Ethnic Identity Development and Acculturation Preferences Among Minority and Majority Youth: Norms and Contact          下载免费PDF全文

Roberto González  Brian Lickel  Manisha Gupta  Linda R. Tropp  Bernadette P. Luengo Kanacri  Eduardo Mora  Pablo De Tezanos‐Pinto  Christian Berger  Daniel Valdenegro  Oscar Cayul  Daniel Miranda  Patricio Saavedra  Michelle Bernardino 《Child development》2017,88(3):743-760

This article tests a longitudinal model of the antecedents and consequences of changes in identification with indigenous (Mapuche) among indigenous and nonindigenous youth in Chilean school contexts over a 6‐month period (633 nonindigenous and 270 Mapuche students, M_ages = 12.47 and 12.80 years, respectively). Results revealed that in‐group norms supporting contact and quality of intergroup contact at Time 1 predicted student's changes in Mapuche identification at Time 2, which in turn predicted changes in support for adoption of Chilean culture and maintenance of Mapuche culture at Time 2; some of the relationships between these variables were found to be moderated by age and ethnicity. Conceptual and policy implications are addressed in the Discussion .  相似文献   

Ways of Talking (and Acting) About Language Reclamation: An Ethnographic Perspective on Learning Lenape in Pennsylvania     

Nancy H. Hornberger  Miranda Weinberg 《Journal of Language, Identity & Education》2016,15(1):44-58

The experiences of a community of people learning and teaching Lenape in Pennsylvania provide insights into the complexities of current ways of talking and acting about language reclamation. We illustrate how Native and non-Native participants in a university-based Indigenous language class constructed language, identity, and place in nuanced ways that, although influenced by essentializing discourses of language endangerment, are largely pluralist and reflexive. Rather than counting and conserving fixed languages, the actors in this study focus on locally appropriate language education, undertaken with participatory classroom discourses and practices. We argue that locally responsible, participatory educational responses to language endangerment such as this, although still rare in formal higher education, offer a promising direction in which to invest resources.  相似文献   

Emergent storybook reading revisited (Research Note)     

Jim Anderson  Rose Matthews 《Journal of Research in Reading》1999,22(3):293-298

Fifteen children from working-class homes attending two kindergarten classes in one school in a small town in Canada were asked to select their favourite book in October and June to read to a researcher. The storybook re-enactments were tape recorded and transcribed, and then coded according to a developmental scheme developed by Sulzby (1985) and Barnhart (1991). The results were compared with the results of Sulzby’s (1985) study with 24 children from middle-class homes. The mean score of the children in the Sulzby study was found to be significantly higher in October than the mean score of the children in the present study. Furthermore, the difference between the mean scores of the two groups had increased significantly by June. Further analysis revealed that the children in the present study did not show the same developmental progression as the children in the Sulzby study and, in fact, 11 of the 15 children did not progress at all along the developmental continuum. The results are discussed in relation to concepts of emergent literacy and socio-economic factors in early reading development.  相似文献   

Storks Deliver Babies (p= 0.008)     

Robert Matthews 《Teaching Statistics》2000,22(2):36-38

This article shows that a highly statistically significant correlation exists between stork populations and human birth rates across Europe.While storks may not deliver babies, unthinking interpretation of correlation and p‐values can certainly deliver unreliable conclusions.  相似文献   

Effectiveness of a school-based multicomponent program for the treatment of children with ADHD     

Miranda A  Presentación MJ  Soriano M 《Journal of learning disabilities》2002,35(6):546-562

The objective of this study was to evaluate the efficacy of a multicomponent program for treating attention-deficit/hyperactivity disorder (ADHD) carried out by teachers in a classroom context. Dependent measures included neuropsychological tasks, behavioral rating scales for parents and teachers, direct observation of behavior in the classroom, and academic records of children with ADHD. Fifty children with ADHD participated in the study. The teachers of 29 of the 50 students were trained in the use of behavior modification techniques, cognitive behavior strategies, and instructional management strategies. The other 21 students formed the control group. Parents' and teachers'ratings detected improvements in primary symptoms (inattention-disorganization, hyperactivity-impulsivity) and in behavioral difficulties usually associated with ADHD (e.g., antisocial behavior, psychopathological disorders, anxiety). Furthermore, the results showed increased academic scores, enhanced classroom behavioral observations, and improved teachers' knowledge about the strategies directed toward responding to the children's educational needs.  相似文献   

Quantitative skills as a graduate learning outcome of university science degree programmes: student performance explored through the planned–enacted–experienced curriculum model     

