Scholasticism: Causes and Cures     

Lawrence M. Mead 《Academic Questions》2011,24(3):300-318

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The Silent Minority: Supporting students with Selective Mutism using systemic perspectives          下载免费PDF全文

Zena Lawrence 《Support for Learning》2017,32(4):352-374

Selective Mutism (SM) is an under‐researched area of child development. While the incidence rate is low, the impact of this difficulty can be pervasive and can present as a significant risk for student mental health and wellbeing. The following article presents a case study focusing on parent‐student intervention for a preadolescent male, using an eclectic programme which blended psycho‐education, aspects of a manualised Cognitive Behavioural Therapy (CBT) programme, and specific selective mutism strategies. This article does not seek to evaluate the effectiveness of the programme but instead highlights practice considerations derived from systemic theoretical perspectives and present considerations for school staff.  相似文献   

College Orientation via Freshman Camp     

Lawrence J. Sehy  Herman A. Estrin 《College Teaching》2013,61(4):214-215

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George S. Counts as a Teacher: A Reminiscence     

Lawrence A. Cremin 《Teaching Education》2013,24(2):28-31

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Teachers and tolerance: Discriminating diversity dispositions     

Pauline Leonard  Lawrence Leonard 《The Teacher Educator》2013,48(1):30-62

Abstract

Prevailing values of equity and social justice are increasingly espoused in the mission and policy statements of public institutions, organizations, and agencies. In higher education, teacher preparation programs are considered to be key contributors to the cultivation of mores of inclusiveness, where diversity is embraced and appreciated in its multitude of forms. The purpose of this qualitative study was to examine the diversity dispositions of a group of preservice and inservice teachers participating in a multicultural education course at a university in the deep southern region of the United States. Data were collected in the following ways: (a) autobiographical accounts that participants compiled and shared; (b) responses to abbreviated biographies in an online discussion forum; (c) face‐to‐face discussions of issues related to goals of equity, tolerance, and social justice in schools; and (d) instructor observations of participants' interactions with each other. The research revealed that in the electronic forum the teacher candidates and practicing teachers were particularly candid in reflecting upon and revealing their cultural roots, perceptions, and experiences and validated many—but not all—‐peer self‐reports of marginalization. Three major diversity dispositions emerged in the data analysis: (a) cultural consciousness, (b) intercultural sensitivity, and (c) commitment to social justice. The study also illuminated the challenge inherent in critically examining and sharing diversity dispositions when considering issues of discrimination, prejudice, and segregation in a multicultural setting. Although limited in scope and generalizibility, the findings provide insights into ways of framing tolerance sensibilities and for improving educators' capacities to reassess candidates' diversity dispositions.  相似文献   

Editorials     

Joshua Lawrence Eason 《Peabody Journal of Education》2013,88(6):347-348

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THE ROLE OF THE JEWISH AND CHRISTIAN TRADITIONS IN THE ADMINISTRATION OF HIGHER EDUCATION: A LIBERATING PRAXIS     

Lawrence C. Howard 《Religious education (Chicago, Ill.)》2013,108(3):68-83

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CORRELATES OF PURE AND CO‐OCCURRING PROACTIVE AND REACTIVE AGGRESSORS IN HONG KONG     

Jacob Yuichung Chan  Annis L. Fung  Lawrence H. Gerstein 《Psychology in the schools》2013,50(2):181-192

Research on aggression in the West has focused mainly on the dichotomy between proactive and reactive aggression, but not the co‐occurring proactive–reactive aggression subtype, despite its prevalence. The authors investigated the differences in psychological and behavioral correlates among proactive, reactive, and proactive–reactive student aggressors and nonaggressors in Hong Kong, China, based on their scores on the Reactive and Proactive Aggression Questionnaire. Participants were 1,356 secondary school students (805 males and 551 females, aged 11 to 18 years). A one‐way multivariate analysis of covariance was conducted to examine group differences in aggression, attention deficits, anxiety/depression, and delinquency. Results showed that proactive–reactive aggressors were significantly more aggressive, less attentive, more anxious/depressed, and more engaged in delinquent behaviors. Reactive and proactive aggressors did not differ in three of these four behaviors. Implications for research and practice when working with proactive–reactive aggressors are discussed.  相似文献   

A critic looks at reviewing     

Lawrence Laurent 《广播与电子媒介杂志》2013,57(1)

Mr. Laurent is the widely‐syndicated Television‐Radio Editor of the Washington Post. This quotation is from a letter to the editor of the Journal in response to an article by Jules Rossman titled “What Do Reviewers Actually Review?” that appeared in the Spring, 1965, issue of the Journal of Broadcasting.  相似文献   

Editor's summary and comments     

Lawrence R. Wheeless Editor 《Communication quarterly》2013,61(4)

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