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1.
Sonya Douglass Horsford 《The Educational forum》2017,81(2):136-147
AbstractThis article explores the paradox of “race” and U.S. education reform in the 21st century. I consider how the invisible ontology of race and its entangled relationship with class divert our attention from economic inequality and undermine policies intended to redress racial inequality in schools. I conclude that the education research community must unpack its use of “race” and focus on the role of racism in the maintenance of racial caste in America's schools. 相似文献
2.
Kimberly LeChasseur 《Equity & Excellence in Education》2013,46(3):305-320
This article uses a critical race theory lens to explore how members of one community-district partnership understand “community.” Engaging the community through full service schools (Dryfoos & Maguire, 2002), parent engagement programs (Comer & Emmons, 2006), lab schools through universities (Goldring & Sims, 2005), and other partnerships have become a major strand of reform in schools and districts. However, there is a dearth of critical scholarship that explores the contested meanings and implications of evoking community-laden terminology and approaches (Sanders, 2003; Warren, 2005). Using a grounded theory approach, this case study draws from a combination of ethnographic observations of governance meetings, committee meetings, and events over a year and a half; semi-structured interviews with 11 governance council members from the school district and other partners; and document analysis. Iterative rounds of coding identified ten concepts that were organized into three key categories: geographical and sociocultural conceptualizations of community, “community” as a euphemism, and structuring constraints and empowerment through advisory roles. These findings have broad implications for how we engage in community development and district partnership work in ways that are constructive, effective, and socially just. 相似文献
3.
R. L’Heureux Lewis-McCoy 《Peabody Journal of Education》2016,91(3):309-325
This paper explores the outlooks of black parents raising sons in a suburban school setting in a town that I call Rolling Acres. Dominant narratives about black males center on urban environments where hazards of violence, failing schools, and socially disorganized neighborhoods are prevalent. However, black parents in suburban settings are not immune to racial hazards when raising black boys. This article engages two domains of distinct concern for the parents of black boys: academics and social life. Through a series of in-depth interviews and participant observations with 18 families in a suburban context, I argue parents of black boys, though sometimes divided along gender lines, were concerned with a host of race-related challenges such as social promotion, special education classification, dating preferences, the stereotyping of black boys, and the strain between being cool and academically successful. These concerns demonstrate the importance of understanding how black families, and boys in particular, wrestle with the racialized and gendered power structures even in well-resourced settings. This paper adds to the emerging body on suburbia by highlighting the continued significance of race and gender for black residential families sending their children to suburban schools. 相似文献
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5.
Authoritarian personality types possess characteristics that are especially troubling if found among criminal justice (CJ) professionals. Recent research found significantly higher Right-Wing Authoritarianism (RWA) scores in male college students majoring in CJ than in male nonmajors as well as significantly higher scores among lower division students than their upper division counterparts. However, the results of that study were limited because the sample was predominantly Caucasian. Given the growth in African-American CJ professionals and the special salience of race, it is important to examine whether the findings can be generalized to African-Americans. In order to explore that issue the current study replicates that research with a largely African-American sample drawn from a historically black college/university (HBCU). Results indicate that, unlike the findings in the original study, CJ majors at the HBCU did not have statistically higher RWA scores. Theoretical and practical implications are discussed. 相似文献
6.
In When Work Disappears, William Julius Wilson argues that the difficulties black inner-city residents face in finding work has more to do with their failure to acquire the kinds of education, skills, and work habits required by changes in the urban labor market than with racial discrimination. In this essay, I argue that this notion tends both to obscure the substantial gains African-Americans have made in education and to discount the degree to which race continues to mediate the relationship between educational achievement and labor market outcomes. Although there is no question that the economic position of those with little education has deteriorated badly over the last two decades, absent policies that address the persistent racial disparities in employment, reforming education by itself will not substantially improve African-American employment opportunities or reduce black joblessness in the inner city. 相似文献
7.
Categorical perception is a phenomenon that leads people to group stimuli into categories instead of perceiving their natural continua. This article reviews the literature of two biases connected with categorical perception: categorical color perception and the other‐race effect. Although these two phenomena concern distant targets (colors and faces) and imply different biases (one attentional, one mnemonic), they share at least three commonalities. First, they both involve the chunking of continuous dimensions into categories. Second, adult categories are shaped by cultural processes. Third, infants' discrimination performance seems universal and guided by perception. In this article, it is proposed to look for a common developmental mechanism that clarifies the shift from a perceptual to a sociocognitive knowledge of the environment. New perspectives are discussed. 相似文献
8.
