Conflict style and cultural understanding among teachers in the western United States: Exploring relationships     

Jennifer Mahon 《Int J Intercult Relat》2009,33(1):46-56

Competent teachers are competent communicators who are able to build and sustain interpersonal relationships across culture and across conflict. The following study was designed to validate and extend prior research [Mahon, J. A. (2003). Intercultural sensitivity development of practicing teachers. Dissertation Abstracts International, 64(7), 2353A (UMI No. 3097199); Mahon, J. A. (2006). Under the invisibility cloak? Teacher understanding of cultural difference. Intercultural Education, 17(4), 391–407] that showed a majority of teachers had ethnocentric levels of intercultural sensitivity (ICS) as measured by the Intercultural Development Inventory (IDI) [Intercultural Communication Institute (ICI). (1999a). The intercultural development inventory. Portland, Oregon: Intercultural Communication Institute]. Qualitative data also suggested teachers with less sophisticated understandings of culture avoided intercultural conflict situations. The following research drew upon a sample of 88 teachers in the United States to examine possible relationships between ICS as measured by the IDI, and conflict style as measured by the Thomas–Kilmann Conflict Inventory (TKI) [Consulting Psychologies Press (CPP). (2002). Thomas–Kilmann Conflict Inventory. Palo Alto, CA: Consulting Psychologies Press]. Results indicated the majority of teachers have ethnocentric understandings of culture, and preferred the Compromising conflict style, followed very closely by Avoiding and Accommodating. Further analyses revealed that degree of cooperativeness predicted levels of the dependent variable of ICS. Certain demographic variables shown to be important in prior ICS research were found to predict levels of the dependent variables.  相似文献   

Zeros of Bessel functions     

D.B. Smith  L.M. Rodgers  E.H. Traub 《Journal of The Franklin Institute》1944,237(4):301-303

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Evaluating the Comparability of Paper‐ and Computer‐Based Science Tests Across Sex and SES Subgroups     

Jennifer Randall  Stephen Sireci  Xueming Li  Leah Kaira 《Educational Measurement》2012,31(4):2-12

As access and reliance on technology continue to increase, so does the use of computerized testing for admissions, licensure/certification, and accountability exams. Nonetheless, full computer‐based test (CBT) implementation can be difficult due to limited resources. As a result, some testing programs offer both CBT and paper‐based test (PBT) administration formats. In such situations, evidence that scores obtained from different formats are comparable must be gathered. In this study, we illustrate how contemporary statistical methods can be used to provide evidence regarding the comparability of CBT and PBT scores at the total test score and item levels. Specifically, we looked at the invariance of test structure and item functioning across test administration mode across subgroups of students defined by SES and sex. Multiple replications of both confirmatory factor analysis and Rasch differential item functioning analyses were used to assess invariance at the factorial and item levels. Results revealed a unidimensional construct with moderate statistical support for strong factorial‐level invariance across SES subgroups, and moderate support of invariance across sex. Issues involved in applying these analyses to future evaluations of the comparability of scores from different versions of a test are discussed.  相似文献   

Reflections on a post September 11 student‐led project: Teaching strategies that foster tolerance and emotional coping     

Jennifer L. Gilliard 《Journal of Early Childhood Teacher Education》2013,34(1):79-84

Abstract

Sixteen preservice teachers participated in a service‐learning project to build tolerance in the community as a result of their desire to do something or to make a difference after the terrorist attacks of September 11, 2001. Student reflection papers revealed an increase in student tolerance and feelings of competence after participating in the project. Student‐led project work enabled students to direct their own learning, reflect on feelings about terrorism and tolerance, participate in collaborative relationships and make a contribution to campus and community life. Advocacy and mentoring are discussed as key teaching strategies for replicating project outcomes. © 2004 Published by Elsevier Inc.  相似文献   

Teacher, Know Thyself     

Jennifer E. Round 《CBE life sciences education》2012,11(3):237-238

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And Never the Twain Shall Meet: One Student's Practical Theory Encounters Constructivist Teacher Ed Practices     

Deborah Burk Rodgers  Maylan Dunn 《Journal of Early Childhood Teacher Education》2013,34(3):10-25

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Looking for love in all the wrong places: Accessing sexual and reproductive health information via the Readers' Guide to Periodical Literature     

Jennifer Burek Pierce  Debora Shaw 《Library & information science research》2005,27(4):467-484

The Readers' Guide to Periodical Literature has been described as a cultural barometer. It supports scholars of history and culture by providing access to ideas circulated via the mass media in earlier times, but its own coverage and indexing practices also reveal attitudes and values toward issues of the time. The Progressive Era (1900–1924) coincides with the founding and growth of the Readers' Guide. Examining how the Readers' Guide directed readers' attention to matters of sexual and reproductive health in its first quarter century demonstrates changes in social attitudes and has implications for scholarly work. The array of index terms required to locate information on this topic indicates both barriers to information access for contemporary readers as well as challenges for present-day scholars concerned with recovering information of the era.  相似文献   

Introduction     

Ann Blair  Jennifer Milligan 《Archival Science》2007,7(4):289-296

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The prospects for ESN(M) leavers.     

B Rodgers 《Special education: forward trends》1979,6(1):8-9

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Association of parent and peer support with adolescent physical activity     

Prochaska JJ  Rodgers MW  Sallis JF 《Research quarterly for exercise and sport》2002,73(2):206-210

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