Enacting anti-racist writing workshop pedagogies in an online,drop-in writing club for youth     

Bethany Silva  Aleigha Raymond  Mia Brikiatis  Alecia Magnifico 《Literacy》2023,57(3):221-233

This article documents the authors' modification and implementation of anti-racist writing workshop (ARWW) practices in the context of an online, drop-in writing club, Pens Out. We sought to understand how teens perceive writing practices that are not white-normed — specifically, centring relationships instead of prizing individuality, embedding choice instead of replicating one authorial view and observing writerly craft instead of errors. As white-identifying educators and researchers, we engaged in practitioner inquiry to understand how programme participants who live in a predominately white region experience these practices. We asked: How do attendees understand and describe experiences with writing workshop pedagogies that seek to de-centre whiteness? This question has become increasingly important as politicians in the United States restrict anti-racist educational practices and content. We used conventional content analysis to observe themes across five participants' semi-structured interviews. Findings indicated that participants' relationships with each other produced inspiration and reciprocity, writing expectations from inside and outside the club affected choice and risk taking, and observing craft multimodally encouraged sharing and reciprocity. What we discovered can help teachers and leaders of K12 writing workshops implement ARWW practices and increase allyship while discussing and questioning hegemonic ideals in K12 schooling.  相似文献   

Survey of special education coursework in school psychology training programs     

P D Sullivan  E A McDaniel 《Exceptional children》1982,48(6):541-543

  相似文献   

Pediatric health assessments of young children in child welfare by placement type     

Schneiderman JU  Leslie LK  Arnold-Clark JS  McDaniel D  Xie B 《Child abuse & neglect》2011,35(1):29-39

Objectives

To describe health-related problems across placement types (unrelated foster, kin foster, in-home with birth parent); to examine the association of placement and demographic/child welfare variables (child gender, age, race/ethnicity; caregiver language; type of maltreatment, and length of time receiving services from child welfare) with health-related problems.

Methods

This study utilized a retrospective medical chart review of children less than 6 years old (n = 449) seen at an outpatient child welfare pediatric clinic. Logistic regression modeling was used to estimate odds of having a weight, medical, or provisional developmental delay problem by placement and demographic/child welfare characteristics.

Results

Almost 13% of children in the sample were obese (≥95% age-gender specific percentile) and more than a quarter were overweight/obese (≥85%) while only 7% were underweight (≤5%). Most children (78%) had a physical health diagnosis and 25% were provisionally identified with a developmental delay. No differences between weight diagnoses, type of medical diagnoses, and provisional developmental delay by placement type were found, although children with 3 or more medical diagnoses were more likely to be with kin (p < .05). Children 2 years old or older were more likely to be overweight/obese than children under 2 years old (p < .05) and Hispanic children were more likely to be overweight/obese than non-Hispanic children (p < .01). Length of stay in child welfare was positively related with a medical diagnosis or provisional developmental delay (p < .01).

Conclusions

Results argue for careful assessment of weight, medical, and developmental problems in children active to child welfare, whether residing in their home of origin, with kin, or with unrelated foster parents. The increasing problem of obesity among young children in child welfare warrants further investigation and intervention.

Practice implications

The comprehensive health examination and enhanced health maintenance schedule for children in foster care should be extended to children who remain at home with child welfare services as child welfare involvement rather than placement is related to health-related problems.  相似文献   

Increased learning observed in redesigned introductory biology course that employed web-enhanced, interactive pedagogy     

McDaniel CN  Lister BC  Hanna MH  Roy H 《CBE life sciences education》2007,6(3):243-249

Our Introduction to Biology course (BIOL 1010) changed in 2004 from a standard instructor-centered, lecture-homework-exam format to a student-centered format that used Web-enhanced, interactive pedagogy. To measure and compare conceptual learning gains in the traditional course in fall 2003 with a section of the interactive course in fall 2004, we created concept inventories for both evolution and ecology. Both classes were taught by the same instructor who had taught BIOL 1010 since 1976, and each had a similar student composition with comparable biological knowledge. A significant increase in learning gain was observed with the Web-enhanced, interactive pedagogy in evolution (traditional, 0.10; interactive, 0.19; p = 0.024) and ecology (traditional, -0.05; interactive, 0.14; p = 0.000009) when assessment was made unannounced and for no credit in the last week of classes. These results strengthen the case for augmenting or replacing instructor-centered teaching with Web-enhanced, interactive, student-centered teaching. When assessment was made using the final exam in the interactive course, for credit and after studying, significantly greater learning gains were made in evolution (95%, 0.37, p = 0.0001) and ecology (143%, 0.34, p = 0.000003) when compared with learning gains measured without credit or study in the last week of classes.  相似文献   

