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   

Complex patterns for kindergartners     

Robert Pasnak  Brittany N. Thompson  Katrina M. Gagliano  Matthew T. Righi  K. Marinka Gadzichowski 《The Journal of educational research》2019,112(4):528-534

Knowing what kinds of patterns are easy for children to recognize early in their kindergarten year, and what kinds are difficult, can be a useful guide for patterning instruction. Hence, the ability of children to recognize complex patterns early in their kindergarten year was assessed in two experiments. One experiment showed that the children were significantly less accurate on patterns made of progressively higher numbers or of letters that came progressively later in the alphabet than on patterns made of clock faces that showed increasing amounts of time or were made of rotating objects. There was an interaction between the type of element of which the pattern was composed and the pattern’s orientation. A second experiment showed that symmetric patterns were easier than growing patterns, and there were effects of orientation and the elements of which a pattern was composed, as well as interactions. This research indicates that instruction on clock faces and rotating objects should precede instruction on letters and numbers, and that symmetric patterns can also be easily understood.  相似文献   

Peer and Cross-Age Tutoring in Math:Outcomes and Their Design Implications   总被引：1，自引：0，他引：1  

Debbie?R.?Robinson  Janet?Ward?SchofieldEmail author  Katrina?L.?Steers-Wentzell 《Educational Psychology Review》2005,17(4):327-362

This review of the literature on peer and cross-age tutoring emphasizes programs in mathematics and suggests that such programs have positive academic outcomes for African American and otherminority students as well as for White students who participate as tutors, as tutees, or both. Such programs also appear to have a positive impact on a variety of attitudinal and socioemotional outcomes, such as students' attitudes towards school, their self-concepts, and their sense of academic efficacy. This review also explores whether specific features of the tutoring programs (e.g., tutor training and amount of tutoring) or characteristics of the students (e.g., academic level prior to tutoring and gender composition of tutor-tutee pairs) affect various outcomes. Role theory is used as a theoretical framework to explain some intriguing and surprising findings (e.g., why tutors show academic gains even when they do not receive additional subject matter instruction, whylonger and/or more substantial tutoring programs may not foster greater immediate academic gains than shorter programs, and why mixed-sex pairs do not consistently reap benefits equal to those of same-sex pairs). Finally, implications of the review for the development of peer and cross-age tutoring programs are discussed.  相似文献   

Appreciating diversity through stories about the lives of deaf people of color     

Anderson GB  Miller KR 《American annals of the deaf》2004,149(5):375-383

One way of enhancing appreciation of cultural diversity within the American Deaf community is by collecting and analyzing stories about Deaf people of color. The authors examined biographical profiles in national print and visual media published since 1988. The materials focused on life stories of individuals identified as Deaf persons of color (e.g., Deaf and identified as Black/African American, Hispanic/Latino, Asian/Pacific Islander, or American Indian/Alaskan Native). Anecdotes were selected that provided a sociocultural rather than medical or pathological perspective and reflected the featured individual's viewpoint. Four categories of shared experiences emerged: experiences related to overcoming obstacles to educational opportunities, stories about individuals who influenced the direction the featured individual took in life, childhood and family experiences, and experiences relating to stereotypes, cultural conflicts, or discrimination. The authors conclude by discussing lessons and messages derived from the stories.  相似文献   

Entertainment television and hearing students' attitudes regarding the pediatric cochlear implant     

Miller KR  Wheeler-Scruggs K 《American annals of the deaf》2002,147(3):20-25

The cochlear implant, a bionic technology that restores sound sensation in some patients, has become ethically controversial in the 20 years since its introduction. This controversy recently has entered American entertainment culture, with the issue of pediatric implants emerging in episodes of popular TV programs. This pilot study examines the effects of one such TV episode on the attitudes of hearing college students with minimal prior exposure to the controversy, using a posttest-only control group design. The control group (N = 17) watched an unrelated entertainment video and filled out an original 10-item attitude scale. The treatment group (N = 18), which viewed an episode of the dramatic series Gideon's Crossing addressing the cochlear implant issue, also filled out the attitude scale. A t test was applied, and it was determined that no significant difference existed between the two groups' attitudes regarding pediatric cochlear implants. Although there was wide variability on individual items, overall scores indicated that both groups were neutral, or undecided, regarding cochlear implantation in children.  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   

A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students At Risk for Reading Disability     

Paige C. Pullen  Elizabeth D. Tuckwiller  Timothy R. Konold  Katrina L. Maynard  Michael D. Coyne 《Learning disabilities research & practice》2010,25(3):110-123

Vocabulary knowledge at school entry is a robust predictor of later reading achievement. Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research studies examined the efficacy of vocabulary interventions for children in the early primary grades (e.g., before fourth grade), and even fewer addressed vocabulary intervention for students at increased risk for reading failure. In more recent work, researchers have begun to explore ways in which to diminish the “meaningful differences” in language achievement noted among children as they enter formal schooling. This article provides a review of a particularly effective model of vocabulary intervention based on shared storybook reading and situates this model in a context of tiered intervention, an emerging model of instructional design in the field of special education. In addition, we describe a quasi‐experimental posttest‐only study that examines the feasibility and effectiveness of the model for first‐grade students. Participants were 224 first‐grade students of whom 98 were identified as at risk for reading disability based on low levels of vocabulary. Results of a multivariate analysis of variance revealed significant differences on measures of target vocabulary knowledge at the receptive and context level, suggesting that students at risk for reading failure benefit significantly from a second tier of vocabulary instruction. Implications for classroom practice as well as future research are provided.  相似文献   

College students’ perceptions of gender stereotypes: making connections to the underrepresentation of women in STEM fields     

Katrina Piatek-Jimenez  Jennifer Cribbs  Nicole Gill 《International Journal of Science Education》2018,40(12):1432-1454

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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   

Validity and Reliability of Proximity Detection with Bluetooth-Enabled Accelerometers among Adults     

Deirdre Dlugonski  Aaron P. Wood  Katrina D. DuBose  Patrick Rider  Alexander M. Schoemann 《Measurement in physical education and exercise science》2013,17(3):272-279

ABSTRACT

Introduction: This study examined the concurrent validity and inter-pair reliability of the proximity detection function on Bluetooth-enabled accelerometers across manufacturer-specified ranges. If valid, this method could be used for objectively measuring shared physical activity participation. Method: Thirty-six dyads aged 21.6 (2.1) years wore two sets of Bluetooth-enabled accelerometers initialized as beacons and receivers to compare accelerometer-measured proximity detection to direct observation under 11 different controlled and free-living conditions. Results: The proportion of minutes in which proximity was detected differed across conditions (p < .001), with the highest proportions in the controlled conditions (.77–1.0). Among the free-living conditions, the different room (.73 ± .20) condition had the highest proximity detection proportions. There were no differences in the proximity detection across accelerometer pairs (p = .265). Conclusion: Proximity detection with Bluetooth-enabled accelerometers was reliable and had the highest detection rates under the controlled treadmill walking conditions. Despite limitations, using Bluetooth-enabled accelerometers is a promising approach for measuring shared physical activity.  相似文献