An Alternative Approach to Early Literacy: The Effects of ASL in Educational Media on Literacy Skills Acquisition for Hearing Children     

Annie M. Moses  Debbie B. Golos  Colleen M. Bennett 《Early Childhood Education Journal》2015,43(6):485-494

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Playing Slavery in First Grade: When “Developmental Appropriateness” Goes Awry in the Progressive Classroom     

Debbie Sonu 《Multicultural Perspectives》2020,22(2):106-112

This article unfurls in the aftermath of an event where three first grade children at a reputable progressive elementary school were found playing slavery during school recess. As word caught on, parents ignited into a frenzy: some railed against the teacher, others demanded an answer, while still others believed this was precisely the meaning of progressive schooling. In swift response, school administrators sent a conciliatory email apologizing for their misjudgment. Slavery, they declared, was too difficult a topic and developmentally inappropriate for such a young age. Guided by critical childhood studies and concepts of difficult knowledge, this reflective article explores how adults drew from developmental frameworks and used children as proxies to protect themselves from the complicated conversation of race and slavery. It unpacks this event through three entry points: encountering difficult knowledge in primary school; the moralization of child development; and the ongoing work inherent to social justice-oriented schooling. It is hoped that readers can take this example into their own teacher education programs and school faculty meetings to query how adults can open up spaces for critical encounters rather than launch accusations when faced with the emotional charge of oppressive histories.  相似文献   

Student Engagement at Two-Year Institutions: Age and Generational Status Differences     

Debbie Smith 《Community College Journal of Research & Practice》2013,37(5):371-387

This study examined the relationship between participation and location of dual-credit enrollment and the educational aspirations of high school students. A total of 304 students from 5 rural Kansas high schools were surveyed. The return rate was 80.9%. Results indicated that participation in dual-credit programs had a positive and significant relationship with educational aspirations. Other independent variables that demonstrated strong predictive importance for educational aspirations were parents’ educational levels and grades. The findings further indicated that concurrent enrollment location was a significant predictor of educational aspirations.  相似文献   

MAKING STUDENT RETENTION AN INSTITUTIONAL PRIORITY     

Debbie L. Sydow  Robert H. Sandel 《Community College Journal of Research & Practice》2013,37(7):635-643

A study was conducted to determine the reasons behind the unusually high rate of student attrition at Mountain Empire Community College. The results, which suggested that work and family conflicts were the primary contributors to attrition, led to the formation of a task force that was charged with the development of a comprehensive student retention plan. A college‐wide retreat involving all faculty, staff, and administrators was conducted to inform all constituents about the college's retention effort and to involve the entire college community in working together to understand how to implement effective retention strategies. Finally, a standing retention committee was formed at the college to oversee implementation of the retention plan, a plan which is research‐based and reflective of the long‐term commitment the institution has made to the improvement of the student persistence rate.  相似文献   

Sexual Harassment as [Dys]Functional Process: A Feminist Standpoint Analysis     

Debbie Dougherty 《Journal of Applied Communication Research》2013,41(4):372-402

Researchers have approached the study of sexual harassment as though it were dysfunctional. However, a feminist standpoint theory analysis would suggest that it functions differently for men and women. A study using discussion groups and stimulated recall interviews was conducted in a large health care organization. A thematic analysis revealed a primary theme of sexual harassment as a [dys]functional process. For the male participants, sexual behavior served as a coping mechanism for stress, as a form of therapeutic care, and to create and demonstrate camaraderie. For the women participants, sexual behavior tended to be either nonfunctional or dysfunctional. They did not associate it with stress reduction, therapeutic touch, and viewed group camaraderie as a means of prevention. Implications are discussed.  相似文献   

Building a space to dream: Supporting indigenous children's survivance through community-engaged social and emotional learning     

Jingjing Sun  Anisa N. Goforth  Lindsey M. Nichols  Amy Violante  Kelsey Christopher  Ronda Howlett  Debbie Hogenson  Niki Graham 《Child development》2022,93(3):699-716

