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1.
Scott L. Pratt 《Educational theory》2016,66(1-2):199-210
In this essay, Scott Pratt develops the tension at work in Democracy and Education between conceptions of multiculturalism that emerge from Dewey's commitment to progress as a process of civilization and from his contrasting commitment to a vision of progress as a localized process that requires respect for boundaries and limits. The first is related to what Patrick Wolfe has called “settler colonialism.” The second conception of multiculturalism, framed by the aims of education and the conception of growth, avoids the problems of the first and provides a foundation for a practical, decolonial multiculturalism in the context of twenty‐first‐century education. 相似文献
2.
Kai Pekka Hakkarainen Susanna Wires Jenni Keskinen Sami Paavola Pasi Pohjola Kirsti Lonka 《Studies in Continuing Education》2014,36(1):83-100
The purpose of the present study was to investigate knowledge-creating agency by examining doctoral students' accounts of their pursuits, using structured interviews. We examined all of the talk apparently related to agency of 13 doctoral students taking part in collective doctoral training in two, highly regarded Finnish research communities (natural science and medicine). The doctoral process involved the participants pursuing article-based theses based on collectively shared research problems and journal articles co-authored with the supervisor and other senior researchers. Based on the qualitative analysis of the interviews, three categories of agentic talk were identified, respectively, for three proposed types of knowledge-creating agency: personal, distributed, and ‘object-related’. Personal agency involved participants' reflection on their academic competence, self-efficacy, and personal strengths and weaknesses. Distributed agency played an important role in assisting these participants overcoming challenges; this includes sharing of expertise, receiving social support, and having a sense of collective efficacy. Object-related agency, in turn, represented integration of a doctoral student's efforts with those of her immediate research community while pursuing shared research objects (e.g., co-authored articles). Apart from issues of agency which, the authors propose, are raised in the interviews, the data provide content-rich accounts of the collective nature of doctoral experiences. 相似文献
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This study examined ethnic identity, perceptions of discrimination, and academic attitudes and performance of primarily first‐ and second‐generation Mexican immigrant children living in a predominantly White community (N = 204, 19 schools, mean age = 9 years). The study also examined schools’ promotion of multiculturalism and teachers’ attitudes about the value of diversity in predicting immigrant youth’s attitudes and experiences. Results indicated that Latino immigrant children in this White community held positive and important ethnic identities and perceived low overall rates of discrimination. As expected, however, school and teacher characteristics were important in predicting children’s perceptions of discrimination and ethnic identity, and moderated whether perceptions of discrimination and ethnic identity were related to attitudes about school and academic performance. 相似文献
4.
Social Identity Complexity,Cross‐Ethnic Friendships,and Intergroup Attitudes in Urban Middle Schools
This study investigated contextual antecedents (i.e., cross‐ethnic peers and friends) and correlates (i.e., intergroup attitudes) of social identity complexity in seventh grade. Social identity complexity refers to the perceived overlap among social groups with which youth identify. Identifying mostly with out‐of‐school sports, religious affiliations, and peer crowds, the ethnically diverse sample (N = 622; Mage in seventh grade = 12.56) showed moderately high complexity. Social identity complexity mediated the link between cross‐ethnic friendships and ethnic intergroup attitudes, but only when adolescents had a high proportion of cross‐ethnic peers at school. Results are discussed in terms of how school diversity can promote complex social identities and positive intergroup attitudes. 相似文献
5.
In the current essay, Kevin Burke and Adam Greteman challenge this thing called love by looking at how we might instead “like” in education. Within education, multiculturalism can be viewed as a way of loving, or learning to love, diversity and, as such, learning to love the self; this tendency is notably apparent in the recent rise of concern expressed about student self‐esteem. According to the authors, however, critical research on multiculturalism demonstrates how, in loving diversity, multicultural discourses limn the possibilities for subjects to come into being and be liked for their differences. Drawing on James Alison's On Being Liked, Burke and Greteman reframe the problem of relating in education instead through the language of liking. How does the shift from loving to liking — either our students, our teachers, or ourselves — create different social dynamics and ethical paradigms? In engaging this question, Burke and Greteman offer an alternative model of liking that is based on the practice of cruising. 相似文献
6.
