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111.
Sarah D. Jordan 《Children‘s Literature in Education》2004,35(3):199-218
This article reviews a number of works of fiction about the Holocaust intended for children and young adult readers and discusses the strategies used by their authors to educate their readers without overwhelming them with highly emotional information. Several popular and effective strategies are highlighted, along with examples of works of literature in this genre employing such strategies. The use of sensitive and age-appropriate literature as an important component in educating children about the Holocaust is emphasized. 相似文献
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This paper reviews and critiques significant developments within contemporary ethnography. The first part of the paper traces the antecedents of ethnography in an anthropology which was itself closely identified and entwined with colonialism and imperialism. The paper then goes on to review contemporary developments within ethnography, particularly those associated with postmodernism. Attempts to establish a critical ethnography are reviewed and critiqued in the following section. The paper then goes on to suggest ways in which the concepts of ‘really useful knowledge’ and the processes of action research might be combined in order to assist in the construction of critical ethnography. The paper concludes by acknowledging the difficulties which exist for educational researchers and practitioners who wish to practice critical ethnography in the current educational climate in both Britain and North America. 相似文献
115.
Adam Moore Victoria Kern Alexis Carlson Annemarie Vaccaro Jordan A. Abbott 《The Educational forum》2020,84(3):272-285
AbstractUsing grounded theory, we examined the ways in which undergraduate teacher candidates with disabilities developed a sense of purpose and constructed professional identities. Our findings suggest K-12 experiences with advocacy as well as exclusionary school experiences influenced their emerging professional identities. Resistance to a deficit view of disability was central to teachers’ professional identities and influenced their desire to become “change agents” in their future professions. We describe collegiate experiences that affirmed or presented roadblocks to their career path. 相似文献
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W. T. Jordan Ronald G. Burns Laura E. Bedard Tony A. Barringer 《Journal of Criminal Justice Education》2013,24(2):298-310
In an effort to explore criminal justice interns’ observations of misconduct and reporting patterns of their observations, a survey of criminal justice interns was conducted after their internships were completed. Students from four universities in the South (n = 463) were asked to participate. While only 2 percent of respondents reported observing illegal behavior by criminal justice agency personnel, over half of the respondents reported observing behavior they suspected was illegal; knew to be violations of department policy; or recognized as generally unprofessional behavior. 相似文献
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Katy Campbell 《Technology, Pedagogy and Education》2013,22(3):309-328
Abstract Most studies of gender and information technology have investigated gender differences in the relationships between education and achievement, and attitudes towards and use of computers. Few have explored gendered experiences of faculty members using learning technologies in higher education. The study on which this article is based explored the experiences of 47 Canadian female faculty members integrating information and communications technologies (ICTs) into the higher education learning environment. The stories they told suggest that learning to use ICT in ways coherent with their values may be an intensely personal process of cognitive and cultural change for these women, in which beliefs and values may be examined and even realignedas they develop personal, moral authority. When faculty members explicitly contextualize the process as social, relational learning, it has the potential to be transformative at personal and societal (institutional) levels. The interrelated theoretical constructs of transformative or action learning, the development of authority-into-agency, and technology issues related to feminist pedagogy frame the three illustrative narratives of experience presented. 相似文献
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From a contact theory perspective, links between variation in young adults' perceptions of communication with their grandparents and attitudes towards older adults are examined. The analysis pays particular attention to variation in communication with multiple grandparents, and finds links between that and perceived variability in the older adult population as a whole. More variation in perceptions of communication with grandparents is associated with perceptions of older adults as more heterogeneous. However, variation in grandparent relationships is associated with more negative attitudes towards older adults on measures of attitudinal central tendency. The results are discussed in terms of intergroup communication processes, contact theory and possible interventions to reduce prejudice in this and other contexts. 相似文献
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Gail T. Fairhurst Jerry Monroe Jordan Kurt Neuwirth 《Journal of Applied Communication Research》2013,41(4):243-263
The purpose of this study was to identify and test the influences that lead individuals to actively manage the meaning of a company Mission Statement. Communication about a company Mission Statement was hypothesized to be a function of an individual's information environment, level of work unit commitment, trust in management, and organizational role. The Management of Meaning Scale (MMS) was developed to assess specific meaning management behaviors. The MMS was cast as the chief dependent variable in a path analysis using LISREL. The general model was well supported. Implications for practices associated with Mission Statement implementation are discussed. 相似文献