Adolescent racial prejudice development: The role of friendship quality and interracial contact     

Fiona A. White  Bethany Wootton  Joyce Man  Hernan Diaz  Jana Rasiah  Emily Swift  Amanda Wilkinson 《Int J Intercult Relat》2009,33(6):524-534

There is a limited theoretical and empirical literature on the role of friendship quality and interracial contact on adolescent racial prejudice development. To address this gap, the present study examined the relationship between these factors amongst an Australian sample of 89 school-aged adolescent friendship dyads and 80 university-aged adolescent friendship dyads. All participants were administered questionnaires measuring prejudice towards Asian and Arab Australians, friendship quality and interracial contact. Overall, the results revealed that all adolescents reported significantly higher levels of subtle prejudice than blatant prejudice. As predicted, university-aged adolescents reported significantly lower levels of both subtle and blatant prejudice towards Asian and Arab Australians than school-aged adolescents. Importantly, adolescents who had contact with Asian (outgroup) friends reported significantly lower levels of subtle and blatant prejudice towards Asian Australians than adolescents with no Asian friends. Interestingly, friendship quality was not found to moderate the similarity of prejudice levels within friendship dyads. Together, these findings indicate that in developing subtle prejudice-reduction programs research should focus on increasing interracial cooperative contact, particularly amongst school-aged adolescents.  相似文献   

A Critical Interrogation of Privilege, Race, Class, and Power in a University Faculty–Urban Community Relationship     

Jana Noel 《The Urban Review》2010,42(3):210-220

I am the Coordinator of the Urban Teacher Education Center, a teacher preparation program located at a very low income, culturally diverse elementary school that serves children from two neighborhood public housing projects. As a White, middle-class, Ph.D. educated, female, I must consistently consider how people in the neighborhoods may take a racially, economically, and educationally marked view of me, marking me as an “other” while still assigning me with privilege. This paper consists of the presentation of my diary entries during my time spent in the school and its neighborhood communities. The diary entries are then critiqued with a critical interrogation of my reflections on race, class, and based on theory and research. The paper is framed by the analysis of the impact of race, class, power, and privilege, especially White privilege, and it addresses issues of power relations and school-community dynamics in low income, urban communities and schools. The paper provides an example of how a university faculty member can begin to enter an urban community, of the critical interrogations that must take place when entering such a relationship, and the challenges and rewards when such an effort is undertaken.  相似文献   

Strong vocational education – a safe way to the labour market? A case study of the Czech Republic     

Jana Straková 《Educational research; a review for teachers and all concerned with progress in education》2015,57(2):168-181

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Using a collaborative working group model to develop an ADHD resource for school staff     

Rebecca J. Ward  Hanna Kovshoff  Jana Kreppner 《British Educational Research Journal》2023,49(5):1044-1064

Inclusive education for children with attention deficit hyperactivity disorder (ADHD) presents challenges for school staff and professional development is lacking. Training is not always available when needed, strategies suggested by external experts can be impractical and staff lack autonomy in choosing the best way of being resourced. Additionally, the experience and knowledge of the range of school staff is not utilised. A collaborative working group of school staff and a researcher explored an alternative method of ADHD resourcing. Co-construction of knowledge defines how the group discursively identified actionable knowledge from the different perspectives and knowledge brought by individual group members. A systemic framework was used to critically reflect on the collaboration. The framework enabled reflection on four areas to understand how and why the collaboration led to a published web-based school staff ADHD resource. Firstly, starting conditions and assumptions were considered to identify and articulate the rationale for the resource. Secondly, the context and system dynamics enabled consideration of the socio-cultural and political landscape of the project and the impact of COVID-19. Thirdly, the different voices of participants and power dynamics were reflected on. Finally, emergence was a frame in which to elucidate knowledge production and changes in practice. The collaborative working group addressed the research–practice gap and the need for diversity of voices to be heard across the school. Knowledge co-construction positions staff as knowledge bearers and, together with different forms of knowledge, they can be empowered to create new, contextualised evidence-based knowledge.  相似文献   

Similarities and Differences in Behavioral State Organization during Sleep Periods in the Perinatal Infant Before and After Birth     

Lynn J. Groome  Matthew J. Swiber  Jana L. Atterbury  Lynn S. Bentz  and Scherri B. Holland 《Child development》1997,68(1):1-11