Over the past several years, there has been an increased focus on integrating not only multiculturalism in the counseling profession, but also advocacy and social justice. Although the professional literature addresses the importance of cultural competence in supervision, there is a paucity of information about social justice advocacy in relation to the process of counseling supervision. In this article, the authors share a rationale for integrating a social justice advocacy orientation in supervision, discuss the connection between diversity and social justice advocacy counseling competence, address challenges faced by supervisors, and suggest specific strategies for use in supervision to prepare counselors to be social justice counseling advocates. 相似文献
7.
Victor Villarreal Maria J. Castro Ileana Umaña Jeremy R. Sullivan 《Psychology in the schools》2017,54(5):548-559
The purpose of this study was to provide an updated content analysis of articles published in major journals of school psychology spanning the years 2010–2014, with an emphasis on intervention research (including intervention and participant characteristics). Six journals—School Psychology Review, School Psychology Quarterly, Journal of School Psychology, Psychology in the Schools, School Psychology International, and Journal of Applied School Psychology—were selected for the analysis. Over the 5‐year period, 1,196 articles were published in the selected journals. A total of 65.8% of the articles were empirical articles; intervention studies with school‐age samples comprised 11.1% of all articles. Within the intervention studies, single subject represented the most frequently used research design (40.6%). Further, 58.6% of the intervention studies did not provide sufficient information to discern participants’ disability status. Although the proportion of empirically based articles has increased in recent years, that of intervention articles has remained low. 相似文献
8.
Jared Russell Samuel R. Hodge Anna Marie Frank Michelle Vaughn 《Quest (Human Kinetics)》2019,71(1):66-89
As our nation and society becomes more racially and ethnically diverse, college campuses are experiencing a dynamic shift in the student demographic on campus as well. Purposes of the study were to: (a) analyze the beliefs of kinesiology academic unit leaders (i.e., chairs, directors, heads) regarding faculty and student diversity within their programs and departments and (b) inquire about strategic goals for faculty and student diversification within their programs and departments. The participants were 68 administrators (43 men, 25 women) and all current members of the American Kinesiology Association (AKA) as of 2015. Thematic content data analysis of the open-ended probes exposed the recurrent themes: (a) advocacy, motives, and actions; (b) diversity identified, but rarely defined; and (c) history, status, and outlook. Implications of the findings are that issues associated with diversity in kinesiology programs and departments should be addressed with vigor and progressive actions. 相似文献
9.
Prevalence of mindfulness literature and intervention in school psychology journals from 2006 to 2016 
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下载免费PDF全文 Stacy L. Bender Rachel Roth Alicia Zielenski Zachary Longo Ashley Chermak 《Psychology in the schools》2018,55(6):680-692
Mindfulness has been gaining momentum in the field of school psychology, however compared to other applied psychology fields, less research on mindfulness interventions has been conducted. This study systematically reviewed mindfulness literature and empirical studies in nine school psychology journals from 2006–2016. The prevalence of mindfulness articles and research specifically focused on mindfulness intervention were examined. Additionally, the type of intervention implemented, tier of intervention, and targets of intervention were examined. Results indicated that .57% of articles during the ten‐year time frame were related to mindfulness (n = 17). Eight of the 17 articles investigated mindfulness interventions, with interventions ranging from informal practices (e.g., Mandala coloring) to specific intervention programs (e.g., Compassion and Attention in the Schools). Majority of interventions were implemented at the universal level for students. Future directions for mindfulness research and the importance of mindfulness in school psychology are discussed. 相似文献
10.