Linear stochastic system identification using correlation techniques     

Drayton D. Boozer  Willie L. McDaniel 《Journal of The Franklin Institute》1973,296(1):59-69

The identification of linear, discrete time, scalar output systems which are driven exclusively by white, zero mean, inaccessible noise sequences is discussed. Two principal results are presented. First, two methods (least squares and an autocorrelation technique) for identifying the system characteristic equation coefficients are compared. The least squares approach is shown to be biased except for special cases. In general, the bias cannot be removed. If the state transition matrix is of the phase variable form, bias removal requires a knowledge of the measurement noise variance and all but one of the state driving noise variances. The autocorrelation technique is not biased asymptotically and does not require a knowledge of the noise variances.Secondly, it is shown that the m² elements of the state transition matrix cannot be identified uniquely from the scalar output sequence autocorrelation coefficients if the system order is higher than one. The implication of this uncertainty in the state transition matrix on optimal filtering of the output sequence is briefly discussed.  相似文献   

Systematic Pilot Testing as a Step in the Instructional Design Process of Corporate Training and Development     

Bethany S. White  Robert Maribe Branch 《Performance Improvement Quarterly》2001,14(3):75-94

Pilot testing assesses instructional materials with end users in the authentic learning environment prior to the implementation of the instruction and provides empirical support regarding the efficacy of the proposed instruction. Thus, subsequent decisions can be made from an informed position. This study determines the extent to which pilot tests are conducted in identified corporate training environments and ascertains reasons pilot tests were not implemented. A survey distributed to 34 individuals in positions of corporate training and development asked participants whether their design methodology and training development process systematically included pilot testing. Participants identified factors that influenced their decision to use a pilot test and described product evaluation in their organization. Survey findings indicate that in practice, designers perceive that pilot testing tends to impact the effectiveness of instructional products. Almost none of the participants pilot test materials 100% of the time, but the majority do so some of the time. A discrepancy exists between those who believe pilot testing is important and the percentage of their products which are pilot‐tested, indicating multiple factors that influence the decision to pilot test products.  相似文献   

Navigating the neoliberal capitalist appropriation of feminist discourses against compulsory romance     

Bethany Morris  Neill Korobov 《传播与批判/文化研究》2020,17(3):285-303

ABSTRACT

This study uses Critical Discourse Analysis to investigate how young women navigate discourses of feminism and compulsory romance under neoliberalism. Groups of young women were asked to discuss their romantic relationships with a moderator. The results demonstrate that the young women used discourses of liberation and empowerment to challenge compulsory romantic discourses, thereby emphasizing their independence. However, they also utilized discourses of desirability, which emphasized their ability to obtain a mate, and therefore, reinforced those romantic discourses they were challenging. This study emphasized the difficulty feminist discourses face under neoliberalism and the delicate navigation required by women constituted by them.  相似文献   

Dispositions Supporting Elementary Interns in the Teaching of Reform-Based Science Materials     

Charles J. Eick  Bethany Stewart 《Journal of Science Teacher Education》2010,21(7):783-800

Dispositions supporting the teaching of science as structured inquiry by four elementary candidates are presented. Candidates were studied during student teaching based on their positive attitudes toward teaching science with reform-based materials in their methods course. Personal learning histories informed their attitudes, values, and beliefs about the teaching and learning of science through structured inquiry. Supportive dispositions included curiosity and questioning, investigating first-hand, learning together, and active learning. These dispositions supported early science teaching despite candidates limited science content knowledge, and may contribute to candidates’ further learning of science.  相似文献   

In practice: “Green on the screen”: Promoting sustainability through a campus film series     

Nathan Lindsay  Krista Harrell‐Blair  Lindsey McDaniel  Clifton Williams  Diane Reed 《About Campus》2010,15(2):26-29

The authors describe the University of North Carolina Wilmington's Sustainability Film Series and the impact it has had on both the university and local communities.  相似文献   

A Diversity of Voices: Physical education teachers’ beliefs about inclusion and teaching students with disabilities     

Samuel Hodge  Jonathan O. A. Ammah  Kevin M. Casebolt  Kathryn LaMaster  Bethany Hersman  Amaury Samalot‐Rivera 《International Journal of Disability, Development & Education》2009,56(4):401-419

  相似文献