Ronnie Swartz Celeste A. Jones Meka Klungtvet-Morano 《Journal of Teaching in Social Work》2013,33(4-5):594-606
This paper describes a three-campus collaborative, distributed learning program that delivers social work education to remote rural and desert communities in California via distance learning modalities. This “Pathway Program” provides accredited social work education for a career ladder beginning with advising and developing an academic plan and leading to BSW and MSW degrees. The paper offers assessment data on the Pathway Program and also suggests the potential for major changes in social work education. Questions about the nature of the university, the role of the faculty member, and the future of social work students in the twenty-first century are discussed. 相似文献
876.
Defining family engagement among Latino Head Start parents: A mixed-methods measurement development study 总被引:1,自引:0,他引:1
Christine M. McWayne Gigliana Melzi Adina R. Schick Joy L. Kennedy Kevin Mundt 《Early childhood research quarterly》2013
Given the increasing numbers of Latino children and, specifically, of dual-language learning Latino children, entering the U.S. educational system, culturally contextualized models are needed to understand how parents construct their involvement roles and support their children's educational experiences. Current measures of parenting and family engagement have been developed primarily with European American families and, thus, might not capture engagement behaviors unique to other ethnic groups. Lacking culture-appropriate measurement limits our ability to construct programs that adequately incorporate protective factors to promote children's successful development. The present mixed-methods investigation employed an emic approach to understand family engagement conceptualizations for a pan-Latino population. One hundred thirteen parents from 14 Head Start programs in a large, northeastern city participated in the first study, in which domains of family engagement were identified and specific items were co-constructed to capture family engagement behaviors. Then, 650 caregivers participated in a second study examining the construct validity of the resulting 65-item measure across two language versions: Parental Engagement of Families from Latino Backgrounds(PEFL-English) and Participación Educativa de Familias Latinas (PEFL-Spanish). Four theoretically meaningful dimensions of family engagement among Latino Head Start families were identified empirically. The measure was then validated with teacher report of family involvement and parent report of satisfaction with their experiences in Head Start. 相似文献
877.
878.
Anne S. Hynds Rawiri Hindle Catherine Savage Luanna H. Meyer Wally Penetito Christine Sleeter 《The Teacher Educator》2013,48(3):230-249
There is a dearth of empirical evidence that examines the impact of teacher professional development for culturally responsive pedagogies, particularly on Indigenous student achievement and teacher practices. Te Kotahitanga was a large-scale professional development initiative for culturally responsive practices for secondary teachers in New Zealand. To study its impact, we used a mixed-methods research approach to gather and analyze data on student achievement outcomes, classroom practices, and perceptions of teachers and students. While results suggested positive changes associated with the program, findings also highlighted ongoing challenges associated with transforming practice for Indigenous Māori students. Specific challenges of analysis are highlighted, along with recommendations for further research and development work in secondary schools. 相似文献
879.
Although online student enrollment has shown double digit growth for almost a decade and academic leaders recognize that online education is necessary for enrollment growth, little is known about what motivates students to enroll in or faculty to teach face-to-face (F2F) versus online courses. The psychometric properties of a motivation scale were examined with students (n = 235) and faculty (n = 104) at a large, public, urban university in the southeastern USA. Analyses revealed that the scale was reliable as intrinsic and extrinsic motivation for online and F2F courses were similarly constructed for students and faculty; additionally, results revealed that motivations for online and F2F education are distinct concepts. Findings also demonstrated that online extrinsic motivation predicted the number of online courses students completed, while F2F intrinsic motivation negatively predicted the number of online courses a faculty member had taught. These results address several limitations with existing motivation measures and enhance the ability to predict student and faculty outcomes in online education. 相似文献
880.
Nancy Hirschinger-Blank Christine M. Forke Alexandra Kenyon Rachel K. Myers Xuemei Zhang Donald F. Schwarz 《Journal of Criminal Justice Education》2013,24(2):210-235
This paper presents a feasibility study of audio computer-assisted self-interview (ACASI) technology used to elicit self-reported histories of child maltreatment among detained adolescent girls (N?=?35). We focus on methodological, legal, ethical, and administrative challenges to the collection of sensitive information from minors who are wards of the state. We conclude that extensive collaboration with detention center staff was required to address and overcome these challenges. Pending the availability of additional evidence from demographically diverse samples, the extent to which the ACASI method improves the completeness and accuracy of child maltreatment histories reported by adolescent girls in juvenile detention remains unclear. Further research is needed to determine whether the advantages of the ACASI technology contribute to more valid and reliable reporting of maltreatment by detained girls in a setting where an empathetic interviewer, who may facilitate the disclosure process, is absent. 相似文献