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61.
Patti Lather 《International journal of qualitative studies in education》2013,26(2):153-162
This essay frames issues of historical truth, interpretation, and translation in reading I, Rigoberta Manchu in terms of the analysis of qualitative data. Using Walter Benjamin's work on translation and historiography, posited lessons include: to read for difference rather than the same; to focus on what is becoming in the data; to probe the price people pay to tell the truth about themselves; to attend to how stories are told; and to situate interpretation as supplement rather than mimesis, both inadequate and necessary. Such lessons are endorsed toward the goal of what Gayatri Spivak terms a "knowledgeable Eurocentrism" rather than a naive one in first-world dealings with third-world texts. 相似文献
62.
Patti Lather 《Educational Studies A Journal of the American Educational Studies Association》2013,49(4):342-357
This article probes how philosophical structures are immanent in empirical work and how philosophy might be understood when it is within the precincts of science. My interest is in both opening philosophy to disruption by a science that knows itself as inside history and opening science to the costs of its inability to tolerate the necessary lack in any determinism. Against the more typical focus on how philosophy provides the reason of science, here the task is to rethink the relation between empirical work and philosophy in a way that posits an engagement with not knowing as an ethical and political move. The goal of such a project is a double(d) science that works the necessary tensions that structure contemporary social science as fertile ground for the production of new practices where theoretical complexities are used as tools to make a material difference in terms of “what works” in the public interest. 相似文献
63.
Nicola Allison Conners-Burrow Taren Swindle Lorraine McKelvey Patti Bokony 《Early education and development》2013,24(2):230-244
Research Findings: The purpose of this study was to examine the relationship between low-level depressive symptoms in mothers and teacher-reported child behavioral outcomes. Participants included 442 low-income mothers of preschool-age children who were screened for maternal depression by their child's preschool teacher. Teacher reports of child behavior problems were collected on a random sample of the children (n = 264). Of mothers screened for depression, 16.7% reported low-level depressive symptoms (below the cutoff on the screener indicating clinically elevated symptoms). Analyses revealed that children of mothers with low-level depressive symptoms had significantly greater problems with externalizing behavior compared to children of mothers with no depressive symptoms. Practice or Policy: Results suggest that children whose mothers experience even low-level depressive symptoms are at risk for problems with behavior, pointing to the need for screening and interventions to address maternal depression at all levels of severity. Early childhood education providers are in an excellent position to support families impacted by symptoms of maternal depression through screening and education, supportive daily interactions, and referrals for services if needed. Teachers can also provide direct support for high-risk children's social and emotional skill development through the provision of sensitive, nurturing care. 相似文献
64.
Patti Schifter Caravello 《Public Services Quarterly》2013,9(3-4):141-171
SUMMARY Graduate and professional school students face a variety of academic integrity issues and are sometimes academically dishonest. The author surveys the literature of the last decade on graduate student academic integrity, including plagiarism, cheating, falsification, and authorship conflicts, focusing on empirical studies in multiple disciplines, studies that portray issues arising in individual disciplines, and solutions suggested. The author proposes that librarians who serve, teach, and consult with graduate students should develop their instructional role in this area. By becoming aware of the chief academic integrity problems and the subject-discipline related concerns, they can better assist graduate students in the context of information literacy and collaborate with faculty on training and other solutions. 相似文献
65.
The authors convey a story of getting lost in narration, on an applied and collaborative research project in which they combined autoethnography (AE), mindfulness, and relational communication. They examine common criticisms of AE in an effort to more accurately narrate how the method operates communicatively and resonates with commitments of applied communication research. This tale ends with a few invitational morals that are directed to skeptics and practitioners of AE. 相似文献
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Tucker Readdy Bradley J. Cardinal Patti Lou Watkins 《Research quarterly for exercise and sport》2013,84(2):310-319
Abstract Our study explored the contribution of gender role stress (GRS) and sociocultural appearance demands to symptoms of muscle dysmorphia (MD) in a college sample of 219 women and 154 men. For women, five GRS subscales, sociocultural appearance demands, age, and frequency of aerobic exercise predicted MD symptoms (model R2 = .33; F(8,210) = 12.81, p < .001); for men, only one GRS subscale, age, and sociocultural appearance demands predicted MD symptoms (model R2 = .40; F(3,150) = 9.52, p < .001). Post hoc analyses revealed that a small number of items explained a substantial portion of the variation, suggesting that MD may be more related to specific perceptions of pressure to attain an attractive body than to global gender role stress. 相似文献
70.
Patti Cybinski Saroja Selvanathan 《Decision Sciences Journal of Innovative Education》2005,3(2):251-271
This project investigates the relationship between student performance, past mathematics experience, and perceptions of statistics education for two groups of university students studying statistics in different learning environments. One group received the traditional form of teaching with lectures, whereas the other group studied in a more flexible learning mode where lectures were replaced with a computer‐managed learning tool and optional small‐group workshops facilitated by written lecture notes. The results on student learning experience show that, for both groups, student enjoyment of the course is positively related to their learning attitudes and to their perceived value of statistics education, and is negatively related to anxiety with regard to their performance in the course. There is some evidence that the group studying in the technology‐supported flexible learning environment experienced more assessment anxiety and consequently less enjoyment of the subject. There is also evidence that assessment anxiety has a negative effect on student performance that is exacerbated by a lack of prior mathematics experience. Hence, the flexible learning approach in statistics education, with minimal face‐to‐face teaching, may be especially inappropriate for these students. 相似文献