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961.
In this paper, we focus on gendered themes promulgated in three books written in diary cartoon form. Although written for different audiences, each of these books constructs gender norms in similar ways. They promote heteronormative gender roles for boys and girls by endorsing traditional femininities and hegemonic masculinities through the following themes: popularity, mean girls/bullying, self-concept and self-esteem, friendship, and adult naïveté. First, we discuss the ways in which gender is implicated in children’s literature. Then, we describe and analyze the diary cartoon books, contrasting and comparing those with girl protagonists and that with a boy protagonist. Finally, we explore the gendered implications in the books’ themes, concluding that girls and boys are represented in different manners that reinforce gender essentialism and heteronormativity. 相似文献
962.
The purpose of this study was to explore the factors that contributed to the academic success of Haitian‐American women. This study was also conducted to determine if factors attributed to by academically successful Haitian women are related to selected demographic characteristics. Two hundred and thirteen Haitian women selected from the National Haitian Student Alliance, with at least a Bachelor’s degree, participated. They completed an online survey designed to elicit demographic information and their perception of the factors. Our results indicate that self‐motivation, financial assistance, access to resources, self‐perception and time management are among the most important factors that contributed to their academic success. Less important are community support and knowledge of a second language. Statistically significant relationships were found between a linear combination of the 16 success factors and only the following demographic characteristics: birthplace, years taken to complete college, father’s level of education and participant’s residence region. 相似文献
963.
This article explores the gendered ways in which issues of ability and exceptionality are presented in Governor-General award-winning Canadian children’s literature. In much of contemporary feminist thought, there is a strong focus on intersecting oppressions with gender as a central analytic lens. However, ability is still largely absent. Our aim is to bring ability to the forefront in an analysis of gendered representations in children’s literature. We therefore discuss gender, inclusion, and children’s fiction; detail our use of feminist discourse analysis; and present findings from our literature analysis, making connections to societal discourses of inclusion and gender. We conclude that educators must assist students in becoming aware of gendered and abled discourses, discussing their meanings, and deconstructing their hegemonic ideals. Without such critical discussions, the marginalisation of girls and individuals with exceptionalities will continue to be pervasive in children’s literature and, by extension, society. 相似文献
964.
Divya Varier Erika K. Dumke Lisa M. Abrams Sarah B. Conklin Jamie S. Barnes Nancy R. Hoover 《Educational technology research and development : ETR & D》2017,65(4):967-992
Increased efforts to promote 21st century learning emphasize the central role of technology in instructional delivery in order to advance the multifaceted abilities and skills required for student success in an increasingly technology-rich learning and work environment. A qualitative study was conducted in a large, economically diverse, mid-Atlantic school district to examine the implementation of six technology devices in 18 elementary, middle, and high school classrooms. The purpose was to understand teachers’ and students’ experiences related to the instructional implications of each device to inform long term, one-to-one implementation of an appropriate technology device to meet the district’s strategic goals for a 21st century learning environment. Teacher interviews and student focus groups revealed several themes related to technology integration, factors influencing implementation, impact on instruction, and impact on student motivation and engagement. Findings are discussed in relation to the district infrastructure and other considerations to support a one-to-one teaching and learning environment and how each of the six devices support the establishment of 21st century learning environments. 相似文献
965.
Ann C. Miller Nancy Rumaldo Guadalupe Soplapuco Alicia Condeso Betsy Kammerer Shannon Lundy Fabiola Faiffer Andy Montañez Karen Ramos Naysha Rojas Carmen Contreras Maribel Muñoz Hilda Valdivia Daojing Vilca Nandy Córdova Patricia Hilario Martha Vibbert Leonid Lecca Sonya Shin 《Child development》2021,92(6):e1275-e1289
This study is a randomized controlled trial of a 12-week community-based group parenting intervention (“CASITA”) in Lima, Peru. CASITA improved neurodevelopment in a pilot study of 60 Peruvian children and subsequently scaled to 3,000 households throughout the district. The objective of this study was to assess intervention effectiveness when implemented at scale. A total of 347 children ages 6–20 months (52.7% male, 100% identified as “mestizo”) at risk for developmental difficulties were randomized to immediate or delayed CASITA. At 3 months after enrollment, the immediate arm showed significantly higher overall development, based on the Extended Ages and Stages Questionnaire and Home Observation for Measurement of the Environment scores (Cohen’s ds = .36 and .31, respectively). Programs demonstrably effective at scale could help address children’s development risks worldwide. 相似文献
966.
Findings from our review of research articles published between 2004 and 2019 indicated students and faculty in counselor education who identify as women; as people of color; or as lesbian, gay, bisexual, transgender, and queer or questioning face eight common types of adverse experiences. Implications for praxis and research are provided to support the profession's aim to diversify and embody inclusion. 相似文献
967.
William AE Aguilar-Roca NM Tsai M Wong M Beaupré MM O'Dowd DK 《CBE life sciences education》2011,10(4):346-356
This study evaluates the impact of an independent postmidterm question analysis exercise on the ability of students to answer subsequent exam questions on the same topics. It was conducted in three sections (~400 students/section) of introductory biology. Graded midterms were returned electronically, and each student was assigned a subset of questions answered incorrectly by more than 40% of the class to analyze as homework. The majority of questions were at Bloom's application/analysis level; this exercise therefore emphasized learning at these higher levels of cognition. Students in each section answered final exam questions matched by topic to all homework questions, providing a within-class control group for each question. The percentage of students who correctly answered the matched final exam question was significantly higher (p < 0.05) in the Topic Analysis versus Control Analysis group for seven of 19 questions. We identified two factors that influenced activity effectiveness: 1) similarity in topic emphasis of the midterm-final exam question pair and 2) quality of the completed analysis homework. Our data suggest that this easy-to-implement exercise will be useful in large-enrollment classes to help students develop self-regulated learning skills. Additional strategies to help introductory students gain a broader understanding of topic areas are discussed. 相似文献
968.
C. Cybele Raver Erika K. Blackburn Mary Bancroft Nancy Torp 《Early education and development》1999,10(3):333-350
Relations between children's emotional self-regulation, attentional control, and peer social competence (as reported by both teachers and peers) were examined for 51 low-income, preschool-aged children enrolled in Head Start. Using a short delay-of-gratification task administered at Head Start sites, children's use of self- distraction was found to be positively associated with their success in handling the delay, replicating previous, laboratory-based research. Contrary to our expectations, children's use of self-distraction was found to be unrelated to their attentional control, as assessed during a computer task. Hierarchical regression analyses revealed that children's use of self-distraction predicted significant variance in both peer- and teacher-reports of childrem's competence with peers, even after children's attentional control was statistically taken into account. These findings are discussed in light of current models of reactivity and regulation in predicting young children's social behavior, as well as in the context of early intervention efforts for children facing socioeconomic risk. 相似文献
969.
Nancy J. Maushak 《TechTrends》1999,43(5):33-38
Summary Three factors have contributed to the level of technology integration achieved at this school. First, administrative support
for technology is very evident. Though neither the principal nor the superintendent perceived themselves as possessing a high
level of technological literacy, they both had a vision of technology use by both teachers and students. This translated into
a strong technology plan as well as support for innovative uses of technology 相似文献
970.