Associate Editor's Introduction to the Issue     

Elaine R. Cook Whitlock 《Equity & Excellence in Education》2013,46(2):133-135

This research is a cross-site analysis of how white, male, college students see their Asian American peers. Semi-structured interviews with 43 white males were conducted at two universities that differed substantially in their representation of Asian American students. The interviews were theoretically framed by Critical Whiteness Studies and Bobo and Tuan's conception of prejudice as group positioning. At the institution where Asian American population was higher (almost 1/3 of the undergraduate population), the participants described Asian Americans as not true minorities and blamed them for campus segregation, while also subscribing to many racial stereotypes about Asian Americans (e.g., being bad drivers). At both universities, the participants subscribed to the myth of the model minority. The high concentration of Asian Americans at one of the universities corresponded to an increased prevalence of stereotypical/racist beliefs regarding this population, which was predicted by the theoretical framework. The findings also counter the mistaken notion that Asian Americans are “almost white” because these white males framed Asian Americans as a racialized group.  相似文献   

Developing Critical Hip Hop Feminist Literacies: Centrality and Subversion of Sexuality in the Lives of Black Girls     

Elaine Richardson 《Equity & Excellence in Education》2013,46(3):327-341

The present article explores discourses surrounding the bodies of Black ¹ 1. Throughout the article, I capitalize Black as a proper noun (as in Black American or Black language) to reference political and ethnic designation, on par with African American, which is not lower case. women and girls as they engage the meanings of Black womanhood in (American) society in an afterschool setting. Drawing on Black and hip hop feminisms, African American literacies, and critical discourse perspectives, the author analyzes two young girls' narratives, which reveal competing and controlling discourses of Black female sexuality. Bria's ² 2. All student names are pseudoymns. narrative of being sexually harassed by older boys while riding the bus is favorably assessed by the community of Black female interlocutors because she projects herself as asexual. Thus, the community of Black females bestows compassion upon her. Assata's narrative shares her budding womanhood and sexuality and is evaluated negatively by the group of Black females. Although both 11-year-old girls and the community of Black female interlocutors enact critical literacies amidst dominating racist, sexist, classist, and patriarchal discourses, their resistance strategies also perpetuate the very dominance they seek to oppose. Juxtaposition and critical analyses of the differential discourses invoked by the two narratives provide insight into the lived experiences of Black women and girls in relation to dominating discourses. As Black women and girls' sexual agency, desire, and early sexualization figure prominently in larger economies of power, knowledge, and society, their embodied and societal knowledge around these issues must be mined for the purposes of self-validation and the creation of new knowledge for collective empowerment (Hill Collins, 1991). Implications for critical literacy research, pedagogy, and theory are presented.  相似文献   

Mediating Voices: Community Participation in the Design of E-Enabled Community Care Services     

Bridgette Wessels  Sarah Walsh  Elaine Adam 《The Information Society》2013,29(1):30-39

In the United Kingdom, information and communication technologies are being used to e-enable multiagency community services for children. Public policy advocates that practitioners as well as users should be involved in the shaping of services including the information systems used in their delivery. This article discusses how a group of social and computer scientists developed the social formation methodology to facilitate nonexpert community participation in the design of e-enabled community care services. The longitudinal study adapts qualitative methods to understand community welfare and to foster participation in the design of communication systems. By exploring the perspectives of welfare practitioners and families, the importance of situated and mediated conversations in community care is identified. The facilitative conversation approach of the study then brings these community perspectives, as well as ICT perspectives, into design processes of e-enabled services.  相似文献   

Editorial     

Elaine Millard 《English in Education》2006,40(2):1-3

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The Ft. Wayne Flood: Insights into Social Studies     

Elaine G. Wangberg 《Clearing house (Menasha, Wis.)》2013,86(7):305-307

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Being altruistically motivated: the postgraduate and career motivational orientations of access students at an Irish University     

Elaine Keane 《Cambridge Journal of Education》2017,47(4):567-583

The relative lack of research about postgraduate education, and especially from a widening participation (WP) perspective, is noteworthy in a context of an increasingly expanding and important postgraduate sector internationally. This paper draws on the findings of a study about the ‘impact’ of WP initiatives at an Irish university, exploring the undergraduate, postgraduate, and employment experiences of two groups of former access students. A mixed-methods research design (employing a self-completion questionnaire sent to all relevant individuals (N=195), and 26 in-depth semi-structured interviews) was employed. This paper examines these individuals’ postgraduate progression in relation to a number of factors, with a particular focus on their views about progression, the programmes pursued, and their related motivational orientations. Many of the research participants were altruistically motivated in their selection of postgraduate programmes and related careers, and this motivational orientation is explored in terms of its genesis and implications in a WP context.  相似文献   

Book reviews     

Gaston Mialaret  Gilbert de Landsheere  Dieter Mahr  Marcel Postic  A. Harry Passow  Elaine Rivers  Desmond J. Keegan  Jindra Kulich  Wolfgang Mitter  Joseph I. Zajda  John Eggleston  Shoshannah Langerman  A. W. Wood  Joachim Herzer  Peter Waterman  Hans Scheuerl  Andrew S. Kwon  Betty Heyder  Barbara Lloyd 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(3):347-378

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Words with Pictures: The Role of Visual Literacy in Writing and its Implication for Schooling     

Elaine Millard  Jackie Marsh 《Literacy》2001,35(2):54-61

This paper reports on two studies undertaken independently by the authors, both of which provide indicative evidence that the system of target setting in writing is exerting an influence on children’s perception of what is involved in authoring meaningful texts. In particular, the current emphasis on technical accuracy and neatness in handwriting has worked to limit the role of drawing in children’s construction of text. The authors suggest that this tendency has adverse consequences for the development of pupil confidence as the authors of their own meanings, particularly marked in boys. They argue that teachers and educators need to be more understanding of differences in the modes in which pupils choose to make sense of their social and cultural contexts.  相似文献   

Assessing understanding: A phenomenographic approach   总被引：1，自引：0，他引：1  

Gloria Dall'Alba  Eleanor Walsh  John Bowden  Elaine Martin  Ference Marton  Geofferey Masters  Paul Ramsden  Andrew Stephanou 《Research in Science Education》1989,19(1):57-66

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Striving for autonomy in a contingency‐governed world: Another challenge for individuals with developmental disabilities     

Elaine Clark  Daniel E. Olympia  Jenise Jensen  Lora Tuesday Heathfield  William R. Jenson 《Psychology in the schools》2004,41(1):143-153

The purpose of this article is to provide the reader with an orientation to the concepts and principles of autonomy and self‐determination and the application of those concepts and principles to working with children and adolescents who have intellectual and developmental disabilities (ID/DD), including autism. Self‐determination is essentially the ability of a person to be autonomous as to meaningful life choices and encompasses activities such as problem solving, decision making, goal setting, self‐observation and evaluation, self‐management and reinforcement, acquiring an internal locus of control, experiencing positive attributions of efficacy and outcome expectancy, developing a realistic and positive self‐image, and self awareness. The lack of opportunities for self‐determination, personal expression and consideration of personal preferences experienced by this population has been associated with increased psychiatric disturbance. Several principles supporting self‐determination, including positive psychology and use of positive alternatives, are discussed by the authors. Further, practices that generate more opportunities for individuals to exercise personal control and autonomy across activities and environments in order to prevent psychological problems are discussed. Finally, the school psychologist's role in promoting the development of autonomy and self initiative among children and adolescents with ID/DD are outlined within the contexts of assessment practices, interventions and curriculums, positive behavior support technology, and continued educational reforms and systems change. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 143–153, 2004.  相似文献