Indigenous communities practice survivance and challenge social and political systems to support their children's identity and well-being. Grounded in transformative social-emotional learning (SEL) and tribal critical race theory, this 3-year community-based participatory research study (2019–2021) examined how a SEL program co-created with an Indigenous community in Flathead Nation in Montana supports anti-racism and anti-colonialism among Indigenous children. Critical reflexivity and thematic analyses of Community Advisory Board meetings and journals written by 60 students (M_age = 10.3, SD = 1.45; 47% girls; 60% Native American) during the SEL program revealed themes on Indigenous identity, belonging, wellness, and colonialism. These results shed light on challenging the racist and colonial roots of education to support Indigenous children's survivance and social-emotional well-being.  相似文献   

High school transition – an intervention that empowers children with special educational needs and improves school practice          下载免费PDF全文

Helena Bunn  Debbie Davis  Emma Speed 《Support for Learning》2017,32(3):231-244

This article discusses the process and results of a junior school initiative from a local authority in the East of England, to ensure that vulnerable pupils in the school experience a successful transition to high school. The resulting project is the consequence of an inter‐organisational collaboration between the junior school, a secondary school and the local educational psychology service. The transition intervention, which is the first product of this project, was borne from the ideas of year 7 students with special educational needs, which were analysed and presented visually into a transition booklet, later used in the intervention with year 6 pupils. At the end of the intervention, the year 6 pupils provided feedback, which informed first changes in the intervention. Overall, the intervention was successful and because of the interest drawn, it was decided to extend the initiative to other schools with year 6 pupils.  相似文献   

Effects of Simulated Interventions to Improve School Entry Academic Skills on Socioeconomic Inequalities in Educational Achievement     

Catherine R. Chittleborough  Murthy N. Mittinty  Debbie A. Lawlor  John W. Lynch 《Child development》2014,85(6):2247-2262

Randomized controlled trial evidence shows that interventions before age 5 can improve skills necessary for educational success; the effect of these interventions on socioeconomic inequalities is unknown. Using trial effect estimates, and marginal structural models with data from the Avon Longitudinal Study of Parents and Children (n = 11,764, imputed), simulated effects of plausible interventions to improve school entry academic skills on socioeconomic inequality in educational achievement at age 16 were examined. Progressive universal interventions (i.e., more intense intervention for those with greater need) to improve school entry academic skills could raise population levels of educational achievement by 5% and reduce absolute socioeconomic inequality in poor educational achievement by 15%.  相似文献   

Teaching style,ICT experience and teachers’ attitudes toward teaching with Web 2.0     

Ugur Kale  Debbie Goh 《Education and Information Technologies》2014,19(1):41-60

Emphasis on 21^st Century Skills development has increased expectations on teachers to take advantages of emerging technologies to support student learning. Yet it is not clear whether teachers are well equipped with the necessary skills, support, and positive attitudes toward integrating them in their practices. Even though student-centered teachers are considered receptive to collaborative technologies and likely to use technology meaningfully in teaching, to what extent teaching style influences their Web 2.0 adaption requires further investigation. This study attempts to identify K12 teachers’ attitudes toward the use of Web 2.0 technologies in their teaching. 161 teachers from eight middle and high schools in both rural and urban locations of West Virginia participated in this cross sectional survey study. Overall, the findings indicate that while teachers are fairly proficient in their computer and internet skills and have fairly high computer self-efficacy, their workload and a structured and standardized curriculum were inhibitors of Web 2.0 adoption. Age, self-efficacy, workload, and views about Web 2.0 in teaching were observed to be significant factors predicting teachers’ likelihood to find Web 2.0 appealing for teaching. Teaching style was not a significant predictor. The findings suggest infrastructural improvements, workload adjustments, and increased professional development opportunities allowing teachers to observe, discuss, and practice Web 2.0 technologies in their particular disciplines.  相似文献   

BOOK REVIEWS     

Robert D. Hill  Debbie Vandervoort 《Educational gerontology》2013,39(6):597-601

The relationship between state anxiety and free recall was examined in 74 elderly community‐dwelling adults who had completed a memory improvement program. State anxiety (as measured by the state version of the State Trait Anxiety Inventory) was a significant predictor of recall performance after accounting for age, vocabulary, and study time. State anxiety and age were negatively associated with performance scores, whereas study time and vocabulary were both positively correlated. The evidence suggests that state anxiety should be considered a potential source of variation in verbal learning studies with older adults. The implications of these findings for future research are discussed.  相似文献