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101.
102.
Beth Hatt 《The Urban Review》2011,43(4):476-490
The US has one of the most inequitably funded school systems and the largest prison population in the industrialized world.
These two factors help to construct what is known as the school to prison pipeline. The past 30 years has included punitive
policies within schools and the criminal justice system that have resulted in a disproportionate number of Latino and African–American
youth being suspended from school, dropping out, and/or incarcerated. In this article, the lived experiences of incarcerated
youth framed by institutional policies within prisons and schools are discussed. In total, fifteen interviews with incarcerated
youth who spontaneously discussed drug trafficking were analyzed using criminological theory. A key theme for many youth was
how a lack of educational opportunity and success shifted their focus to attaining economic opportunities through drug trafficking.
Policy implications are discussed relating to school and corrections funding along with the costs to society. 相似文献
103.
Understanding the covert events surrounding the undergraduate students’ experience is essential to educators’ and counselors’
involvement in their success. Research into bullying behaviors has documented victims’ feelings of anger, sadness and poor
concentration. Affordable technologies have propagated this concern into cyberspace. This exploratory study evaluated the
instances of cyberbullying experienced by undergraduate students. Additionally, the forms of technology utilized in cyberbullying
were queried. A 27-item survey was distributed to 120 undergraduate students in social science, technology and education departments.
The majority of all respondents (54%) and 100% of male respondents indicated they knew someone who had been cyberbullied.
The perpetrators primarily used cell phones, Facebook and instant messaging. The study results provide legitimate concerns
regarding the undergraduate students’ exposure to cyberbullying and numerous areas for future research. 相似文献
104.
Beth A. Cloud James W. Youdas Nathan J. Hellyer David A. Krause 《Anatomical sciences education》2010,3(3):144-147
The action of muscles about joints can be explained through analysis of their spatial relationship. A functional model of these relationships can be valuable in learning and understanding the muscular action about a joint. A model can be particularly helpful when examining complex actions across multiple joints such as in the digital extensor mechanism of the hand. A functional model using two hair bands representing the components of the digital extensor mechanism is described. Through superimposition of the model over one's digit, the combined actions of metacarpophalangeal joint flexion and interphalangeal joint extension are clearly demonstrated. The model provides a conceptual demonstration to enhance understanding of this unique combination of muscle actions about multiple joints. Anat Sci Educ, 2010. © 2010 American Association of Anatomists. 相似文献
105.
106.
Minyi Shih Dennis Emily Sharp Jacquelyn Chovanes Amanda Thomas Raquel M. Burns Beth Custer Junkoung Park 《Learning disabilities research & practice》2016,31(3):156-168
This article quantitatively summarizes experimental and quasi‐experimental studies on teaching students with mathematics difficulties (MD) published between 2000 and 2014, research that was available following earlier syntheses. It reports the analysis of effect sizes of 25 intervention studies on participant characteristics, intervention parameters, domains of mathematics interventions, and instructional approaches and components. Results indicate that several participant characteristics (e.g., grade level and level of mathematics difficulties) and intervention parameters (e.g., methodological soundness, intervention agent, and grouping) mediated the treatment effects. In addition, different types of instructional approaches and several instructional components contributed to the improvements in mathematics performance in students with MD. 相似文献
107.
Social,environmental, and developmental issues and creativity 总被引:1,自引:0,他引:1
Beth A. Hennessey 《Educational Psychology Review》1995,7(2):163-183
Parents and teachers alike have been led to believe that the motivation that stems from wanting to earn a good grade or receive a gold star or do better than the person sitting at the next desk is a positive force. However, in the case of open-ended, creative tasks—tasks for which there is more than one possible solution—extrinsic constraints have frequently proven harmful. A social-psychological approach to the study of creativity is especially useful for answering the question of how best to foster creative behavior in the classroom. Rather than focus on the (largely innate or at least immalleable) differences between creative and uncreative persons, social psychologists concentrate on creative situations (i.e., the particular social and environmental conditions that can positively or negatively impact the creativity of most individuals). The present article explored this research tradition and proposed a theoretical explanation for the impact of motivation on creativity that is based upon children's conceptions of work and play. 相似文献
108.
Jane Banks Mary Beth Oliver Dhyana Ziegler Kara Jolliff Gould Robert G. Finney Mallory Wober 《广播与电子媒介杂志》2013,57(3):416-439
Douglas, S. J. (1994). Where the girls are: Growing up female with the mass mediay. New York: Times Books. 340 pages. Lang, A. (Ed.). (1994). Measuring psychological responses to media messages. Hillsdale, NJ: Lawrence Erlbaum. 244 pages. Cosby, C. O. (1994). Television's imageable influences: The self‐perceptions of young African Americans. Lanham, MD: University Press of America. 172 pages. Kern‐Foxworth, M. (1994). Aunt Jemima, Uncle Ben, and Rastus: Blacks in advertising, yesterday, today, and tomorrow. Westport, CT: Greenwood Press. 205 pages. Fiske, J. (1994). Media matters: Everyday culture and political change. Minneapolis, MN: University of Minnesota Press. 253 pages. Johnson, L. L. (1994). Toward competition in cable television. Cambridge, MA & Washington, DC: MIT Press & AEI Press. 214 pages. Krattenmaker, T. G., & Powe, L. A., Jr. (1994). Regulating broadcast programming. Cambridge, MA & Washington, DC: MIT Press & AEI Press. 369 pages. Moores, S. (1993). Interpreting audiences: The ethnography of media consumption. London: Sage. 140 pages. 相似文献
109.
Adam J. Hoffman Florence Dumas Florence Loose Annique Smeding Beth Kurtz-Costes Isabelle Régner 《Child development》2019,90(3):e306-e321
Trajectories of gender identity were examined from Grade 6 (Mage = 11.9 years) to Grade 9 in European French (n = 570) and North African French (n = 534) adolescents, and gender and ethnic group differences were assessed in these trajectories. In Grade 6, boys of both ethnic groups reported higher levels of gender typicality and felt pressure for gender conformity than girls. European French girls and boys and North African French girls reported decreasing gender typicality from Grade 6 to Grade 9, whereas North African French boys did not change. Felt pressure decreased among girls, did not change in European French boys, and increased in North African French boys. Ethnic and gender differences in gender identity development are discussed. 相似文献
110.
Nurses have the potential to be one of the largest groups of users a medical library can serve. In recognition of this fact, librarians at St. John's Health System embarked on a journey to collaborate with nurses and increase this group's use of the medical library. In 2004, a nursing outreach plan was developed by librarians, with input from non-physician health care employees. The nursing outreach plan will be reviewed along with the barriers and successes encountered during implementation of the plan. Innovative strategies for reaching nursing personnel were accomplished by partnering with nurses to reach nurses. 相似文献