“偏”偏喜欢你——UNIS U89偏屏手机使用手记

太太的“索爱T618“该换了,趁周末赶紧陪她去商场看手机。原本要买一款带手写功能的“诺基亚”,可是就在准备付款的时候,旁边柜台的一款法拉利红的手机吸引了我们,于是忙上前询问,当营业员拿出这款眩目的手机时,我们才知道这是一款UNIS手机。　　“以前怎么没听说过这个牌子呢?”我咨询营业员。”这是清华紫光今年的全新产品。市场上唯一一款采用偏屏设计的手机,专门送给自己特别偏爱的人”。这句话让我们心头泛起了一丝甜蜜的感觉,于是欣然选择了这款时尚靓丽的手机。回到家中,我就迫不及待的翻开说明书,研究体验起来。而太太则悠然地坐在一旁等待我的“研究报告”。     

“How Come Nobody Told Me?” Fostering Self‐Realization Through a High School English Curriculum

Through collaboratively designed qualitative inquiry, we investigated the responses of high school students with learning disabilities to a teacher’s intervention intended to promote self‐realization, a fundamental component of self‐determination. Activities were embedded within the general English curriculum and delivered in a special education classroom over the course of an academic year. Several themes emerged from analysis of student interviews, student responses to writing prompts and surveys, a teacher journal, and student portfolio pieces. Silence and misconceptions were prevalent in student experiences. However, through the intervention students acquired information that helped them make sense of their school experiences, redefine themselves in positive ways, and take small steps toward greater self‐advocacy within their current school setting. The mediating influence of positive adult voices and concerns about social stigma were evident in students’ responses, which prompted us to question teachers’ and families’ responsibilities for engaging young people in dialogue about special education and disability.     

“They cannot seem to get past the gender issue”: Experiences of young female athletic trainers in NCAA Division I intercollegiate athletics

Within Division I intercollegiate athletics, women hold 46.4% of graduate assistant and 47% of assistant athletic trainer positions, yet hold only 18.8% of head athletic trainer positions. The purpose of this study was to explore whether issues of power and gender stereotyping contribute to the lack of women in head athletic training positions in intercollegiate athletics. Data were gathered from 14 female athletic trainers at Division I universities through semi-structured interviews and follow-up questions based on those interviews and were analyzed using post-structural feminism as the theoretical framework. The findings revealed that male coaches used gender stereotypes to challenge the professional competence of our participants along with formal and informal work practices to reinforce power over the professional lives of our participants.     

English language learners who struggle with reading: language acquisition or LD?

We review empirical research on English language learners (ELLs) who struggle with reading and who may have learning disabilities (LD). We sought to determine research indicators that can help us better differentiate between ELLs who struggle to acquire literacy because of their limited proficiency in English and ELLs who have actual LD. We conclude that more research is warranted to further elucidate the strengths and learning needs of subgroups of underachieving ELLs, to help us determine who should qualify for special education, and to clarify why some ELLs who do not have LD still struggle with language and literacy acquisition. Future research should account for the complexities involved in becoming literate in another language and focus more on cultural and contextual factors that affect student achievement.     

Student–Faculty Collaborative Research: A Qualitative Study of Experiences with the Authorship Determination Process

Mentoring students through collaborative research can be an effective method for cultivating student development as scholars; but negotiating the division of responsibilities and recognition may be difficult due to the inherent complexities of the relationship between collaborators and the research process itself. A national sample of 440 students and faculty in education and social science disciplines described their positive and negative experiences with authorship determination in student–faculty collaborative research. Qualitative analysis of these responses revealed important themes and informed the development of suggestions for articulating authorship to avoid potential difficulties.     

A Case Study of Changing the Learning Environment in Law: Introducing Computer-Supported Collaborative Activities

This article reports on a 3-year case study of the introduction of computer-supported collaborative activities in a previously traditional lecture-based law course at a large North American research university. The evolving design of the activities is described, as well as the students' and professor's reactions to the new learning environment. Results show that students perceived that the new emphasis on skills was valuable, and that the collaborative learning activities contributed to their learning of content and technical skills as well as teamwork. Implications for design of such activities as well as factors to consider are presented, for instance, any changes must be considered systemically, with evaluation and workload being key components.     

The evaluation of criminal justice programs: Assessment of evolving standards in context

The quality of criminal justice programs has been evaluated by methods which assume that quality standards are associated primarily with research excellence and are clearly defined. Because these standards are still emerging in our discipline, a more appropriate method of assessment is introduced, which takes into account the evolving standards of quality in criminal justice. With this method, programs can evaluate themselves continuously not only against minimum standards, but also against newly evolving standards as they are introduced. This design will allow criminal justice programs to determine whether their procedures promote the goal of students' learning by analyzing their functions in relation to evolving standards of quality.