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21.
Stephanie Chiu 《Journal of Food Science Education》2006,5(4):70-71
ABSTRACT: One of the core competencies in the IFT Education standards is for students to achieve competency in communications skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information but also be able to "communicate technical information to a non-technical audience." The Education Division of IFT sponsors an annual writing competition for undergraduate students to bring attention to and promote the development of communication skills. The short essays can be on any technical subject or latest development in the food science and technology field that may be important to the consumer. The article must be written in nontechnical language such that someone reading a local newspaper could understand it. Due date for submissions is typically the first week in June. More information on eligibility, rules, submission, and judging criteria will be posted on IFT's Education Division website. Monetary prizes are awarded to the authors of the top 3 papers, and the winning entry is published in the Journal of Food Science Education (JFSE) each year. JFSE is pleased to publish this year's winning entry submitted by Stephanie Chiu from the Univ. of British Columbia. 相似文献
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Werner Helsper Heinz-Hermann Krüger Lena Dreier Catharina I. Keßler Stephanie Kreuz Mareke Niemann 《Zeitschrift für Erziehungswissenschaft》2016,19(4):705-725
During the last decades, the education system has been marked by distinct processes of internationalisation. In the field of higher education, there are numerous and varied schools with different international profiles. This paper focuses on processes of internationalisation in the German sector of higher education. We contrast two higher secondary schools with international profiles: one international school in a West German metropolitan region with a long tradition and a younger internationally-profiled school located in the periphery of an East German urban centre. This institutional analysis presents school cultural similarities and differences with regard to different claims and concepts of internationality. This analysis is complemented by a reconstruction of three patterns of biographical meaning examining the internationality of pupils and their respective habitual fit to these internationally-profiled schools. We draw on qualitative data, consisting mainly of interviews with head teachers and pupils of these two schools. We argue that these differing regional forms of internationalisation indicate a stratification and hierarchisation in the field of higher education in Germany. 相似文献
23.
An Exploration of the Relationship Among Teacher Efficacy,Collective Teacher Efficacy,and Goal Consensus 总被引:2,自引:0,他引:2
This study explored the relationships among individual teacher efficacy, collective teacher efficacy, and goal consensus/vision.
Participants included 113 teachers of a high school located in the southwestern USA. During a teacher inservice meeting, teachers
completed three surveys that measured the variables under study. Correlational and regression analyses were performed to examine
the relationships among individual teacher efficacy, collective teacher efficacy, and goal consensus/vision. Collective teacher
efficacy was found to be correlated with all of the other variables examined, but was most highly correlated with goal consensus/vision.
Individual teacher efficacy, while related to collective teacher efficacy, was not found to be related to goal consensus/vision.
Findings from this study suggest that, because individual teacher efficacy, collective teacher efficacy and goal consensus/vision
are related, changing one could have an impact on the others.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
24.
Amy Aldridge Sanford C. Kyle Rudick Keith Nainby Kathryn B. Golsan Stephanie Rollie Rodriguez Christopher J. Claus 《Communication quarterly》2019,67(2):158-177
The researchers engaged in a qualitative analysis (using journaling and focus group methodology) of the communicative behaviors of Hispanic students with White institutional members at a medium-sized, Southwest HSI. Utilizing Co-Cultural Theory and Elaborative Coding analysis, the authors mapped how Hispanic students narrated their co-cultural communication and reasoning (i.e., why they engage in one strategy rather than another). The findings show that, although Hispanic students used almost all co-cultural strategies, their responses were clustered primarily around assimilationist strategies – indicating that they engage in a high degree of self-monitoring and self-censorship when interacting with White institutional members in an HSI. These results suggest that even when Hispanic students constitute a large or majority part of the institution’s population, they still feel the need to engage in behaviors that navigate White norms. The study concludes by examining the findings for co-cultural theorizing as well as providing insights for instructors who wish to engage in inclusive teaching practices. 相似文献
25.
Jill N. Reic Jerry W. Cleland Stephanie R. Stilson J. Clifford Kaspar Deborah L. Holmes 《Psychology in the schools》1993,30(1):50-52
Many studies examine the development of infants born at risk for medical and developmental problems during the early years of life, but far fewer follow these children into their school years. This project compared high-risk vs. low-risk children in their performance on the WPPSI at pre- and postkindergarten levels. In general, both groups of children demonstrated increases in performance; however, their patterns of performance were different. The high-risk children showed increases predominantly in the Performance areas of the test, whereas the low-risk children demonstrated increases predominantly in the Verbal areas. 相似文献
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This essay offers a critical rhetorical analysis of social media discourse of white mothers protesting the acquittal of Trayvon Martin’s killer. I argue that through affectively charged performative disidentifications, white mothers contributing to the We are not Trayvon Martin blog worked within and against norms of ideal motherhood to challenge dominant formations of whiteness in ways that exposed the privileged status of U.S. American white motherhood and reconceptualized motherhood as an affective orientation toward antiracism. Unpacking affectively charged performative disidentifications with privileged racial identities is important for enhancing understandings of white antiracist rhetoric and fostering formations of white antiracist consciousness. 相似文献
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