Hernán Cofré Emilia Cuevas Beatriz Becerra 《International Journal of Science Education》2013,35(16):2243-2260
ABSTRACTDespite the importance of the theory of evolution (TE) to scientific knowledge, a number of misconceptions continue to be found among biology teachers. In this context, the first objective of this study was to identify the impact of professional development programme (PDP) on teachers’ understanding of nature of science (NOS) and evolution and on the acceptance of this theory. Its second objective was to study the relationship among these variables. Three instruments were used to quantify these variables: the Views of the Nature of Science Version D (VNOS D+), the Assessing Contextual Reasoning about Natural Selection (ACORN), and the Measure of Acceptance of Theory of Evolution (MATE). The results indicate that the PDP had a positive impact on teachers, significantly improving their understanding of the NOS and natural selection, as well as their acceptance of the TE. Furthermore, a positive correlation between the understanding of the NOS obtained by teachers in the first part of the PDP and the understanding and acceptance of evolution that these teachers showed at the end of the programme was determined. However, no relationship between an understanding of the NOS and gains in the understanding and acceptance of evolution was found. 相似文献
9.
《铜仁师专学报》2001,3(1):29-33,66
Teh Purpose of the teaching and the learning of English is to develop communicative competence.Pragmatics is one of the most essential parts of the communicative competence .It concerns the appropriate use of language.This paper aims to show the significant role of pragmatics in the teaching and learning of English and further explores the importance of cultivating students‘awareness to improve their pragmatic ability and communicative competence。 相似文献
10.
苏秋芳 《福建教育学院学报》2001,2(4):42-44
In poetry, the device of ending two or more lines with words that sound alike is called end
rhyming;end words that share a particular sound are end rhymes. When used in a poem,end rhymes set
up a definite pattern of sounds-a rhyme scheme. 相似文献
11.
Black and poor children are overrepresented at every stage of the child welfare system, from suspicion of abuse to substantiation. Focusing on stereotypes as a source of bias that leads to these disparities, the current study examines the content and strength of stereotypes relating race and social class to child abuse as viewed by medical professionals. Doctors, nurses, and other medical professionals (Study 1: N = 53; Study 2: N = 40) were recruited in local hospitals and online through snowball sampling. Study 1 identified stereotype content by asking participants to list words associated with the stereotype that either (a) Black or (b) poor children are more likely to be abused by their parents, and responses were organized into construct groups. Study 2 determined stereotype strength by asking participants to rate how strongly the constructs generated in Study 1 related to either the race-abuse or social class-abuse stereotype. The content of stereotypes linking child abuse to Black or poor children are confounded, with approximately half the constructs shared by both stereotypes. Of the 10 shared constructs, only “Stressed” and “Neglect” differed in strength, with both significantly more strongly related to the social class-abuse than race-abuse stereotype, all ts(36–37) ≤ −2.23, ps ≤ .03, Cohen’s ds ≥ .71. This research documents the existence, content, and strength of stereotypes that link race and social class to child abuse. These stereotypes have the potential to lead to medical misdiagnosis of abuse for Black and poor children. 相似文献
12.
The purposeof the teaching and the learning of English is to develop communicative competence. Pragmatics is one of the most essential parts of the communicative competence .It concerns the appropriate use of language. This paper aims to show the significant role of pragmatics in the teaching and learning of English and further explores the importance of cultivating students' awareness to improve their pragmatic ability and communicative competence. 相似文献
13.
Danièle Cros Maurice Maurin Roger Amouroux Maurice Chastrette∗ Jacques Leber Michel Fayol 《International Journal of Science Education》2013,35(3):305-313
Preconceptions of first‐year university students of the constituents of matter and the notions of acids and bases were investigated on a total of 400 students. The procedure used consisted of free interviews, semi‐structured interviews and questionnaires. It was found that the constituents of matter were well known to students, but that interactions between these constituents were either totally unknown or were the subject of severe misconceptions. The students’ knowledge tended to be qualitative and formal, with a worrying lack of connection with everyday life. 相似文献
14.
Graham Tall 《International Journal of Science Education》2013,35(1):17-38
Summaries English. The major national curriculum development projects in the UK were produced between 1963 and 1973. Although funded by two differentnational organizations, there has been considerable co‐operation and overlap of project staff and ideas resulting in a continuousrefinement of the centre‐periphery model used. By the end of the 10‐year period the model's defects had become clear and the continuing national projects considered it essential to request additional funds for further dissemination and after‐care. Subsequent projects have mostly been based on a local curriculum development model involving practising teachers to a much greater extent both in the curriculum development process and in the preparation of materials. It has become apparent that there is no single measure on which a project can be called successful or on which it can be determined that a project has ‘taken root’. Projects can fulfil their proposers’ wildest hopes and yet achieve little uptake; or, they can take root in the sense of having a considerable impact on science education in general whilst being substantially used by only a minority of the target group of teachers. The thesis of this article is that whilst dissemination and after‐care are essential, they are not sufficient to ensure uptake. Of prime importance isthe general attitude to curriculum development; the relevance of theprojects materials and ideas to the problems teachers face in schools; the extent to which they offer teachers fulfilment without requiring a complete re‐evaluation of their perspective to education and the cost in terms of equipment, materials and manpower. 相似文献
15.
