Obstacles faced by deaf people in the criminal justice system     

Vernon M  Miller K 《American annals of the deaf》2005,150(3):283-291

Deaf people, especially those who are not well educated, are at risk for serious injustices when they enter the criminal justice system. The present study describes these risks at all stages of the legal process, including arrest, trial, probation, prison, and parole. These dangers are greatest for those who are poorly educated, read at a fourth-grade level or lower, have poor communication skills (American Sign Language and English), and lack awareness of their legal rights. Primitive personality disorder (PPD) is the term mental health professionals use to describe this set of characteristics. The risks that the segment of the deaf population with PPD faces when its members run afoul of the law are described, a case history provided, and some relevant legal and interpreting issues are discussed. A case is made for applying the concept of linguistic incompetence to deaf individuals with PPD.  相似文献   

Deaf sex offenders in a prison population     

Miller K  Vernon M 《Journal of deaf studies and deaf education》2003,8(3):357-362

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Relations among school assets,individual resilience,and student engagement for youth grouped by level of family functioning     

Jill D. Sharkey  Sukkyung You  Katrina Schnoebelen 《Psychology in the schools》2008,45(5):402-418

Given the importance of student engagement for healthy outcomes, research needs to investigate whether school‐based assets promote student engagement beyond individual and family influences. Unfortunately, such research has been limited by a lack of valid instrumentation. After examining the psychometrics of the California Healthy Kids Survey Resilience Youth Development Module, we used this risk and resilience instrument with a randomly selected sample of 10,000 diverse 7th‐, 9th‐, and 11th‐grade students to test a model of relations between school assets, individual resilience, and student engagement for students grouped by level of family assets. Although youth in the low family asset group reported lower student engagement, contrary to hypothesis, multigroup structural equation modeling revealed that school assets did not have a differential relation for low family asset youth compared to their high family asset peers. School assets were associated with student engagement for all groups, even accounting for individual resilience. Implications and future directions are provided. © 2008 Wiley Periodicals, Inc.  相似文献   

Who’s asking the questions in classrooms? Exploring teacher practice and student engagement in generating engaging and intellectually challenging questions     

Yvonne Zeegers  Katrina Elliott 《Pedagogies: An International Journal》2019,14(1):17-32

Student engagement that leads to enhanced learning outcomes involves three interdependent facets: behaviour, emotion and cognition. As such, learning activities that encourage deep learning and the intellectual challenging of minds should provide opportunities for reasoning and critical and creative thinking. An approach that resonates strongly with student engagement involves fostering student voice in the classroom, and the generation and utilization of students’ questions is one means of achieving this. Implicit in this approach is the need for both teachers and students to pose questions that engage and intellectually challenge thinking. In this pilot case study, eight volunteer teachers from one school chose to investigate their own practice by either focusing on their own questioning skills to foster student engagement in the classroom or, on how they could support their students to generate intellectually challenging questions that lead to increasing student voice, engagement and deeper learning in the classroom. Key findings were that who does the questioning is not an either-or dichotomy, and that significant pedagogical shifting requires a long-term focus. This shift is influenced by teachers’ commitment to using questioning as a pedagogical approach for enhancing student learning.  相似文献   

Little Evidence That Socioeconomic Status Modifies Heritability of Literacy and Numeracy in Australia     

Katrina L. Grasby  William L. Coventry  Brian Byrne  Richard K. Olson 《Child development》2019,90(2):623-637

Socioeconomic status (SES) has been found to moderate the influence of genes and the environment on cognitive ability, such that genetic influence is greater when SES is higher, and the shared environment is greater when SES is lower, but not in all Western countries. The effects of both family and school SES on the heritability of literacy and numeracy in Australian twins aged 8, 10, 12, and 14 years with 1,307, 1,235, 1,076, and 930 pairs at each age, respectively, were tested. Shared environmental influences on Grade 3 literacy were greater with low family SES, and no other moderating effects of SES were significant. These findings are contrasted with results from the United States and the United Kingdom.  相似文献   

Exposing the Implicit: AD for Aerial Action,Identity, and Storytelling     

Katrina Carter 《Teaching Artist Journal》2018,16(3-4):106-113

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Broadening participation not border protection: how universities can support women in computer science     

