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51.
Alana Barton Karen Corteen Julie Davies Anita Hobson 《Journal of Criminal Justice Education》2013,24(1):24-41
Critical pedagogical approaches are underpinned by the principal that education is an inherently political process which should be concerned with enabling students to be reflective, independent, and critical thinkers. In this paper we argue that facilitating the development of a critical consciousness is an integral part of the teaching of critical criminology in higher education. We contend that it is essential if students are to recognize the broader social and political contexts of their own, and others’, lived experiences and thus be able to challenge political oppressions and domain ideologies. By drawing on a pilot study conducted with final‐year undergraduates from a university in the north west of England, the paper will demonstrate how a critical education (critical in terms of subject content, and teaching practice) can better enable students to develop both academically and, as importantly, with regard to their personal, social, and political consciousness. 相似文献
52.
Lauren Grasmick Timothy Gray Davies 《Community College Journal of Research & Practice》2013,37(2):67-80
This grounded theory study addressed the issue of how community college presidents foster active, broad-based participation in campus decision-making processes. This study was based on in-depth interviews with nationally recognized community college presidents selected on the basis of their work in implementing participative governance within their respective institutions. The findings of this study are presented according to the emergence of four axial categories, and a core category is described and explained. Participative leadership is highly interactive and dynamic. Perhaps most importantly, participative leadership is a developmental process for building environments for broad participation. The core category, Visioning Participative Environments, reveals the centrality of the visioning process throughout each sequence of the participative leadership process. This model identifies and explains key participative leadership practices that flow from the theoretical cornerstones. 相似文献
53.
Collaboration in large-scale projects introduces challenges involving both coordination (the ability to collaborate) as well as cooperation (the willingness to do so). Existing research has shown how modular designs can improve coordination by locating interdependencies within rather than between different modules. Based on an in-depth case study of collaboration in a large-scale infrastructure project, our study highlights an effect of modularity on collaboration that previously has been overlooked. Specifically, we show that while modular designs may help overcome coordination challenges by reducing interdependencies between modules, they can in turn hamper collaboration by emphasizing specialization within modules. Therefore, though existing work typically perceives modularity and integration as opposites, we clarify how they can also act as complements. In particular, we show how firms need to complement modular designs with integrating practices that stimulate cooperation. Overall, we contribute to the literature on collaboration and modularity by explaining when and how organizations can combine modularity and integration. 相似文献
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Patrick T. Davies Morgan J. Thompson Meredith J. Martin E. Mark Cummings 《Child development》2021,92(3):1154-1172
This study examined whether childhood interparental conflict moderated the mediational pathway involving adolescent exposure to interparental conflict, their negative emotional reactivity to family conflict, and their psychological problems in a sample of 235 children (Mage = 6 years). Significant moderated-mediation findings indicated that the mediational path among Wave 4 interparental conflict during adolescence, change in youth negative reactivity (Waves 4–5), and their psychological problems (Waves 4–6) was significant for teens who experienced low, rather than high, levels of childhood interparental conflict (Waves 1–3). Supporting the stress sensitization model, analyses showed that adolescents exposed to high interparental conflict during childhood evidenced greater increases in negative reactivity than their peers when recent parental conflicts were mild. 相似文献
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Guided by the emotional security hypothesis, this study reports on the development of a new self-report measure that assesses children's strategies for preserving emotional security in the context of interparental conflict. Participants were 924 sixth, seventh, and eighth graders and a subset of their mothers, fathers, and teachers. Exploratory and confirmatory factor analyses of the Security in the Interparental Subsystem (SIS) Scale supported a seven-factor solution, corresponding well to the three component processes (i.e., emotional reactivity, regulation of exposure to parent affect, and internal representations) outlined in the emotional security hypothesis. The SIS subscales demonstrated satisfactory internal consistency and test-retest reliability. Support for the validity of the SIS Scale is evidenced by its significant links with parent reports of children's overt reactivity to conflict, children's responses to interparental conflict simulations 6 months later, and children's psychological maladjustment and experiential histories with interparental conflict across multiple informants (i.e., child, mother, father, and teacher). Results are discussed in the context of developing recommendations for use of the SIS and advancing the emotional security hypothesis. 相似文献
60.
Susan C. Davies Elana R. Bernstein Corinne M. Daprano 《Journal of educational and psychological consultation》2020,30(2):156-182
ABSTRACTStudents who sustain concussions often struggle with social and emotional symptoms. Such symptoms can interfere with students’ academic performance, relationships, and overall sense of well-being. This qualitative study involved interviews with eight adolescents and young adults who sustained concussions as youths and experienced significant social and emotional symptoms; six of the participants’ parents were also interviewed. Grounded theory methodology was used to code the data, construct categories and identify themes, and develop a theoretical model of students’ post-concussion social and emotional issues and potential sources of support. Categories of issues emerging from the interviews included anxiety/stress, depression/sadness, interpersonal difficulties/isolation, and irritability/moodiness. An exploration of barriers and facilitators of recovery revealed themes related to: factors at school, factors at home, medical care, and level of involvement with sports and athletic personnel. The theoretical model highlights important areas for development in school-based consultation to ameliorate students’ post-concussion social and emotional symptoms. 相似文献