The present study was a follow‐up to Tsai and Wen’s (2005) earlier research, in which 802 articles published in the International Journal of Science Education, Science Education, and the Journal of Research in Science Teaching from 1998 to 2002 were analysed in terms of author’s nationality, research type, and research topic. In the present study a total of 869 papers published in the three journals from 2003 to 2007 were analysed, and the results were compared with those of Tsai and Wen. Moreover, this study also identified 31 highly‐cited papers published during 1998–2002 and 20 highly‐cited papers published during 2003–2007. The results showed that authors from countries other than the four major English‐speaking countries (i.e., the USA, the UK, Australia, and Canada) published an increasing number of articles in the past decade. During these five years (2003–2007), science educators showed relatively more interest in research topics involving the context of student learning. Besides, science educators have changed some of their research interests during 1998–2007, with a shift in the research topics from student conception learning and conceptual change (1998–2002) to student learning contexts (2003–2007). Moreover, the investigation of highly‐cited papers in the past decade revealed that studies on argumentation have gained significant attention among science educators. 相似文献
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Sylvia C. Nassar-McMillan 《International Journal for Educational and Vocational Guidance》2014,14(1):103-118
Immigration and globalization, coupled with heightened economic challenges, prescribe that career counselors and practitioners need to be culturally sensitive and mindful about both general factors affecting nations throughout the world and cross-cultural beliefs and behaviors that career counseling clients may present. Concurrently, the renewed commitment to advocacy and social justice require new perspectives in order to facilitate effective interventions with and on behalf of clients. This paper reviews the impacts of multiculturalism in counseling; presents a comprehensive framework incorporating cultural competence; advocacy, and social justice perspectives; and provides a case study illustrating effective advocacy and social justice based counseling interventions. 相似文献
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Commentary: New Directions in Developmentally Informed Intervention Research for Vulnerable Populations 下载免费PDF全文
下载免费PDF全文 This special section of Child Development brings together experts in developmental science and intervention research to incorporate current evidence on resilience for vulnerable populations and give concrete suggestions for action and research. This commentary synthesizes the contributions of the articles, noting themes such as simultaneous attention to multiple risk, protective, and promotive processes; integrating new principles from clinical and therapeutic interventions; and adapting intervention approaches for new populations. It then describes additional directions for interventions to maximize resilience, including approaches that address social psychological processes, issues related to demographic and other forms of diversity, policy‐related individual behaviors, and sequenced interventions across the life span. It also gives suggestions for integrating implementation science on expansion and scale with behavioral intervention science. 相似文献
15.
G.V. Panina 《Russian Education & Society》2014,56(12):9-27
If conflicts and other problems are to be reduced, the ethnic and cultural diversity of Russian society related to migration requires the creation of a new educational environment based on the modern interpretation of multiculturalism. 相似文献
16.
This paper sets out an argument and approach for moving beyond a primarily arts‐based conceptualization of cultural capital, as has been the tendency within Bourdieusian approaches to date. We advance the notion that, in contemporary society, scientific forms of cultural and social capital can command a high symbolic and exchange value. Our previous research [Archer et al. (2014) Journal of Research in Science Teaching 51, 1–30] proposed the concept of “science capital” (science‐related forms of cultural and social capital) as a theoretical lens for explaining differential patterns of aspiration and educational participation among young people. Here, we attempt to theoretically, methodologically, and empirically advance a discussion of how we might conceptualize science capital and how this might be translated into a survey tool for use with students. We report on findings from a survey conducted with 3658 secondary school students, aged 11–15 years, in England. Analysis found that science capital was unevenly spread across the student population, with 5% being classified as having “high” science capital and 27% “low” science capital. Analysis shows that levels of science capital (high, medium, or low) are clearly patterned by cultural capital, gender, ethnicity, and set (track) in science. Students with high, medium, or low levels of science capital also seem to have very different post‐16 plans (regarding studying or working in science) and different levels of self‐efficacy in science. They also vary dramatically in terms of whether they feel others see them as a “science person.” The paper concludes with a discussion of conceptual and methodological issues and implications for practice. © 2015 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 52: 922–948, 2015. 相似文献
17.