This article emphasizes the need to encourage undergraduate students to develop arguments, which involves enhancing their analytical skills and capacity for critical thinking, across disciplines regardless of level. It argues that these skills, required by the Quality Assurance Agency＇s （QAA） benchmarks, are developed not by instruction but by engaging with the philosophic process that leads to the deep learning. This process of learning is based on a dialectical approach, viewing dialogue with colleagues, primary texts and written assignments, as central to developing an inductive argument and a critical perspective. This article proposes an analytical framework to analyze the extent to which a tutor is facilitating the development of argument. It suggests that while, if required one must provide students with explicit guidelines about this process, nevertheless this practice is problematic because of the inherent tension between explicit teaching and deep learning, which facilitates the acquisition of these analytical skills. 相似文献
16.
Traditionally,civilization has been defined as the coexistence ofpeople who come together around humanistic thoughts and feel-ings,and who are conscious of their being human.Since peoplenaturally live in groups,some degree of civilization has always exist-ed.True civilization is based on refining one's manners,thoughts,feelings,and strengthening one's willpower.Some identify civiliza-tion with dazzling advances and innovations in sciences and technol-ogy—from trains to spaceships,broad streets and skyscrapers todams and nuclear power stations,telecommunication systems toelectronics.But these are no more than means of an easy,luxuri- 相似文献
17.
Katherine Henry 《Quarterly Journal of Speech》2013,99(3):303-322
This essay examines the language of shame and honor in the jeremiads of Barack Obama and the anti-Obama right. The jeremiad imagines America at a crossroads between the path of shame—where we become “a story and a by-word through the world”—and the path of honor. A brief history of the American jeremiad shows that the anti-slavery jeremiad transformed its dynamic of shame from an instrument of socialization into an indictment of hypocrisy against the defenders of slavery. Paradoxically, in the Age of Obama it is the anti-Obama right that has appropriated this rhetorical innovation of the anti-slavery jeremiad. 相似文献
18.
Research Findings: The study examined the beliefs of kindergarten teachers (K-teachers) regarding the goals of kindergarten. We asked K-teachers to reflect on their own beliefs, their understanding of parents’ beliefs, and their understanding of the beliefs that guide agents of the education system. We further examined differences between K-teachers based on the type of kindergarten in which they worked (religious or secular) and the socioeconomic status of children’s families (middle-high or middle-low). A total of 120 K-teachers responded to closed questionnaires, and 12 teachers also participated in a semistructured interview. The results revealed an incongruence between K-teachers’ perspectives and their understanding of the positions of parents and of agents of the education system. K-teachers evaluated fostering children’s positive self-esteem as the most important goal and promoting literacy and mathematics skills as the least important. They believed, however, that parents and agents of the education system regard children’s advancement in literacy and mathematics skills as the most important goal. Practice or Policy: Recognizing this incongruence facilitates understanding of the rationale behind K-teachers’ actions and their relationships with parents and professional partners. It enables identification of topics that need to be addressed by the professional education community in order to create a dialogue among K-teachers, families, and policymakers. 相似文献
19.
Since the hare failed in the race with the tortoise, he has been waiting for another race with the tortoise again. One day, he meets the tortoise. He says, "Do you dare to have a race with me again? Last time I failed because I was too proud. Let's have a race again, OK?" The tortoise agrees and Mr. Bear is the referee (裁判). When Mr. Bear shoots the gun, they begin to run. While running, the hare thinks, "I mustn't stop. I mustn't be proud." Suddenly (突然), there is a river in… 相似文献
20.
《北京大学教育评论》2011,(2):2
William Clark University Of Chicago Press,2006正如本书第一句所言,"这是一本奇特的书"。作为一部非同寻常的大学史,它在隐秘的历史中追述,仿佛探幽览胜,以最谦卑细致的笔触写下最有富于野心的叙述——从中世纪至近代,学术生活如何完成了理性化、科层化,学术卡里斯玛如何被转移、分解和重新定义,大学如何从行会、民族团、神学院、象牙塔变为由现代国家控制的科研机构——研究型大学如何在时代的转变中形成。 相似文献