Legislatiue news     

Dorothy Sisk 《Roeper Review》2013,35(2)

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As Long As There Is Beauty     

Dorothy Tyrrel 《The Educational forum》2013,77(4)

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Sunset by the South Shore     

Dorothy Lee Richardson 《The Educational forum》2013,77(1)

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For My Mother     

Dorothy Lee Richardson 《The Educational forum》2013,77(2)

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Towards an adolescent friendly methodology: accessing the authentic through collective reflection     

Mary Keeffe  Dorothy Andrews 《International Journal of Research & Method in Education》2015,38(4):357-370

The re-emergence of student voice presents a challenge to schools and researchers to become more responsive to the voice of adolescents in education and in research. However, the poor articulation of the nature of student voice to date is confirmation of the complex and important nature of the personal advocacy and human agency that is involved in all student voice activities. This lack of clarity leads to interpretations of student voice that range in authenticity from token to active and meaningful (Hart, R. 1997. Children's Participation: The Theory and Practice of Involving Young Citizens in Community Development and Environmental Care. Earthscan Publications. London: UNICEF). Researchers who are guided by more traditional methodologies may implement methods that are appropriate for adults yet are not sensitive to the needs and interests of the young person whose perspectives are usually the focus of the research. This research found that while an advocacy and empowerment worldview supports student voice research, adolescents also prefer a methodology that is agentic, socially based, reflective and embodied (Dempster, N., A. Lizzio, M. Keeffe, J. Skinner, and D. Andrews. 2010. “The Contributions of Research Design and Process Facilitation in Accessing Adolescent views of Leadership.” Leading and Managing 16 [2]: 77–89). Adolescent perspectives on research processes and methods are valuable in helping researchers to choose more responsive approaches to sharing understandings with adolescents, so that research designs may be challenging, meaningful and rewarding for all participants.  相似文献   

Factors related to a college student's career optimism and their perception of career services     

Dorothy A. Thompson  Heidi L. Dent  Monica B. Fine 《Higher Education Quarterly》2023,77(3):395-409

A student's expectation for a positive outcome for their future career development is referred to as career optimism. Career Services, a common university department, utilizes the social cognitive career theory (SCCT) to understand how students form career interests and make educational and vocational choices. Then Career Services can assist students in finding a career that matches their interests. We hypothesize that students' perception of the assistance provided by the Career Services department when the SCCT is applied, impacts the student's career optimism. In addition, we hypothesize, and results support, that different factors, such as a student's chosen major, impact student perception of Career Services and career optimism.  相似文献   

Adolphe appia's theories of production     

Dorothy Kaucher 《Quarterly Journal of Speech》2013,99(3):411-422

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Leaving Ceylon after a Gale     

Dorothy Lee Richardson 《The Educational forum》2013,77(3)

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Cultural Vibrancy: Exploring the Preferences of African American Children Toward Culturally Relevant and Non-Culturally Relevant Lessons     

Darlene Sampson  Dorothy F. Garrison-Wade 《The Urban Review》2011,43(2):279-309

Despite the laudable intent of various educational initiatives in raising the achievement level of all children, limited progress has been made. In an effort to diminish the achievement gap of students of color, some researchers have examined the cultural relevancy of the curriculum in promoting student achievement. The purpose of this mixed methods study was to explore the preferences of African American children toward culturally relevant and non-culturally relevant lessons, through a six-week series of lessons in an American History classroom. Critical Race Theory and Racial Identity Development provided the theoretical underpinnings of this study. This study takes place in an ethnically diverse high school in Colorado. Culturally relevant lessons were rich in oral traditions, music, historical connections, and a structured culturally relevant field trip. Non-culturally relevant lessons were administered devoid of cultural referents, and utilized the existing curriculum guide. Study results revealed statistically significant findings for African American children’s preferences for culturally relevant lessons. These lessons were found relevant to their culture when administered by a culturally responsive and caring teacher. Recommendations are made for educators and administrators in promoting achievement through culturally relevant lessons and curriculum.  相似文献   

Early Childhood Teachers’ Perceptions of the Effectiveness of Their Elementary School’s Approach to Social Emotional Learning: A Mixed Methods Study     

Steed  Elizabeth A.  Shapland  Dorothy  Leech  Nancy 《Early Childhood Education Journal》2022,50(7):1121-1132

Early Childhood Education Journal - The promotion of Social emotional learning (SEL) in elementary schools has increased; however, little is known about early childhood teachers’ perceptions...  相似文献