Sexual harassment among adolescents of different sexual orientations and gender identities     

Kimberly J. Mitchell  Michele L. Ybarra  Josephine D. Korchmaros 《Child abuse & neglect》2014

This article examines (a) variation in rates of sexual harassment across mode (e.g., in-person, online) and type of harassment, (b) the impact of sexual harassment (i.e., distressing vs. non-distressing), and (c) how sexual harassment is similarly and differently experienced across sexual orientation and gender identity groups. Data were collected as part of the Teen Health and Technology online survey of 5,907 13 to 18 year-old Internet users in the United States. Past year sexual harassment was reported by 23–72% of youth, depending upon sexual orientation, with the highest rates reported by lesbian/queer girls (72%), bisexual girls (66%), and gay/queer boys (66%). When examined by gender identity, transgender youth reported the highest rates of sexual harassment – 81%. Overall, the most common modes for sexual harassment were in-person followed by online. Distress in the form of interference with school, family, and/or friends; creating a hostile environment; or being very/extremely upset was reported by about half of the sexually harassed bisexual girls and lesbian/queer girls, 65% of the gender non-conforming/other gender youth, and 63% of the transgender youth. Youth with high social support and self-esteem were less likely to report sexual harassment. Findings point to the great importance of sexual harassment prevention for all adolescents, with particular emphasis on the unique needs and experiences of youth of different sexual orientations and gender identities. Socio-emotional programs that emphasize self-esteem building could be particularly beneficial for reducing the likelihood of victimization and lessen the impact when it occurs.  相似文献   

A model for developing and assessing youth-based environmental engagement programmes     

Manuel Riemer  Gina Hickman 《Environmental Education Research》2014,20(4):552-574

In this paper, we argue that a fundamental cultural shift is needed to effectively address anthropogenic causes of climate change. Evidence suggests that youth are well positioned to create such transformation. While various studies have contributed empirical evidence to numerous youth-based non-formal environmental engagement programmes, what is missing in the environmental education literature is discussion of a systematic approach to the development and evaluation of these programs. In this paper, we draw on the youth civic engagement literature to propose a framework that can be used as a basis to guide further development of evidence-based practices. Five major components are described as follows: (1) the engagement activity; (2) the engagement process; (3) initiating and sustaining factors; (4) mediators and moderators; and (5) outcomes. This approach to youth engagement can inform both researchers trying to study effective ways of creating change and practitioners developing environmental programmes that aspire towards a culture of sustainability.  相似文献   

Using Social Media to Assess Conceptualizations of Sexuality     

Robert J. Zeglin  Julie Mitchell 《American journal of sexuality education》2014,9(3):276-291

There is currently no validated model explaining the variability of sexual expression. This has created a scenario where sexuality, as a construct, is purely intuitive. Sexuality educators have frequently presented the Circles of Sexuality, a model that contends that sexuality is a combination of intimacy, sensuality, sexual health/behaviors, sexual identity, and sexualization. Adapting photovoice methodology and using the social media site Tumblr, the current analysis used this model to assess the social conceptualization of sexuality. Results indicate that the circles are unequally represented, with intimacy underrepresented and sexual identity overrepresented. Implications for sexuality educators, clinicians, and researchers are discussed.  相似文献   

Examining the task and knowledge demands needed to teach with representations     

Rebecca Mitchell  Charalambos Y. Charalambous  Heather C. Hill 《Journal of Mathematics Teacher Education》2014,17(1):37-60

Representations are often used in instruction to highlight key mathematical ideas and support student learning. Despite their centrality in scaffolding teaching and learning, most of our understanding about the tasks involved with using representations in instruction and the knowledge requirements imposed on teachers when using these aids is theoretical. In this study, we examine the task and knowledge demands for teaching integer operations with representations by analyzing teaching practice. Teaching integer operations is used as an intensity case, as integer operations are challenging for students, and teachers are often required to employ several representations to teach this topic. Following a practice-based approach while also taking prior literature into consideration, we first generate a list of tasks entailed in teaching with representations and then discuss the knowledge demands imposed on teachers to successfully undertake this work. We highlight these tasks and knowledge demands by analyzing and discussing an integer addition and an integer subtraction episode for each of two teachers, Bonita and Karen. Based on our analysis, we organize the generated knowledge components using the Mathematical Knowledge for Teaching framework. We conclude by drawing implications for teacher educators and curriculum developers.  相似文献   

The effect of shaft flexibility on junior golfers' performance     

K Stanbridge  R Jones  S Mitchell 《Journal of sports sciences》2013,31(5):457-464

The aims of this study were to examine the effect of shaft flexibility on the performance of junior golfers and to determine whether there is a relationship between golfers' physical characteristics (16 anthropometric measures, age, experience, strength), performance and shaft flexibility. We assessed the performance of 30 male golfers, aged 7–10 years, with three 7-iron golf clubs of different shaft flexibility at a driving range. The performance parameters measured for equipment evaluation were ball distance achieved, shot dispersion and impact position of the ball on the clubface. The results suggest that there is no particular shaft flex suitable for the age group considered and that experience, strength and arm span are the significant factors when selecting optimal shaft flexibility for children.  相似文献   

An Improved Racquetball Skills Test     

Mitchell B. Karpman  Larry D. Isaacs 《Research quarterly for exercise and sport》2013,84(3):526-527

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Conspiracy of Silence: Sportswriters and the Long Campaign to Desegregate Baseball     

Mitchell Nathanson 《国际体育史杂志》2013,30(8):928-930

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Online Career and Technical Education in the Community College     

Regina L. Garza Mitchell 《Community College Journal of Research & Practice》2017,41(6):336-340

ABSTRACT

Very little empirical research has been conducted about online career and technical education (CTE). Despite the continuing enrollment growth in online education (Lokken, 2016) and the national emphasis on CTE as a means of boosting the economy (D’Amico, Morgan, Katsinas, & Friedel, 2014), relatively little is understood about the scope and impact of online CTE at the community college. In this article, I briefly summarize existing empirical literature about online CTE.  相似文献   

Sound’s use in instructional software to enhance learning: a theory-to-practice content analysis     

M. J. Bishop  Tonya B. Amankwatia  Ward Mitchell Cates 《Educational technology research and development : ETR & D》2008,56(4):467-486

Sound may hold great promise for instructional software by supporting learning in a variety of ways. Conceptual and preconceptual barriers, however, still appear to prevent software designers from using sound more effectively in their instructional products. Interface books seldom discuss the use of sound and when they do, it is most often simple verbatim narration of on-screen text. This content analysis of 12 award-winning instructional software products indicated that, while sound is being incorporated into many learning environments, many instructional designers are using sound only for literal, information conveyance and not yet exploring how to exploit the associative potential of music, sound effects, and narration to help learners process the material under study more deeply.  相似文献   

Does grade inflation affect the reliability of grades?     

Jason Millman  Simeon P. Slovacek  Edward Kulick  Karen J. Mitchell 《Research in higher education》1983,19(4):423-429

Two studies were conducted to examine the effect of grade inflation on the piling up of grades in fewer grade categories and on the reliability of grade point averages (GPAs). In all comparisons, grades were more bunched after grade inflation, which in turn, was associated with only slight, nonsignificant decreases in GPA reliability. As expected, grades were more bunched when the traditional 5-point letter scale was used than when plus and minus grades were also allowed. In the latter case as well, grade inflation seemed to have had very little effect on the reliability of GPAs. GPA reliability began to suffer, however, for graduate programs in which almost all grades were placed into just two categories, A and B.  相似文献