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91.
CLOTHING PREFERENCES OF OLDER WOMEN: IMPLICATIONS FOR GERONTOLOGY AND THE AMERICAN CLOTHING INDUSTRY
This paper reports the findings of a study investigating the clothing preferences and problems of older women. The sample consisted of thirty women age 65 years and over who were members of two clubs in Tallahassee, Florida. Personal interviews were conducted by the researcher in the home of each respondent. Style features discovered to be preferred were A‐line skirts; princess, A‐line, and shift dresses; V‐necklines; convertible collars; long with cuff, three‐quarter length, and short sleeve styles. Color preferences revealed blue as the most popular color for clothing. Implications of the research for gerontologists in higher education and for the American clothing industry are cited and discussed. 相似文献
92.
Diane M. Horm‐Wingerd Susan D. G. Warford Phyllis Carella Penhallow 《Journal of Early Childhood Teacher Education》2013,34(1):29-39
Abstract A team of early childhood teacher education faculty developed the 3‐D talent development model of teacher education, blending theory and research from many sources. These sources include research on talent development, nonuniversal development, and roles of teachers and their professional growth. The faculty integrated constructs from these sources into a program rooted in principles of social constructivism. Using the 3‐D model, the faculty team identified their task as taking students of teaching through the phases of discovery, discipline, and divergence. Assessments that we developed needed to correspond to this conceptual framework, moving us away from traditional types of student assessment. In this article we offer a synopsis of the talent development model; review five of the approaches to student assessment we use, including alternative assessment activities, “Employmee” feedback forms, electronic portfolios, state teacher evaluation frameworks, and action research projects; and articulate the linkages between our approach to assessment and the talent development model of teacher education. 相似文献
93.
An emerging area of communication study is the process by which women seeking elective office construct their political identity. This essay engages that literature examining the historic 1986 Nebraska gubernatorial race as a case study. Two interrelated findings emerged from the study including: (1) gender perceptions were a factor even in this “genderless” election, and (2) each candidate's political identity was constructed through the interaction of gender characteristics and candidate issue positions. 相似文献
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Meredith L. Carter Phyllis M. Bayt 《Community College Journal of Research & Practice》2013,37(3):251-257
This study was designed to assess and determine how operation under a management by objectives system (MBO) has affected administrative units and individual administrators in public two‐year community colleges. Results from the study showed that respondent attitudes toward the management by objectives system were favorable. The variables identified which serve as significant predictors of administrator attitudes toward the MBO program were: (a) effective as a means for planning and organizing work for which an administrator is accountable, (b) effective as a means for evaluating work performance, (c) effective in improving satisfaction with being more a part of decisions, (d) effective in improving the attitudes of the superior toward the MBO program as perceived by subordinates. Negative reactions toward the MBO system were perceived to be generated by increased paperwork and difficulty in setting educational objectives. 相似文献
98.
Teachers’ pedagogical decision‐making and influences on this when teaching students with severe intellectual disabilities 下载免费PDF全文
This article focuses on teachers' pedagogical decision‐making and influences on this decision‐making when teaching students with severe intellectual disabilities. The research reported and discussed forms part of an international collaborative research project in the south west of England and Florida, US. The study is set within the broader socio‐political context of inclusion, contributing a pedagogical dimension to other aspects of inclusion, such as placement, curriculum and accountability. Houssaye's (2000) pedagogical interaction model is examined and adapted to situate and analyse teachers’ pedagogical decision‐making, and influences on this, when teaching students with severe intellectual disabilities. The study shows a prominence and privileging of pedagogical decisions and influences around teacher‐student pedagogical interactions over curriculum‐teacher or curriculum‐student pedagogical interactions. The implications of this emphasis are considered in the historical context of teaching and learning models and approaches for this group of learners. 相似文献
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The design of Benton and Hoyt's study is discussed, as well as their data analysis. The limitations of the study, including the possible bias toward economic issues of the items and of data interpretation and nonrandom sampling of the subjects, are noted. Benton and Hoyt's discussion of how educational psychologists are affected by the educational reform movement is considered within the larger framework of the shift in educational research from a static normative to a dynamic interactionist approach. This shift has not only affected specific reform proposals, but also shows promise of resolving perceived conflicts in the proposals between excellence and equity and educational psychologists and teacher educators. 相似文献