Supporting minority students through a reflexive approach to empowerment     

Amanda Keddie 《British Journal of Sociology of Education》2011,32(2):221-238

Referring to the experiences of three Muslim refugee girls recently settled in Australia, this paper examines issues of schooling and empowerment. The paper draws on teacher and student interview data from a study that investigated inclusive approaches to addressing issues of cultural diversity in a secondary state high school in Queensland. The paper foregrounds the girls’ highly positive views of their experiences at the school; views that reflect the girls’ access to spaces of empowerment but belie the complexity and tensions involved in how empowerment was understood and approached by educators at the school. Theorising empowerment through poststructural understandings of agency, the paper examines conditions and ways of understanding that make possible spaces of empowerment for the girls. In particular, the paper argues for a reflexive approach to empowerment that is informed by an understanding of the framing discourses shaping minority student identity and a critical reflection on educator and school positionality.  相似文献   

Supporting minority women and girls: Key frames of reference and understanding for educators     

Amanda Keddie 《British Educational Research Journal》2011,37(1):131-146

Recent high‐profile rape cases in Australia involving Muslim and Indigenous minority groups have heightened contention around issues of culture, gender and justice. The article critically examines the culturalising of rape as an ethnic minority issue in the public and legal discourse associated with these cases. This examination problematises the western‐driven narratives about minority women that undergird and make possible this culturalising and foregrounds Muslim and Indigenous feminist priorities concerning issues of gender equity and justice. Against this backdrop, the article draws parallels between the inferiorising of ethnic minority culture in dominant legal and public discourse and the reductionism of culture in education discourse. Towards realising the equity mandates of national schooling policy, the article outlines key frames of reference and understanding about culture, gender and justice necessary for enhancing educators’ support for ethnic minority women and girls.  相似文献   

Keeping up with the Joneses: Institutional changes following the adoption of a merit aid policy     

Amanda L. Griffith 《Economics of Education Review》2011,30(5):1022-1033

The increasing use by private colleges and universities of financial aid based on “merit”, as opposed to based solely on financial need has caused many to raise concerns that this type of aid will go mainly to higher income students crowding out aid to lower income students. However, some analysts suggest that by attracting more “almost full-paying” students through the use of merit aid, institutions will have more financial resources that they can use to increase their financial aid to low-income students and thus their enrollment. Results using data from the College Board's Annual Survey of Colleges and other secondary data sources suggest that the increased use of merit aid is associated with a decrease in enrollment of low-income and minority students, particularly at more selective institutions. Middle and bottom tier colleges may be offsetting costs with tuition increases, as the introduction of merit aid is accompanied by an increase in net costs.  相似文献   

Gender Gaps in Collegiate Teaching Style: Variations by Course Characteristics     

Thomas F. Nelson Laird  Amy K. Garver  Amanda Suniti Niskodé-Dossett 《Research in higher education》2011,52(3):261-277

Using data from over 9,000 faculty members that participated in the Faculty Survey of Student Engagement (FSSE), this study examined the moderating role a range of course characteristics played on the effects of gender on the percentage of class time spent on various activities, a measure of teaching style. Results revealed gender differences, but that the gaps between men and women in lecturing and active classroom practices varied by disciplinary area, course level, and the number of times a course had been taught by the same instructor. The results confirm that gender effects depend on context, which implies that efforts to improve teaching and learning must also adapt to the instructional context.  相似文献   

The effects of focus of attention and task objective consistency on learning a balancing task     

Jackson BH  Holmes AM 《Research quarterly for exercise and sport》2011,82(3):574-579

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Perceptions of artificial intelligence: A survey of academic librarians in Canada and the United States     

Sandy Hervieux  Amanda Wheatley 《The Journal of Academic Librarianship》2021,47(1):102270