The purpose of this study was to determine the degree of consistency in behavioral state organization for 30 low-risk human participants examined as fetuses at 38–40 weeks gestation and again as neonates at approximately 2 weeks postnatal age. behavioral states were assigned similarly for fetuses and neonmates in terms of heart rate pattern and the presence or absence of eye and gross body movements. We found that the time spent in a sleep period was distributed among quiet sleep (QS), active sleep (AS), and indeterminate states in virtually identical proportions for fetuses and neonates. However, the only within-subject consistency between the fetal and neonatal periods was in the duration of complete QS epochs. Fetuses made fewer transitions between QS and AS, but neonates had shorter and more structured AS → QS transitions. These findings suggest that, whereas central nervous system processes governing QS do not change appreciably, the control of AS undergoes significant changes in the 4 weeks spannig the fetal and neonatal periods. We believe that the duration of enclosed QS epochs provides the only stable measure of behavioral state development between the prenatal and postnatal periods.  相似文献   

Factors affecting the transition of fifth graders to the academic track in the Czech Republic     

Jana Straková  David Greger  Petr Soukup 《International Studies in Sociology of Education》2017,26(3):288-309

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Anxious to Talk about It: Helping White Christians Talk Faithfully about Racism     

Jana L. Howson 《Religious education (Chicago, Ill.)》2019,114(3):411-412

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Investigating the Influence of Simultaneous– Versus Sequential–Text-Picture Presentation on Text-Picture Integration     

Jana Arndt  Katharina Scheiter 《Journal of Experimental Education》2019,87(1):116-127

This study investigated whether text-picture integration is facilitated when text and pictures are presented simultaneously instead of sequentially. Participants memorized general and specific sentences and pictures. It was expected that due to text-picture integration, participants should falsely recognize specific versions of the sentences and pictures even after having studied only their general versions before. Sentences and pictures were presented simultaneously or sequentially with the picture either preceding or following the corresponding sentence. Contrary to expectations, text-picture integration was only observed for picture recognition and was not influenced by temporal contiguity. Findings are explained by the use of simple materials that did not sufficiently tax working-memory capacity to allow for any benefit of a simultaneous text-picture presentation to occur.  相似文献   

Recommendations for effective university study based on students’ point of view     

Jana Matošková  Michaela Baňařová  Martina Polčáková 《Journal of Further & Higher Education》2019,43(3):381-395

This research examined what university students recommend for effective university study and whether their recommendations differ by gender, faculty or study programme degree. The research was based on 985 questionnaires. The following words were most commonly used in advice for freshmen: Go, Lectures, Learn, Continuously, Be, Prepare, Information, Have, Do, Materials. The fundamental advice seems to be: to go to lectures, to have needed materials and information and to learn and prepare continuously. Some stated recommendations react to the development of information and communication technologies and the massive usage of the Internet (such as obtaining a laptop and a cell phone or setting up a Facebook profile). Quite a lot of advice was connected with health, such as to sleep enough, to eat regularly, to not smoke, to relax and to restrict alcohol consumption. The recommendations gained in this survey were categorised by thematic similarities to characteristics, knowledge, skills, behaviour and background. The findings highlight the fact that given recommendations for effective study differ by the respondent’s gender and faculty. Women concentrated more on recommendations on how to behave and men mentioned more often what personality characteristics are important for effective university study. Students of the Faculty of Multimedia Communications highlighted the necessity of creativity and practical experience more often than others.  相似文献   

Plants have a chance: outdoor educational programmes alter students' knowledge and attitudes towards plants     

Jana Fančovičová 《Environmental Education Research》2011,17(4):537-551

Outdoor educational programmes are generally believed to be a suitable alternative to conventional biology settings that improve participants' environmental attitudes and knowledge. Here we examine whether outdoor educational programmes focused solely on practical work with plants influence participants' knowledge of and attitudes towards plants. It was found that mean scores of participants' attitudes towards and knowledge of plants significantly increased after the outdoor programme. These effects remained significant even after three months' post‐testing. No similar patterns were found in the control group. Interestingly, the proportion of participants who liked biology as a school subject also significantly increased after the outdoor programme in the experimental group. Females showed better knowledge of plants than males, but attitudes towards plants were similar between genders. Having a garden at home was not associated with better knowledge or attitudes towards plants. Our results reveal that outdoor programmes significantly relieve ‘plant blindness’ and make biology more attractive to pupils.  相似文献