Orchestrating debate: a multimodal analysis of classroom interaction     

Jill Bourne  Carey Jewitt 《Literacy》2003,37(2):64-72

This paper examines the ways in which the interpretation of a literary text is constructed through social interaction in a multi‐ethnic urban secondary school English classroom. The focus is on the literacy experiences of Year 10 students (age 14 to 15 years). We take a multimodal approach to understanding social interaction around texts and show that higher‐order literacy skills are realised and constructed through the configuration of talk and writing with a range of other representational and communicational modes, such as gesture, gaze, movement, and posture. We suggest that despite the exhaustive regulation of literacy and school English, some English teachers, while still curriculum and examination focused, have found strategies that give them space to make connections between texts and the experiences of their particular student intake. They do so in ways that link to wider social and moral issues, drawing on their own and their students' life experiences, to make cultural connections with the texts studied. The paper shows how a multimodal analysis of social interaction facilitates and extends understanding of the teaching that is taking place.  相似文献   

Editorial     

Clare Dowdall  Jill McClay 《Literacy》2017,51(3):121-122

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Challenging Stereotypes of Eating and Body Image Concerns Among College Students: Implications for Diagnosis and Treatment of Diverse Populations     

Dana L. Nelson  Louis G. Castonguay  Benjamin D. Locke 《Journal of College Counseling》2011,14(2):158-172

The authors describe a study that was conducted to provide better understanding of eating and body image concerns among clients in university counseling centers. First, they explored the prevalence of such concerns among stereotype‐congruent (White, heterosexual, female) and stereotype‐incongruent groups (e.g., ethnic/sexual minorities, men). Then, because some groups may use compensatory behaviors not adequately captured by current definitions of eating disorders, they specifically examined body image disturbance among these groups.  相似文献   

Rates and Predictors of Counseling Center Use Among College Students of Color     

Jeffrey A. Hayes  Soo Jeong Youn  Louis G. Castonguay  Benjamin D. Locke  Andrew A. McAleavey  Sam Nordberg 《Journal of College Counseling》2011,14(2):105-116

A comparison of institutional enrollment data and counseling center service utilization data at 66 universities showed that neither ethnic minority students nor European American students under‐ or overutilized counseling services (Study 1). Data from Study 2 examining students in the general campus bodies at 45 institutions indicated that utilization of counseling center services for students of various ethnicities was predicted by the ethnic composition of the counseling center staff. Among students of color, utilization of campus counseling services was predicted by greater psychological distress, less family support, and a history of previous psychological problems.  相似文献   

Do Double Minority Students Face Double Jeopardy? Testing Minority Stress Theory     

Jeffrey A. Hayes  Caitlin Chun‐Kennedy  Astrid Edens  Benjamin D. Locke 《Journal of College Counseling》2011,14(2):117-126

Data from 2 studies revealed that ethnic and sexual minority clients experienced greater psychological distress on multiple dimensions than did European American or heterosexual clients, respectively, as did ethnic and sexual minority students who were not clients. Among sexual minority students, ethnicity was not an added source of distress. Among ethnic minority students, sexual minority status was associated with heightened psychological distress.  相似文献   

Triangulating Perspectives: A Needs Assessment to Develop an Outreach Program for Vulnerable and Underserved Populations     

Jill E. Stefaniak  Misa Mi  Nelia Afonso 《Performance Improvement Quarterly》2015,28(1):49-68

This article describes the tiered process used to conduct a needs assessment and the implications of the methods employed had on the design and development of interventions for a community audience. A needs assessment was conducted to identify health needs for an underserved, vulnerable population. This report emphasizes the findings addressing the need for preventative educational materials and programming. Ethnographic characteristics were used to gather information from multiple sample sources in order to triangulate data from three different perspectives: (1) the client, (2) providers and support staff, and (3) educators in the community. The outcomes of this project will serve as input for designing and implementing innovative educational outreach programs for the vulnerable and underserved populations and for community‐based physicians and medical students who serve the community.  相似文献   

Characteristics of High‐Risk College Student Drinkers Expressing High and Low Levels of Distress     

James M. Graceffo  Jeffrey A. Hayes  Caitlin Chun‐Kennedy  Benjamin D. Locke 《Journal of College Counseling》2012,15(3):262-273

The aim of this study was to identify variables that reliably differentiated between 2 groups of students who reported binge drinking at the same rate (6 to more than 10 times within the previous 2 weeks) but who exhibited different distress associated with their behavior. Results indicated that students who received an external expression of concern were more likely to be concerned themselves about their alcohol use. The clinical utility of this finding is discussed.  相似文献   

Collecting Multidimensional Client Data Using Repeated Measures: Experiences of Clients and Counselors Using the CCAPS‐34     

Jessica L. Martin  Timothy R. Hess  Stacie C. Ain  Dana L. Nelson  Benjamin D. Locke 《Journal of College Counseling》2012,15(3):247-261

Many college counseling centers do not collect client data at each session because of perceived burdens. This study explored 55 clients’ and 16 doctoral counselor trainees’ experiences collecting and using data on client distress at each session over the course of counseling at a large public university's counseling center. Results indicated that the majority of both clients and counselors found the process convenient and clinically useful. Findings, clinical implications, and future directions are discussed.  相似文献   

GENDER DIFFERENCES IN STUDENT MOTIVATION AND SELF-REGULATION IN SCIENCE LEARNING: A MULTI-GROUP STRUCTURAL EQUATION MODELING ANALYSIS     

Sunitadevi Velayutham  Jill M. Aldridge  Barry Fraser 《International Journal of Science and Mathematics Education》2012,10(6):1347-1368

The purpose of this study was to investigate the influence of students?? motivational beliefs (learning goal orientation, task value and self-efficacy) in science learning on students?? self-regulation in the science classroom. The study also examines the moderating effect of gender on the proposed relationships. Data were collected from 719 boys and 641 girls across grades 8, 9 and 10 in 5 public schools in Perth, Western Australia. Results from structural equation modeling analysis indicated that all 3 motivational constructs were strong predictors of students?? self-regulation in science learning. The multi-group analysis to examine gender differences revealed that the influence of task value on self-regulation was statistically significant for boys only. The findings present possible opportunities for educators to plan, and to put into practice, effective intervention strategies aimed at increasing students?? self-regulation in science learning. The core feature would be to target and develop students?? motivational beliefs of learning goal orientation and self-efficacy in science learning. Additionally, for boys, the intervention strategies would be to elevate boys?? perspectives of science task value.  相似文献   

Assumptions and practices in using digital technologies to teach writing in middle‐level classrooms across Canada     

Shelley Stagg Peterson  Jill Kedersha McClay 《Literacy》2012,46(3):140-146

Interviews with 216 Grades 4–8 teachers and observations in 21 classrooms show that computers are widely used to teach writing across Canada. Restricted access to computers plays a role in the frequency and types of interactions that students and teachers have with computers in writing classes. Equally influential are assumptions about writing development and effective teaching practice. Many participating teachers believe that spell checkers hamper students’ spelling development. They view computers as tools to extend and support their teaching of mini‐lessons.  相似文献