Kimberly L. Meidenbauer Jason M. Cowell Melanie Killen Jean Decety 《Child development》2018,89(4):1177-1192
Distinguishing between equity and equality is essential when making social and moral decisions, yet the related neurodevelopmental processes are unknown. Evaluations of contextually based third‐party distributions incorporating recipient need and resource importance were examined in children and adolescents (N = 82; 8–16 years). Spatiotemporal neurodynamic responses show distinct developmental profiles to viewing such distributions. Event‐related potentials (ERPs) differentially predicted real‐life behaviors based on age, where older children's (8–10 years) evaluations were related to a fairly rapid, automatic ERP component (early posterior negativity), whereas adolescent and preadolescent (11–16 years) evaluations, first‐person allocations, and prosocial behaviors were predicted by later, cognitively controlled ERP components (P3 and late positive potential). Together, these results reveal age‐related changes regarding the neural responses that correspond to distributive justice decisions. 相似文献
18.
In 2002, James Klein published a study based on a content analysis of research articles in PIQ from 1997 through 2000. That study was aimed at determining how much empirical research was being reported in HPT and what the focus of that research was. Klein found that only about one third of the articles published in PIQ represented empirical research. The current study replicates Klein's research for the years of 2001 through 2005. Results indicate that there has been a significant increase in empirical research published in PIQ in the last five years with empirical research now accounting for more than one half of all PIQ articles. Further clarification of the levels of evaluation for non‐instructional interventions and the refinement of research questions in the field are suggested as ongoing needs. An analysis detailing the comparison of the two studies is provided. 相似文献
19.
Effects of Collective Efficacy,Teamwork Attitudes,and Experience on Group Project Performance: Comparisons Between 2 Food Science Courses 下载免费PDF全文
下载免费PDF全文 The relationship between past teamwork and task‐related experiences, attitude toward teamwork, collective efficacy, and task performance among undergraduates (N = 298) assigned to group projects (N = 48) in 2 different Food Science courses was examined. The results of survey data collected at the beginning and end of the projects showed that past teamwork and task‐related experience predicted individual student efficacy at the end of the project, and that starting efficacy, but not attitudes toward teamwork, mediated that relationship. Convergence over time among team members’ efficacy, and diversity of past task‐related experiences was positively related to project grade, whereas diversity in past teamwork experiences was negatively related to project grade. The relationship between past experiences, attitude toward teamwork, efficacy, and grades did not differ between the 2 courses. Implications for practices of implementing group class projects are discussed. 相似文献
20.
Cross‐informant agreement of children's social‐emotional skills: An investigation of ratings by teachers,parents, and students from a nationally representative sample 下载免费PDF全文
下载免费PDF全文 Frank M. Gresham Stephen N. Elliott Sarah Metallo Shelby Byrd Elizabeth Wilson Kaitlan Cassidy 《Psychology in the schools》2018,55(2):208-223
This study examines the agreement across informant pairs of teachers, parents, and students regarding the students’ social‐emotional learning (SEL) competencies. Two student subsamples representative of the social skills improvement system (SSIS) SEL edition rating forms national standardization sample were examined: first, 168 students (3rd to 12th grades) with ratings by three informants (a teacher, a parent, and the student him/herself) and a second group of 164 students who had ratings by two raters in a similar role—two parents or two teachers. To assess interrater agreements, two methods were employed: calculation of q correlations among pairs of raters and effect size indices to capture the extant rater pairs differed in their assessments of social‐emotional skills. The empirical results indicated that pairs of different types of informants exhibited greater than chance levels of agreement as indexed by significant interrater correlations; teacher–parent informants showed higher correlations than teacher–student or parent–student pairs across all SEL competency domains assessed, and pairs of similar informants exhibited significantly higher correlations than pairs of dissimilar informants. Study limitations are identified and future research needs outlined. 相似文献