有门课要你浪费时间上网     

Joy 《大学生》2014,(24):41-41

美国高等教育素以自由、创新闻名世界,抱着笔记本电脑上课在校园里并不稀奇。然而,在课上要求学生带着笔记本,紧盯屏幕三小时,肆意上网聊天、看视频还从未听闻。近日,宾夕法尼亚大学英语系教授肯尼斯·戈德史密斯首开先河,别出心裁地在系内开设了一门创意写作课（Creative Writing）,就向学生提出了这样神奇的要求。在美国,每门写作课都有不同的主题,学生可以根据自己的兴趣爱好进行选择,而戈德史密斯教授抛出的主题就是：浪费时间上网（Wasting Time On the Internet）。  相似文献   

Untangling the relative contribution of maltreatment severity and frequency to type of behavioral outcome in foster youth     

Yo Jackson  Joy GabrielliKandace Fleming  Angela M. TunnoP. Kalani Makanui 《Child abuse & neglect》2014

Within maltreatment research, type, frequency, and severity of abuse are often confounded and not always specifically documented. The result is samples that are often heterogeneous in regard to maltreatment experience, and the role of the different components of maltreatment in predicting outcome is unclear. The purpose of the present study was to identify and test the potential unique role of type, frequency, and severity of maltreatment to elucidate each variable's role in predicting outcome behavior. Data from 309 youth in foster care (ages 8–22) and their caregivers were collected using the Modified Maltreatment Classification System and the Behavioral Assessment System for Children, 2nd Edition (BASC2), to measure maltreatment exposure and behavioral outcome respectively. A measurement model of the BASC2 was completed to determine model fit within the sample data. A second confirmatory factor analysis (CFA) was completed to determine the unique contributions of frequency and severity of maltreatment across four types of abuse to externalizing, internalizing, and adaptive behavior. The result of the CFA determined good fit of the BASC2 to the sample data after a few modifications. The result of the second CFA indicated that the paths from severity to externalizing behavior and adaptive behavior (reverse loading) were significant. Paths from frequency of abuse were not predictive of behavioral outcome. Maltreatment is a complex construct and researchers are encouraged to examine components of abuse that may be differentially related to outcome behavior for youth. Untangling the multifaceted nature of abuse is important and may have implications for identifying specific outcomes for youth exposed to maltreatment.  相似文献   

An investigation of the college and career counseling needs of economically disadvantaged,minority gifted students     

Paula M. Olszewski‐Kubilius  Joy M. Scott 《Roeper Review》2013,35(3):141-148

This study is an investigation of the college and career counseling needs of economically disadvantaged, academically gifted minority students. Two groups of students were studied and compared ‐ one group of 50 low‐income students, predominantly minority, who were chosen for a special college counseling program, and a second group of 42 middle to high income students, predominantly Asian and Caucasian, who were participating in a summer academic program. Students were compared on college plans and preparations, aspirations and expectations about higher education, support from others, motivation, values, and career interests and maturity. Results showed that the gifted disadvantaged students had lower educational aspirations, felt somewhat less prepared for college and less confident about being admitted, had unrealistic ideas about how to finance college, and perceived that college life would be more frightening and lonely compared to nondisadvantaged students. Student groups were similar in motivation to attend college, support from significant others and values. Disadvantaged students had better skills related to selecting a career but expressed less confidence in making a career decision. The results suggest a need for differentiated college counseling programs for disadvantaged minority students.  相似文献   

The White Kid Can Do Whatever He Wants: The Racial Socialization of a Gifted Education Program     

Joy Howard 《Educational Studies A Journal of the American Educational Studies Association》2013,49(5):553-568

Drawing from a 14-month ethnographic study at an elementary school in the US South, I examine the role that the gifted and talented (GT) program played in racial socialization at the school. I use the principle of Whiteness as property (Harris, 1995 Harris, C. I. (1995). Whiteness as property. In K. Crenshaw, N. Gotanda, G. Peller, &; K. Thomas (Eds.), Critical race theory: The key writings that formed the movement (pp. 276–291). New York, NY: New Press. [Google Scholar]) to analyze space as curriculum, the physical and social spaces of a school that structure how particular student bodies are positioned in relation to power and privilege. I argue that the segregated GT structure perpetuates racial inequities that young children are taught to accept and emulate. I conclude with implications for practice and future studies about the role of GT in racial socialization.  相似文献   

Book review of Representing "Race": Ideology,Identity, and the Media     

Joy F. Morrison 《Mass Communication and Society》2013,16(3-4):191-192

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"This Has Been Quite a Year for Heads Falling": Institutional Autonomy in the Civil Rights Era     

Joy Ann Williamson 《History of education quarterly》2004,44(4):554-576

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Prizing children's science information books: the text,reading and the reader          下载免费PDF全文

Joy Alexander  Ruth Jarman 《Literacy》2015,49(3):123-131

The Royal Society Young People's Book Prize is awarded annually in the United Kingdom for the best science information book, and the winning book is chosen by panels of young people. This article discusses the findings of a study of the responses to the books and to their judging experience of young people who participated on panels in the 2011 Royal Society Young People's Book Prize. Interviews were conducted with 46 young people, aged from 8 to 14 years, from across the United Kingdom. The nature of contemporary non‐fiction books is discussed, specifically science information books. The impact of their design and format on reading is explored, as is the social nature of reading, which was a consequence of the judging panel context. The young people had opinions on the age range for which each book was most suitable, but they generally did so in such a way as to include themselves. It was found that their judging responsibilities contributed to these young people displaying a positive reading identity and sense of self‐efficacy.  相似文献   

PSSS Bibliography of Sport Philosophy-Update II     

Joy T. DeSensi 《体育哲学杂志》2013,40(1):109-117

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Teachers' Mini-Case Studies of Children's Mathematics     

Joy W. Whitenack  Nancy Knipping  Sue Novinger  Linda Coutts  Scott Standifer 《Journal of Mathematics Teacher Education》2000,3(2):101-123

This article reports findings from a five-day summer institute conducted with 27 practicing primary-grade teachers. The institute was part of a year-long professional development project that supported teachers' thinking about children's arithmetical understanding. From Quicktime movies that contained excerpts of six children's interviews, pairs of teachers developed mini-cases about the children's arithmetical understanding. At the end of the institute, the teachers presented their mini-case studies to the group. Teachers developed two types of hypotheses: hypotheses about children's thinking and hypotheses about what it means for children to know and do mathematics. After providing examples to clarify the two types of hypotheses, we address the challenges we faced in developing multimedia inquiry-based environments that facilitated teachers' thinking about children's arithmetical thinking. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

Integration and Mainstreaming: a review of the efficacy of mainstreaming and integration for mentally handicapped pupils     

Joy Danby  Chris Cullen 《教育心理学》1988,8(3):177-195

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