Without dependence on welfare for life: Black women in the community college

This paper extends my previous analysis of data gathered in a year-long ethnographic investigation of a community college (Weis, 1985). Here, gendered subjectivity is explored through three themes: (1) motivation for attending Urban College, (2) perceived behavior of women and men within the institution, and (3) academic outcomes. The paper closes by positing why black female culture takes the shape and form that it does, and why the community college fails to promote social mobility for black females.     

Putting students first: Promoting lives of purpose and meaning

Institutions that successfully educate students to lead “the good life” attend to their campus's culture, curriculum, cocurriculum, and community.The authors of this article explore nuances of these four C's.     

Reading and spelling gains following one year of Orton‐Gillingham intervention in Singaporean students with dyslexia

Despite the widespread use of Orton‐Gillingham (OG) based approaches to dyslexia remediation, empirical support documenting its effectiveness is lacking. Recently, Chia and Houghton demonstrated the effectiveness of the OG approach for remediation of dyslexia in Singapore. As a conceptual replication and extension of that research, we report results of 39 students with dyslexia aged between six and 14 years enrolled in an OG intervention programme over a period of one year in a single‐subject research (pre‐test/post‐test) design. Analyses of variance showed that students significantly improved in standardised tests of reading and spelling with moderate effect sizes (Cohen's d = 0.52–0.58). Additionally, an inverse relationship was found between students' ages when they began intervention and gains made during the intervention. Results thus indicate the effectiveness of an OG approach in remediating literacy difficulties in students with dyslexia and, taken together with previous studies, further suggest the importance of early identification and intervention.     

How doctors search: A study of query behaviour and the impact on search results

Professional, workplace searching is different from general searching, because it is typically limited to specific facets and targeted to a single answer. We have developed the semantic component (SC) model, which is a search feature that allows searchers to structure and specify the search to context-specific aspects of the main topic of the documents. We have tested the model in an interactive searching study with family doctors with the purpose to explore doctors’ querying behaviour, how they applied the means for specifying a search, and how these features contributed to the search outcome. In general, the doctors were capable of exploiting system features and search tactics during the searching. Most searchers produced well-structured queries that contained appropriate search facets. When searches failed it was not due to query structure or query length. Failures were mostly caused by the well-known vocabulary problem. The problem was exacerbated by using certain filters as Boolean filters. The best working queries were structured into 2–3 main facets out of 3–5 possible search facets, and expressed with terms reflecting the focal view of the search task. The findings at the same time support and extend previous results about query structure and exhaustivity showing the importance of selecting central search facets and express them from the perspective of search task. The SC model was applied in the highest performing queries except one. The findings suggest that the model might be a helpful feature to structure queries into central, appropriate facets, and in returning highly relevant documents.     

美国数学教育实习的特点及其启示

文章以美国哥伦比亚大学教师学院数学教育实习为例,介绍了其数学教育实习的目的、内容及要求、对实习生的评价以及指导教师的作用,分析了上述各项内容的特点。其对我国数学教育实习有这样几点启示：应延长数学教育时间;拓宽数学教育实习的内容和形式;明确实习指导教师的职责;规范评价的体系;使实习生成为真正的反思者。