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81.
Dave A. Louis Keisha V. Thompson Patriann Smith Hakim Mohandas Amani Williams Juann Watson 《The Urban Review》2017,49(4):668-691
Afro-Caribbean immigrants have been an integral part of the history and shaping of the United States since the early 1900s. This current study explores the experiences of five Afro-Caribbean faculty members at traditionally White institutions of higher education. Despite the historical presence and influence of Afro-Caribbean communities and the efforts within education systems to address the needs of Afro-Caribbean constituents, Afro-Caribbean faculty members continue to be rendered indiscernible in higher education and to be frequently and erroneously perceived as African–Americans. The study examines the lived experiences of these individuals in the hegemonic White spaces they occupy at their institutions with both White and Black populations. Through their narratives, issues of stereotyping, microaggression, and isolation are addressed. The participants also offer solutions to address these issues by university administrators, department heads, faculty development professionals, diversity officers, policy makers, and other stakeholders. The voices in this study shed light on an overlooked, misunderstood, and under-researched population within our faculty ranks in the American Academy. 相似文献
82.
ABSTRACT: Decades of research have provided evidence that food irradiation is a safe technology that can decrease the incidence of foodborne diseases; however, adoption of this technology has been slow. The purpose of our study was to qualitatively explore the effectiveness of various components of a professional development training on family and consumer sciences county extension educators' understanding of food irradiation. This training included presentations by experts in the field, a tour of a food irradiation research facility and a meat processing facility, group activities, and a computer simulation model. Data were collected using qualitative research methodology through in-depth interviews conducted after the training. Results indicated that those components that allowed participants to visualize food irradiation processes seemed most beneficial to their understanding. Based on these data, implications for practice are discussed. 相似文献
83.
Bruce Thompson 《Educational Psychology Review》1999,11(2):157-169
The present paper responds to defenses of statistical significance testing offered by Levin and Robinson. First, some inaccurate perceptions of contemporary criticisms of statistical tests are noted. Second, areas of disagreement are explored. For example, it is noted that all nine empirical studies of reporting practices since 1994 show that encouraging (per the 1994 APA style manual) authors to report effect sizes has not worked; two reasons for this failure are explored. Finally, two important areas of agreement regarding needed improvements in contemporary practices are noted. 相似文献
84.
OBJECTIVE: The present study evaluated the association between women's health and physical and sexual abuse suffered before age 18. METHODS: A total of 3,568 randomly sampled insured women ages 18-64 completed a telephone interview to assess history of physical only, sexual only, or both physical and sexual abuse before age 18 (Behavioral Risk Factor Surveillance System); and current health (Short Form-36, Center for Epidemiologic Studies-Depression, Presence of Symptoms surveys). Adjusted analyses compared the health of women with physical abuse only, sexual abuse only, or physical and sexual abuse to the health of women without these abuse histories. RESULTS: Poorest health status was observed in women with a history of both physical and sexual child abuse compared to women without these abuse histories. In models that adjusted for age and income, women with both abuse types had increased prevalence of depression (prevalence ratio, 2.16), severe depression (PR, 2.84), physical symptoms (PR range, 1.33 for joint pain to 2.78 for nausea/vomiting), fair/poor health (PR, 1.84), and lower SF-36 scores (3.15-5.40 points lower). Women with physical abuse only or sexual abuse only also had higher prevalence of symptoms and lower SF-36 scores but the associations were not as strong. CONCLUSIONS: This study adds to the literature showing a graded association between multiple adverse events in childhood and adult health. 相似文献
85.
Ron Thompson 《牛津教育评论》2017,43(6):749-766
This paper reports on findings from a three-year ethnographic study of 24 young people in northern England who were classified as not in education, employment or training (NEET), or at risk of becoming so. Drawing on conceptions of opportunity structure and educational marginality, the paper discusses the processes leading to young people becoming NEET after leaving school. It presents findings concerning the family backgrounds, school experiences, and educational attainment of participants, and traces their initial post-16 destinations and their pathways to NEET status. Although most participants did not become NEET immediately after leaving school, restricted labour market opportunities and a lack of high-quality education and training for middle- and low-attaining young people exacerbated social and educational disadvantage. Over time, participants became increasingly restricted to marginal forms of learning. The paper argues that a focus on opportunity structures provides a powerful way of understanding these processes, and that alongside sustained NEET status, educational marginality should be of equal concern to policy makers. 相似文献
86.