This study aims to evaluate the perceptions of librarians with regard to artificial intelligence in academic libraries. An online survey of 24 questions was distributed through library distribution lists in Canada and the United States at the end of the summer in 2019. Findings suggest that librarians do not agree on a definition of artificial intelligence which is in keeping with this emerging field. The survey responses highlight the fact that academic librarians require more training with regard to artificial intelligence and its potential applications in libraries. Other important implications include a recognition that library patrons are interested in AI and that little to no programming about it has been offered in academic libraries. Very few studies have focused on academic librarians' perceptions of AI. This article highlights some useful practical implications for AI technologies in libraries and how AI could help improve library services and workflows.  相似文献   

Exploring Interactive Writing as an Effective Practice for Increasing Head Start Students’ Alphabet Knowledge Skills     

Anna H. Hall  Michael D. Toland  Jennifer Grisham-Brown  Steve Graham 《Early Childhood Education Journal》2014,42(6):423-430

The current study used a pretest–posttest randomized control group design with 73 Head Start students, ages 3–5 years. The researcher served as the interactive writing teacher for the treatment group, rotating to five different classrooms in one Head Start center 3–4 days a week for 13 weeks. Children in the treatment group received a 10–15 min interactive writing lesson each day in small groups within their own classroom settings. Children in the control group received standard literacy instruction in small groups with their own classroom teachers. Child outcome data on upper case, lower case, and letter sound identification were collected before and after the intervention for both groups. Based on the large frequency of zeros on outcomes, zero-inflated Poisson regression analyses were performed. The results of the study showed that children receiving interactive writing identified more lower case and upper case letters at the end of the study relative to children in the control, but no differences were observed on letter sounds. While continued evaluation of the interactive writing strategy is needed in the preschool setting, the evidence from the current study shows encouraging trends in alphabet knowledge skill development as a result of this strategy.  相似文献   

Work–Life Balance Among Community College Faculty Members: Generational and Life Course Theory Lenses     

Amanda O. Latz  James N. Rediger 《Community College Journal of Research & Practice》2014,38(2-3):280-285

Generational and life course theory lenses were placed upon one finding of a large-scale qualitative interview-based study focused on if and how community college faculty members construct work–life balance. Twenty-eight interviews with faculty members at a midwestern community college were conducted. Differences regarding to work-life balance approaches between Baby Boomer (n = 15) and Generation X (n = 13) faculty and as mediated by position within the life course are elucidated. We termed this finding tides of life, which is comprised of three subfindings: roles, tenure, and gender performance. Practical implications of this finding are put forward. Better understanding of the nuanced ways in which community college faculty construct work–life balance can inform policy decisions that impact faculty work. Moreover, better understanding of faculty life in a general sense is critical as community college leaders craft policies and refine practices related to faculty employment contracts, work environments, support mechanisms, professional development, and mentoring.  相似文献   

Examination of a Group Counseling Model of Career Decision Making With College Students          下载免费PDF全文

P. Clay Rowell  A. Keith Mobley  Gulsah Kemer  Amanda Giordano 《Journal of College Counseling》2014,17(2):163-174

The authors examined the effectiveness of a group career counseling model (Pyle, 2007 ) on college students’ career decision‐making abilities. They used a Solomon 4‐group design and found that students who participated in the career counseling groups had significantly greater increases in career decision‐making abilities than those who did not participate in the groups. Implications for counseling and future research are discussed.  相似文献   

Adult Role Models: Feasibility,Acceptability, and Initial Outcomes for Sex Education     

Lisa Colarossi  Ellen Johnson Silver  Randa Dean  Amanda Perez  Angelic Rivera 《American journal of sexuality education》2014,9(2):155-175

The authors present the feasibility and acceptability of a parent sexuality education program led by peer educators in community settings. They also report the results of an outcome evaluation with 71 parents who were randomized to the intervention or a control group and surveyed one month prior to and six months after the four-week intervention. The program was highly feasible and acceptable to participants, and the curriculum was implemented with a high level of fidelity and facilitator quality. Pilot data show promising outcomes for increasing parental knowledge, communication, and monitoring of their adolescent children.  相似文献