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111.
112.
Derek X. Seward 《Counselor Education & Supervision》2019,58(1):33-48
Thirty‐two master’s students of color reported critical incidents of multicultural learning resistances. Qualitative findings suggest that students attributed resistances to limited program diversity and attention to cultural dynamics. Quantitative analyses indicate a racial difference in how students’ perceptions of peers influenced resistances. Recommendations include increasing educator cultural dialogue facilitation skills. 相似文献
113.
Tehmina N. Basit Olwen McNamara Lorna Roberts Bruce Carrington Meg Maguire Derek Woodrow 《Cambridge Journal of Education》2007,37(2):279-298
The education and training of teachers is an issue of national concern. In this paper we analyse the findings of an in‐depth investigation, undertaken by means of semi structured interviews, of a group of minority ethnic teacher trainees who withdrew from Initial Teacher Training courses in England, and a smaller group of those who completed these courses. We focus, in particular, on trainees' perception of the manifestation of racism during their training. Though none of the minority ethnic withdrawers perceive racism as the determining factor for their withdrawal, some mention instances of covert and even overt racism, while others note subtle forms of discriminatory obstacles to successful completion of the course, which they are reluctant to label as racism. The paper concludes by pointing to the complexity of categorizing phenomena as racism. It also draws attention, on the one hand, to the vulnerability of those who view themselves as being racially abused, and, on the other, to those who are disinclined to dwell on barriers to success as forms of racism and are more predisposed to regarding them as failures of the system. 相似文献
114.
Jordan Smith Derek Hanson Shannon N. Fanning Sara Doan 《Technical Communication Quarterly》2016,25(4):260-277
The authors examined a corpus of figure captions from technical and professional communication (TPC)-journal articles to test their sense that TPC captions do not fulfill their communicative potential as well as, they sensed, journals in science often do. The authors performed a content analysis on captions from biology-journal articles and iteratively tested a coding scheme of caption content. The resulting scheme can help in analyzing caption content, developing captions, and imparting a variety of TPC-related skills to students. 相似文献
115.
Derek Fordyce 《Assessment & Evaluation in Higher Education》1986,11(3):240-256
Engineering education is about intellectural and personal development in relation to some branch of engineering.
Engineering is a profession. Any profession is defined by its knowledge base and the inherent skills used with that knowledge base. Within any engineering course it is the quality of understanding of the knowledge base along with the quality of inherent skills which is being developed. As a total concept, engineering education is about the development of the quality of thinking of students.
This paper identifies some implications of seeking development in the quality of thinking of engineering students, and pursues these implications into the issues of assessment and evaluation. 相似文献
116.
Using the National Center for Education Statistics' Baccalaureate & Beyond Longitudinal Survey, a nationally representative sample of 1992–1993 college graduates, this paper examines the relationship between educational debt burden and student race, ethnic, gender and income characteristics 4 years after receiving the bachelor's degree. The results indicate strong effects of family income, race and ethnicity on excessive educational debt burden among student borrowers. That is, students from lower-income backgrounds, Blacks and Hispanics have a significantly greater risk to have excessive educational debt burden 4 years after receiving the baccalaureate degree. Students with high educational debt burdens borrow more for college and have lower average salaries than do other students. 相似文献
117.
This article outlines the arguments for an action research approach to the implementation of STS education, and describes some of the experiences and outcomes of an action research group of six teachers (one elementary, five secondary) based at The Ontario Institute for Studies in Education, Toronto. The teachers' initial views, and their changing perceptions throughout the duration of the project (the 1992-93 academic year), are presented in terms of four categories: the nature of STS education; the development of curriculum materials; personal/professional development; collaborative work. The emergence of an additional complex theme involving reinforcement, extending horizons, and building professional confidence, is considered the most significant outcome of the project. 相似文献
118.
Despite the best attempts of academic staff to teach students the mechanics of citation, the rules of referencing continue to be broken, particularly by those new to Western university systems (either first-year undergraduate students or international students from different cultural backgrounds). In late 2003, 16 postgraduate international engineering students failed an assignment as a result of plagiarism. In response, collaboration between the lecturers and the learning support staff over three years yielded significant improvements in academic scholarship. The improvement in performance was achieved by making cross-cultural assumptions about academic scholarship in the Western context explicit, while putting in place additional workshops for students. Instead of focusing on policy, remediation and punishment, staff worked to foster an understanding of critical scholarship in the Western academic context. The approach also demonstrated the benefits of partnership between engineering faculty and learning support staff. 相似文献
119.
Colette L. Ingraham Audrey Hokoda Derek Moehlenbruck Monica Karafin Caroline Manzo Daniel Ramirez 《Journal of educational and psychological consultation》2016,26(4):354-384
ABSTRACTThrough an embedded single-case study design and qualitative methods, this article describes the school-wide implementation and preliminary results of a restorative practices (RP) program within a culturally and linguistically diverse (CLD) elementary school. Located in an urban area with high rates of crime, violence, and poverty, the three-year multisystemic project brought school psychology knowledge and skills to (a) use multicultural consultation and participatory methods to introduce, adapt, and support RP in a CLD school, (b) present findings related to teachers, parents, students, and school climate, and (c) increase youth, parent, and community engagement and voice. The authors developed a comprehensive, culturally relevant model through an interdisciplinary school-university-community partnership. They used multicultural consultee-centered consultation, including bilingual/bicultural practices and cultural brokers, and participatory culture-specific intervention methods to collaboratively design, implement, and evaluate outcomes for students, parents, teachers, and others. 相似文献
120.
Derek R. Becker Sybil Carrère Chelsea Siler Stephanie Jones Bonnie Bowie Cheryl Cooke 《Mind, Brain, and Education》2012,6(1):10-18
In this study we examined high frequency heart rate variability (HF‐HRV, a parasympathetic index) both at rest and during challenge, to assess if variations in cardiovascular activity measured during a Stroop task could be used to predict reading achievement in typically developing children. Reading achievement was examined using the Peabody Individual Achievement Test–Revised. Results showed that greater HF‐HRV suppression during both the Stroop word and Stroop word–color conflict tasks was associated with better reading achievement. Higher basal levels of HF‐HRV did not predict better reading scores. These results are among the first to show a link between HF‐HRV and reading achievement in a normative school age population, and offer new insight into the association between cognitive activity and autonomic regulation of the heart. 相似文献