Misconceptions of culture and perversions of multiculturalism     

Louis Goldman 《Interchange》1993,24(4):397-408

Current practices of multicultural education are based on some unsound conceptions of the nature of culture. Especially unsound is the notion of cultural relativism which claims that it is inappropriate for a given culture to be judged by the standards of other cultures. But all cultures can and should be judged by the standard of how well they allow their members to adapt to the circumstances in which they exist. These circumstances include nature and, increasingly, other cultures. The core error is the belief that cultures are integrated systems, which is based on an organic metaphor which discourages piece-meal criticism and leads to a romantic embrace of the totality of a culture. Rather than fostering an identity with, and celebration of, dysfunctional cultures, multiculturalism should encourage maximum interaction of all elements of a society and the forging of an emergent pluralism.  相似文献   

Examining the Meaning of Vague Quantifiers in Higher Education: How Often is “Often”?     

Rocconi  Louis M.  Dumford  Amber D.  Butler  Brenna 《Research in higher education》2020,61(2):229-247

Research in Higher Education - Researchers, assessment professionals, and faculty in higher education increasingly depend on survey data from students to make pivotal curricular and programmatic...  相似文献   

Comparative analyses of discourse in specialized STEM school classes     

Colby Tofel-Grehl  Carolyn M. Callahan  Louis S. Nadelson 《The Journal of educational research》2017,110(3):294-307

ABSTRACT

The authors detail the discourse patterns observed within mathematics and science classes at specialized STEM (science, technology, engineering, and mathematics) high schools. Analyses reveal that teachers in mathematics classes tended to engage their students in authoritative discourse while teachers in science classes tended to engage students in dialogic discourse. The authors examined variations in the type of discourse in relationship to the discipline being taught, the educational level of the teacher, and course requirements were also explored.  相似文献   

The correlation of motivation and academic achievement in physics     

Suzanne Winsberg  Louis Ste-Marie 《科学教学研究杂志》1976,13(4):325-329

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Educational assessment in Canada     

Louis Volante  Sonia Ben Jaafar 《Assessment in Education: Principles, Policy & Practice》2008,15(2):201-210

This article describes the Canadian education system and provincial/territorial, national, and international large‐scale assessment (LSA) programmes that currently operate within this large multicultural country. We highlight the policy implications of LSA programmes within Canada’s 10 provinces and three northern territories, and how the country balances international pressures with the demand for independence in the educational practices of its distinct provinces and territories. The discussion outlines how the systematic use of performance information is institutionalised through two kinds of accountability, ethical‐professional and economic‐bureaucratic accountability.  相似文献   

Knowledge, Aesthetic Insight and Education     

Louis Arnaud Reid 《Journal of Philosophy of Education》1973,7(1):66-84

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Response to intervention   总被引：2，自引：0，他引：2  

Bradley R  Danielson L  Doolittle J 《Journal of learning disabilities》2005,38(6):485-486

This introduction provides a context for the other articles included in this volume. The Learning Disabilities Initiative, a multiyear effort at the Office of Special Education Programs, has been focused on a more efficient and effective process for determining specific learning disability eligibility.  相似文献   

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   

Reflections on Discourse Practices During Professional Development on the Learning Cycle     

Clare Valerie Bell  Arthur Louis Odom 《Journal of Science Teacher Education》2012,23(6):601-620

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