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51.
Frederick D. Harper 《International journal for the advancement of counseling》2000,22(3):171-171
Editorial Introduction
Editorial Comment 相似文献52.
53.
This study examines differences between women and men on 19 outcomes of college and assesses the extent to which those differences
are attributable to gender gaps that existed prior to college or to men’s and women’s differential college experiences. The
data are drawn from a national longitudinal sample of students (N = 17,637) attending 204 four-year colleges and universities who were surveyed upon entry to college in 1994 and four years
later in 1998. Among the 19 outcomes, 5 revealed gender differences that could be accounted for by pre-college variables alone,
2 demonstrated gender differences that were attributable to a combination of pre-college and college variables, and 12 produced gender gaps that were significant despite all control variables.
An earlier version of this paper was presented at the Annual Meeting of the Association for Institutional Research, San Diego,
CA, May 2005. 相似文献
54.
Frank Harris III Shaun R. Harper 《International journal of qualitative studies in education》2014,27(6):703-723
Research on fraternity men focuses almost exclusively on problematic behaviors such as homophobia and sexism, alcohol abuse, violence against women, sexual promiscuity, and the overrepresentation of members among campus judicial offenders. Consequently, little is known about those who perform masculinities in healthy and productive ways. Presented in this article are findings from a qualitative study of productive masculinities and behaviors among 50 undergraduate fraternity men from 44 chapters across the US and Canada. Findings offer insights into participants’ steadfast commitments to the fraternity’s espoused values; their acceptance and appreciation of members from a range of diverse backgrounds; strategies they employed to address bad behaviors (including sexism, racism, and homophobia) among chapter brothers; and the conditions that enabled them to behave in ways that contradict stereotypes concerning men in collegiate fraternities. 相似文献
55.
Janet Helmer Helen Harper Tess Lea Jennifer R. Wolgemuth Kalotina Chalkiti 《Asia Pacific Journal of Education》2014,34(1):36-48
This paper explores the challenges of conducting systematic research, using our experiences of conducting a study to evaluate the effectiveness of ABRACADABRA, an online tool for early childhood literacy instruction as the contextual framework. By discussing how the research team resolved such perennial issues as high teacher turnover, low or erratic Indigenous student attendance, difficulties with collecting reliable data on student outcomes, and the time and funding required to travel long distances, we show how rigorous research might still be conducted, to counter the usual proffering of such challenges as reasons why experimental research should not be attempted. Without minimizing the dimension of the logistical and funding challenges facing the conducting of experimental research in regional and remote settings, we end with an appeal that such work be prioritized, lest already disadvantaged education settings suffer further neglect in terms of national research priorities. 相似文献
56.
This literature review examined empirical research conducted between 2004 and 2014 regarding 1:1 technologies in K–12 educational settings. Our overarching research question was: What does research tell us about 1:1 technology in K–12 classrooms? We used the constant-comparative method to analyze, code, and induce themes from 46 relevant articles. Findings showed that the studies selected for analyses primarily concentrated on the following themes: effects on student achievement, changes to the classroom environment, classroom uses, effects on learner motivation and engagement, and challenges to classroom integration. In this article, we define each of these themes, describe the implications of the use of technologies on a 1:1 basis in classrooms, and offer suggestions for future research. 相似文献
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Vernon B. Harper Jr 《Communication Teacher》2013,27(3):61-64
Objective: Students will understand the communicative power of walking and how nonverbal communication relates to attitude development Courses: Public Speaking, Introduction to Communication Theory, and Intercultural Communication 相似文献