Chalmer E. Thompson 《Interchange》2003,34(4):421-447
As people develop a meaningful understanding of racism, they also experience shifts in their appraisals of self and others as members of an unfairly stratified society. Consistent with the premises of Helms' (1995) racial identity theory, these shifts can be explained as transformational processes that have relevance to matters of morality and peace advancement. Individuals who operate at advanced levels of racial identity development overcome the confinements inherent in a racism Zeitgeist and in so doing, learn to accept themselves and others more authentically. This theory can prove crucial to peace promotion in children because it espouses to nurture the integration of self within the broader spectrum of humanity. Educators who transform their selves can also transform their educational practices by disrupting cycles of socialization that adversely influence children's identity formation. They can also contribute to the creation of new structures of socialization. In this paper, I describe this theory and how it applies to peace education. 相似文献
87.
Motivation and study habits 总被引:2,自引:0,他引:2
The first part of the article reviews the literature (mainly British) on the relationships between academic performance in higher education and motivation and study habits. The distinction between goal-orientated and intrinsic motivation is used to clarify the meaning of previous studies. Among the investigations of study habits, the dimension of syllabus-boundness/syllabus-freedom helps to relate psychiatric work on study difficulties to research using self-report inventories.The weakness of the questionnaire approach in explaining the relationships observed led to the use of semi-structured interviews. In the second part of the article the students' explanations of their reactions to higher education demonstrate, in particular, that fear of failure and hope for success present alternative motivations towards academic success. 相似文献
88.
In one of the most challenging periods to confront tertiary education, we examine the impact that technology is having on the experience of one open and distance education university: Deakin University in Victoria, Australia. This paper considers how the espoused pedagogical views that were expressed by the academics interviewed, individually and collectively impacted on their attitudes to information technologies and to their reactions to exposure to and experience with various technologies. The first part of the paper explicitly considers the interview as a research method and situates the interviews we undertook within current scholarship. The focus of the interviews was to seek perceptions of what constituted good teaching as well as the relevance of technology for teaching: as each academic defined it; the discipline concerned and the mode of delivery (i.e. on and/or off‐campus). The research did not provide definitive answers but suggested themes and implications which are considered in the Conclusion. Although restricted to the perceptions of five academics at one university, the extent to which each of the ‘case studies' resonates with the reader's experience takes it beyond the experience of the one tertiary institution. 相似文献
89.
H.R. Thompson C.E. Deer J.A. Fitzgerald H.G. Kensell B.C. Low R.A. Porter 《高等教育研究与发展》1990,9(1):39-48
The introduction of academic staff appraisal in higher education institutions in Australia will require a considerable expansion in staff development facilities. An important issue will be the relative emphasis to be placed upon central staff development units as against structures at the faculty or departmental level. This case study, conducted at Macquarie University and aimed at improving teaching in higher education, explores the Self‐Appraisal Workshop as one such structure and suggests that it provides a very useful format at the faculty or departmental level because it brings together people teaching similar course units. As a result it is easier to integrate aspects such as curriculum design, assessment policies, academic content and teaching methods, than it is at the central level where staff development workshops usually have a cross‐faculty mix. An evaluation, based upon student ratings of teaching, interviews and staff reflection on the process, suggests that the Self‐Appraisal Workshop is a valuable technique for staff appraisal and development. 相似文献
90.
The notion of academic disciplines being characterized as high- or low-paradigm technologies was developed by Lodahl and Gordon from Kuhn's concept of a paradigm. Using this concept, the voting pattern of high-paradigm faculty (chemistry, physics, mathematics, and engineering) was compared to low-paradigm faculty (sociology, political science, history, and education) concerning a controversial campus issue to liberalize curriculum choices for students. It was found that high-paradigm faculty were not willing to grant students more latitude to select courses for degree requirements, while low-paradigm faculty members were in favor of giving students more latitude to select academic courses for degree requirements. The unique aspect of this study is that faculty behavior, as described in an actual case study, corresponds to theoretical positions supported by questionnaire data. 相似文献