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91.
92.
Dave A. Louis Keisha V. Thompson Patriann Smith Hakim Mohandas Amani Williams Juann Watson 《The Urban Review》2017,49(4):668-691
Afro-Caribbean immigrants have been an integral part of the history and shaping of the United States since the early 1900s. This current study explores the experiences of five Afro-Caribbean faculty members at traditionally White institutions of higher education. Despite the historical presence and influence of Afro-Caribbean communities and the efforts within education systems to address the needs of Afro-Caribbean constituents, Afro-Caribbean faculty members continue to be rendered indiscernible in higher education and to be frequently and erroneously perceived as African–Americans. The study examines the lived experiences of these individuals in the hegemonic White spaces they occupy at their institutions with both White and Black populations. Through their narratives, issues of stereotyping, microaggression, and isolation are addressed. The participants also offer solutions to address these issues by university administrators, department heads, faculty development professionals, diversity officers, policy makers, and other stakeholders. The voices in this study shed light on an overlooked, misunderstood, and under-researched population within our faculty ranks in the American Academy. 相似文献
93.
Linda Watson Graeme Douglas Liz Hodges Mike McLinden Nigel Hall 《Journal of Research in Special Educational Needs》2004,4(2):82-90
There have been many efforts to conceptualise literacy, both in terms of its essence and component parts, but it has proved difficult to define. This paper considers work that is undertaken with children and older learners with sensory needs in order to promote the early stages of literacy. Recent government initiatives aimed at fostering literacy development have caused teachers of children with sensory needs to re-examine their practice. The paper discusses early literacy as part of children's attempts to communicate and describes children with sensory needs engaging in a range of activities that are termed 'literacy' by those working with them. By taking into account these activities, the authors endeavour to throw light on the broader questions around concepts of literacy. 相似文献
94.
Jacqueline Watson 《Cambridge Journal of Education》2001,31(2):205-219
The Office for Standards in Education (OFSTED) continues to judge schools in England and Wales to be generally unsuccessful in providing opportunities to pupils and students for spiritual development. This article reports on a study of OFSTED inspection reports for Norfolk state secondary schools. The study aimed to understand what was going wrong with spiritual development and how things might be improved. The study noted OFSTED's guidance to its inspectors on spiritual development, but then audited inspectors' assessments of spiritual development as they saw it in the field. After a close analysis of the reports the study concluded that inconsistencies in inspectors' reporting, particularly of spirituality across the broader curriculum, meant that both the mechanisms for assessment and for raising standards were not clear. The article discusses possible reasons for that lack of clarity and suggests that increased dialogue between inspectors and teachers might help raise standards in this area. 相似文献
95.
Panayota Mantzicopoulos Brian F. French Helen Patrick J. Samuel Watson Inok Ahn 《Educational Assessment》2018,23(1):24-46
To meet recent accountability mandates, school districts are implementing assessment frameworks to document teachers’ effectiveness. Observational assessments play a key role in this process, albeit without compelling evidence of their psychometric rigor. Using a sample of kindergarten teachers, we employed Generalizability theory to investigate (across teachers, raters, and lessons) the stability of scores obtained with two different observation measures: The CLASS K-3 and the FFT. We conducted a series of Decision studies to document (for both measures’ constituent domains) the number of lessons per teacher and raters per lesson that would justify the use of observation scores for high stakes decisions. Acceptable, stable scores for individual-level decisions about teachers may generally require more raters and lessons than is typically used in practice (1–2 raters and fewer than 3 lessons). The considerable variability of observation-based scores raises concerns about either measure’s appropriateness for making individual or group decisions about teachers’ effectiveness. 相似文献
96.
Disruptive behaviour, as assessed by teachers, is reported as being consistently related to low base heart rates and low reactivity to mild stress. To date, most investigations have used mainstream school samples of boys within the 11‐16 age range approximately. It has been suggested that the predicted low base heart rates for antisocial children may be reversed in younger children. Present findings do not confirm such a trend in boys aged 7 to 9 years. Their responses were similar to those of older children. The implications for further research and the management of children in school are discussed. 相似文献
97.
98.
Judith Watson 《欧洲师范教育杂志》1991,14(2):155-162
Principles affecting inservice training of teachers are influenced by national technological and demographic developments as well as the economic and political climate. Effects of these different factors are discussed briefly and illustrated by the experience of one College's inservice course for teachers of pupils with special educational needs. 相似文献
99.
Research on theory of mind increasingly encompasses apparently contradictory findings. In particular, in initial studies, older preschoolers consistently passed false-belief tasks-a so-called "definitive" test of mental-state understanding-whereas younger children systematically erred. More recent studies, however, have found evidence of false-belief understanding in 3-year-olds or have demonstrated conditions that improve children's performance. A meta-analysis was conducted (N = 178 separate studies) to address the empirical inconsistencies and theoretical controversies. When organized into a systematic set of factors that vary across studies, false-belief results cluster systematically with the exception of only a few outliers. A combined model that included age, country of origin, and four task factors (e.g., whether the task objects were transformed in order to deceive the protagonist or not) yielded a multiple R of .74 and an R2 of .55; thus, the model accounts for 55% of the variance in false-belief performance. Moreover, false-belief performance showed a consistent developmental pattern, even across various countries and various task manipulations: preschoolers went from below-chance performance to above-chance performance. The findings are inconsistent with early competence proposals that claim that developmental changes are due to tasks artifacts, and thus disappear in simpler, revised false-belief tasks; and are, instead, consistent with theoretical accounts that propose that understanding of belief, and, relatedly, understanding of mind, exhibit genuine conceptual change in the preschool years. 相似文献
100.
Retroactive interference is conventionally viewed as attenuated retrieval of a target association due to the training of a
second association between training and testing of the target association. In three experiments in which water-deprived rats
were used as subjects, we manipulated the durations of the time between cue termination and outcome onset (Experiment 1),
the durations of the target and the interfering cues (Experiment 2), and the durations of the outcome used during target and
interfering training (Experiment 3). Greater interference was consistently observed between associations bearing a high degree
of similarity in their temporal structure, which suggests that interference occurs between complex representations that encode
not only the physical attributes of the stimuli, but also their temporal characteristics. 相似文献