Dee Michell  Anna Szorenyi  Katrina Falkner  Claudia Szabo 《Journal of Higher Education Policy & Management》2017,39(4):406-422

Computer science, like technology in general, is seen as a masculine field and the under-representation of women an intransigent problem. In this paper, we argue that the cultural belief in Australia that computer science is a domain for men results in many girls and women being chased away from that field as part of a border protection campaign by some males – secondary school teachers, boys and men playing games online and young men on campus at university. We draw on American feminist philosopher, Iris Marion Young’s analysis of the ‘five faces’ of oppression to suggest strategies whereby Australian universities could support women in computer science and educate men about respectful behaviour and gender equity.  相似文献   

A Preliminary Examination of Burnout Among Counselor Trainees Treating Clients With Recent Suicidal Ideation and Borderline Traits     

Grant D. Miller  Katherine M. Iverson  Markus Kemmelmeier  Chelsea MacLane  Jacqueline Pistorello  Alan E. Fruzzetti  Melanie M. Watkins  Larry D. Pruitt  Megan Oser  Barrie M. Katrichak  Karen M. Erikson  Katrina Y. Crenshaw 《Counselor Education & Supervision》2011,50(5):344-359

Treating suicidal clients with borderline traits can be conducive to burnout. Dialectical behavior therapy (DBT) may assuage this burnout in counselors. As part of a DBT treatment outcome study, 6 counselors in training collected their own salivary cortisol samples and completed self‐report measures of burnout and well‐being for 1 year. Findings indicate a significant interaction for cortisol levels by treatment condition, such that DBT counselors experienced less physiological stress over time relative to a control group of counselors. There were no group differences in self‐reported burnout or well‐being. DBT may have a salutary effect on trainees' physiological stress levels over time.  相似文献   

How Community College Faculty Members May Improve Student Learning Productivity in Their Online Courses     

Katrina A. Meyer 《Community College Journal of Research & Practice》2013,37(6):575-587

Eleven experienced community college faculty members were interviewed to elicit examples of how they improved student learning productivity in their online courses. The 11 faculty members represented eight different states, nine different fields or disciplines, and all were permanent or full-time faculty members at community colleges in the southern or western states. Based on a thematic analysis of the examples given, improvement in student learning occurred by (a) emphasizing seven approaches to increase student engagement, (b) using six different structuring tactics to focus student attention on learning, (c) using assessment techniques to improve learning, and (d) pursuing a personal passion for online teaching. These findings suggest that faculty can and do find ways to use different tools in different ways to improve student learning productivity in community colleges.  相似文献   

A study of changes in middle school teachers' understanding of selected ideas in science as a function of an in-service program focusing on student preconceptions     

James A. Shymansky  George Woodworth  Obed Norman  John Dunkhase  Charles Matthews  Chin-Tang Liu 《科学教学研究杂志》1993,30(7):737-755

This article examines the impact of a specially designed in-service model on teacher understanding of selected science concepts. The underlying idea of the model is to get teachers to restructure their own understanding of a selected science topic by having them study the structure and evolution of their students' ideas on the same topic. Concepts on topics from the life, earth, and physical sciences served as the content focus and middle school Grades 4–9 served as the context for this study. The in-service experience constituting the main treatment in the study occurred in three distinct phases. In the initial phase, participating teachers interviewed several of their own students to find out what kinds of preconceptions students had about a particular topic. The teachers used concept mapping strategies learned in the in-service to facilitate the interviews. Next the teachers teamed with other teachers with similar topic interests and a science expert to evaluate and explore the scientific merit of the student conceptual frameworks and to develop instructional units, including a summative assessment during a summer workshop. Finally, the student ideas were further evaluated and explored as the teachers taught the topics in their classrooms during the fall term. Concept maps were used to study changes in teacher understanding across the phases of the in-service in a repeated-measures design. Analysis of the maps showed significant growth in the number of valid propositions expressed by teachers between the initial and final mappings in all topic groups. But in half of the groups, this long-term growth was interrupted by a noticeable decline in the number of valid propositions expressed. In addition, analysis of individual teacher maps showed distinctive patterns of initial invalid conceptions being replaced by new invalid conceptions in later mappings. The combination of net growth of valid propositions and the patterns of evolving invalid conceptions is discussed in constructivist terms.  相似文献