Kelly E. Matthews  Peter Adams  Merrilyn Goos 《International Journal of Science Education》2016,38(11):1785-1799

Application of mathematical and statistical thinking and reasoning, typically referred to as quantitative skills, is essential for university bioscience students. First, this study developed an assessment task intended to gauge graduating students’ quantitative skills. The Quantitative Skills Assessment of Science Students (QSASS) was the result, which examined 10 mathematical and statistical sub-topics. Second, the study established an evidential baseline of students’ quantitative skills performance and confidence levels by piloting the QSASS with 187 final-year biosciences students at a research-intensive university. The study is framed within the planned–enacted–experienced curriculum model and contributes to science reform efforts focused on enhancing the quantitative skills of university graduates, particularly in the biosciences. The results found, on average, weak performance and low confidence on the QSASS, suggesting divergence between academics’ intentions and students’ experiences of learning quantitative skills. Implications for curriculum design and future studies are discussed.  相似文献   

Introduction to the Treatment of Non-Linear Effects Using a Gravitational Pendulum     

Klaus Weltner  Antonio Sergio C. Esperidião  Paulo Miranda 《Science & Education》2004,13(7-8):611-629

We show that the treatment of pendulum movement, other than the linear approximation,may be an instructive experimentally based introduction to the physics of non-lineareffects. Firstly the natural frequency of a gravitational pendulum is measured as functionof its amplitude. Secondly forced oscillations of a gravitational pendulum are investigatedexperimentally without limiting amplitudes. By this arrangement new phenomena, thebistability and the jump-effect, can be observed. In the case of bistability the drivengravitational pendulum can oscillate in two different stable modes. Either it oscillateswith a small amplitude and approximately in phase with the exciting torque or it oscillateswith a larger amplitude and approximately anti-phase. The jump effect is the spontaneoustransition from one mode of oscillation to the other. Both effects can be demonstrated andexplained.  相似文献   

Unreal Friends     

Dean Cocking  Steve Matthews 《Ethics and Information Technology》2001,2(4):223-231

It has become quite common for people to develop `personal' relationships nowadays, exclusively via extensive correspondence across the Net. Friendships, even romantic love relationships, are apparently, flourishing. But what kind of relations really are possible in this way? In this paper, we focus on the case of close friendship. There are various important markers that identify a relationship as one of close friendship. One will have, for instance, strong affection for the other, a disposition to act for their well-being and a desire for shared experiences. Now obviously, while all these features of friendship can gain some expression through extensive correspondence on the Net, such expression is necessarily limited –you cannot, e.g., physically embrace the other, or go on a picnic together. The issue we want to address here however, is whether there might be distinctive and important influences on the structure of interaction undertaken on the Net, that affect the kind of identity ``Net-friends' can develop in relation to one another. In the normal case, one develops a close friendship, and in doing so, one's identity, in part, is shaped by the friendship. To some extent, through extensive shared experience, one comes to see aspects of the world (and of oneself) through the eyes of one's friend and so, in part, one's identity develops in an importantly relational way, i.e., as the product of one's relation with the close friend. In our view, however, on account of the limits of, and/or the kind of, shared contact and experience one can have with another via correspondence on the Net, there are significant structural barriers to developing the sort of relational identity that is a feature of close friendship. In arguing our case here, and by using the case of Net ``friendship' as our foil, we aim to shed light on the nature and importance of certain sorts of self-expression and relational interaction found in close friendship.  相似文献   

Pocket School: Exploring mobile technology as a sustainable literacy education option for underserved indigenous children in Latin America     

Paul Kim  Talia Miranda  Claudia Olaciregui 《International Journal of Educational Development》2008

Literacy is a human right unequally distributed among the world's population. Despite global efforts to fight illiteracy, high illiteracy rates continue to jeopardize access for many to basic schooling, life-long learning, health, and environment safety. Illiteracy also hinders the economic prosperity of the poorest societies in this digital age. Among the underserved population in Latin America, many of the indigenous children are the poorest of the poor who hardly have access to formal and stable schooling. This paper reviews the literature addressing education inequality issues in Latin America and possible opportunities with mobile learning technology to counter the effects of the education inequality. Also, this paper suggests mobile technology design considerations to meet the particular learning needs of the extremely underserved and underachieving indigenous children in Latin America.  相似文献   

Engaging design: creating libraries for modern users     

Joseph R. Matthews 《Public Library Quarterly》2019,38(2):235-239

  相似文献