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101.
Ann E. Lopez 《Multicultural Perspectives》2017,19(3):155-161
The impact of the election of a new U.S. president and his far right ideology and agenda has reverberated across the entire world. This new reality calls for all critical equity-seeking educators; multicultural, social justice, culturally responsive, and others to be reflective and engage in deep thinking on ways to respond. Within a framework of advocacy and resistance, drawing on lessons of the past, my own experiences and research, this article offers some practical suggestions that others hopefully can build on. It seeks to connect a critical multicultural education framework to identifiable practices in schools and communities that challenges neoliberal approaches to education; xenophobia, racism, and other forms of structural oppression; argues that the actions and practices of multicultural educators must be explicit and generative in ways that make theory usable. 相似文献
102.
We assessed young adolescent female soccer players' perceptions of their peer group experiences. Data were collected via interviews with 34 girls from two youth soccer teams (M age = 13.0 years). Following inductive discovery analysis, data were subjected to an interpretive theoretical analysis guided by a model of peer experiences (Rubin, Bukowski, & Parker, 2006). Five categories of peer experiences were identified across three levels of social complexity. At the interaction level players integrated new members into the team and learned to interact with different types of people. At the relationship level players learned about managing peer conflict. At the group level a structure of leadership emerged and players learned to work together. Findings demonstrated interfaces between peer interactions, relationships, and group processes while also simplifying some apparently complex systems that characterized peer experiences on the teams studied. 相似文献
103.
Danielle Herro 《理论付诸实践》2015,54(2):117-127
Because traditional schools struggle to effectively understand, implement, and sustain digital learning initiatives, innovating with digital media in classrooms is a difficult endeavor. Practitioners need examples to better understand conditions necessary to move forward with digital media and learning (DML) in schools. This article provides examples and supports research proposing that context and culture matter when innovating in schools. Three classroom cases using Web 2.0, app development, and game design are discussed, offering educators a pathway to consider similar pedagogical and participatory approaches to foster learning. Classroom contexts, teachers' perspectives, district supports, technical requirements, and scalability are highlighted. The examples suggest innovative DML initiatives can flourish within schools when participants are mindful of context and when a participatory culture is supported (Jenkins, Clinton, Purushotma, Robison, & Weigel, 2006). 相似文献
104.
This article focuses on university students’ understanding of the concept of nation. First an analysis of this concept from a historiographical point of view is presented. This allows for distinguishing between different conceptions of the nation related to 3 main approaches: the romantic, the modernist, and the ethnosymbolic approaches. Based on this analysis and also taking into account present research about history education and the construction of national identities, 5 different dimensions of the concept are presented: (a) historical subject, (b) identification, (c) territory, (d) legitimate claim, and (e) general concept scheme. Qualitative individual interviews were carried out with 31 Spanish college students about a Spanish foundational historical narrative, embedding the concept of nation, called the Reconquest (711 ad–1495 ad). Results indicated that although students showed tensions in their narratives, romantic conceptions dominated most of them. Possible reasons for the existence of these views are analyzed in terms of how the concept of nation is presented in and out of school. Also, implications for teaching and learning this concept are discussed, looking at learning strategies that could improve the understanding of this concept through its 5 analyzed dimensions. 相似文献
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107.
The aim of this study was to examine the effects of sport goggles on visual target detection in female intercollegiate athletes. Participants were randomly divided into three groups that varied in goggle use (G) or no goggle use (NG) over a total of three 1-min trials during a visual target detection task. The NG-NG-NG group did not wear goggles for any of the trials, whereas the NG-G-NG group wore goggles for the second trial only, and the G-NG-G group wore goggles for the first and third trials. The task consisted of illuminated targets arranged in five concentric rings from central to peripheral visual angles. The effects of sport goggles on response time to detect targets were most evident in the peripheral rings. Those who did not wear sport goggles showed improved performance from the first to second trials. This improvement was impaired, however, in those who wore sport goggles. Moreover, there was a reversal of the performance improvements achieved without goggles in those who wore goggles on the third trial. Together, these findings suggest the sport goggles not only impaired the expected initial performance but also impaired visual target detection after performance improvements were seen. These findings suggest sport goggles may impair detection of peripheral visual stimuli in athletes. 相似文献
108.
Danielle B. Harlow Lauren H. Swanson Valerie K. Otero 《Journal of Science Teacher Education》2014,25(1):97-117
We investigated how prospective teachers used physics content knowledge when analyzing the talk of elementary children during special activities in an undergraduate physics content course designed for prospective teachers. We found that prospective teachers used content knowledge to reflect on their own learning and to identify students’ science ideas and restate these ideas in scientific terms. Based on this research, we inferred that analyzing children’s ideas through videos provides a meaningful context for applying conceptual physics knowledge in physics courses. Activities that are embedded within a disciplinary curriculum, such as those studied here, may help prospective teachers learn to use disciplinary knowledge in exactly the type of activity in which their content knowledge will be most useful: listening to and interpreting children’s science ideas. 相似文献
109.
Externally Contingent and Unstable Self‐Worth as Predictors of Depression in College Women: A 3‐Month Study 下载免费PDF全文
Frederick G. Lopez Brittany Thorne Sydney Schoenecker Kevin Siffert Rebecca Chaliman Erica Castleberry 《Journal of College Counseling》2014,17(2):102-115
Undergraduate women completed measures of externally contingent self‐worth, self‐esteem instability, and depression at the beginning (Time 1) and again 3 months later near the end (Time 2) of an academic semester. Findings indicated that when Time 1 depression scores were controlled for, each Time 1 facet of self‐esteem made significant contributions to Time 2 depression scores. Implications of these findings for the counseling of depressed college students are discussed. 相似文献
110.
Julie M. Glanville Steven Duffy Rachael McCool Danielle Varley 《Journal of the Medical Library Association》2014,102(3):177-183