Opening Doors: Teaching LGBTQ-themed Young Adult Literature for an Inclusive Curriculum     

Katherine E. Batchelor  Maria Ramos  Samantha Neiswander 《Clearing house (Menasha, Wis.)》2018,91(1):29-36

LGBTQ themes are often neglected in many schools' curriculum. Currently, an LGBTQ-inclusive curriculum framework is not required in most school districts across the county. Therefore, it is important to understand how teachers regard LGBTQ issues; how they address the needs of students in the middle school and high school English classroom who identify on this spectrum or who come from LGBTQ families; and how they incorporate literature that may be considered “controversial” in their future school districts. In this study, English/Language Arts preservice teachers (PSTs) (certification 7–12) were invited to participate in a book club and self-select young adult (YA) literature centering on characters who identify on the LGBTQ spectrum. During two book club meetings, three themes emerged that embody how literature can become a mirror as well as a window for students and assist youth in identity formation and confirmation. Moreover, literature has the potential to empower readers to take action on controversial issues, especially when readers are in positions to make change (no matter how subtle). Although the data collected were from PSTs, our aim with this article is to expand these three themes as overarching messages for practicing educators today, urging the importance of a more inclusive curricula involving LGBTQ literature.  相似文献   

Which tier? Effects of linear assessment and student characteristics on GCSE entry decisions          下载免费PDF全文

Sylvia Vitello  Cara Crawford 《British Educational Research Journal》2018,44(1):94-118

In England, students obtain General Certificate of Secondary Education (GCSE) qualifications, typically at age 16. Certain GCSEs are tiered; students take either higher‐level (higher tier) or lower‐level (foundation tier) exams, which may have different educational, career and psychological consequences. In particular, foundation tier entry, if inappropriate, risks capping students' achievement because of the restricted range of attainable grades and reduced learning that may occur. Tiering decisions may be affected by other aspects of the education system in which they take place, such as by the timing of assessment. The move to linear assessment in 2012 provided a unique opportunity to compare tiering decisions for the same GCSE specifications when taken in a linear system, where students are exclusively assessed at the end of the course, with tiering decisions in a modular system, where students are assessed at different time points. Multilevel logistic regression was used to examine students' likelihood of being entered for the foundation tiers of GCSEs in science, language and mathematics in two exam sessions: June 2013, which allowed modular assessment, and June 2014, which required linear assessment. The analyses also investigated whether these effects depended on student characteristics. Results showed that foundation tier entry was less likely in the linear than modular system for GCSEs in science and languages, but more likely for one mathematics GCSE. This pattern contrasts with concerns that linear assessment may encourage general risk‐aversion, and instead indicates that effects on tiering decisions are more complicated, varying by subject and student factors.  相似文献   

排名前10的与预防运动和体育活动猝死相关的关键问题          下载免费PDF全文

Rachel K. Katch  Samantha E. Scarneo  William M. Adams  Lawrence E. Armstrong  Luke N. Belval  Julie M. Stamm  Douglas J. Cas  朱为模审校 《体育科研》2018,(2):31-46

参加有组织的体育运动和休闲活动存在发生严重伤病甚至死亡的内在风险。虽然造成体育运动或体育活动中猝死的原因有很多,但运动医学和循证标准治疗方面的进展已使临床医生得以更有效地预防、发现和治疗可能致死的伤患。随着研究与技术不断发展进步,当前的治疗标准正在不断发展以更好地改善患者的治疗效果。本文提出了10个与运动和体育活动中猝死的主要原因及其治疗手段有关的关键问题,未来开展的研究将提高运动员和休闲运动爱好者参与运动的安全度。当前证据表明,如采取正确的预防策略或最佳治疗方案,绝大多数的死亡案例是可以避免的。  相似文献   

A review of behavioural measures and research methodology in sport and exercise psychology     

Samantha J. Meredith  Matt Dicks  Benjamin Noel  Christopher R. D. Wagstaff 《International review of sport and exercise psychology》2018,11(1):25-46

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Do We Practise What We Preach?: putting policy into practice in teacher education     

Kathryn Crawford  Christine E. Deer 《Asia-Pacific Journal of Teacher Education》1993,21(2):111-121

There are substantial pressures for changes in teaching practice which are now clearly reflected in government policy. It is argued that these pressures have emerged from changes in the culture of technologically based societies and the resulting changes in the needs of all students in schools. The implications of recent theories of learning and new needs for learners are discussed with respect to teacher education. An attempt to change the way in which students are prepared in mathematics education is reported. Data collected as part of the study indicate the need for a system‐wide approach to change.  相似文献   

Web Sites that Address Prematurity          下载免费PDF全文

Montgomery KS  Coen EM  Crawford JL 《The Journal of perinatal education》2004,13(1):45-48

Families of preterm infants need a tremendous amount of support. This resource column highlights several Web sites that may be useful to health care providers and childbirth educators, as well as to parents of premature infants and their families.  相似文献   

Disability Studies: A Student’s Guide     

Jane Crawford 《International Journal of Disability, Development & Education》2016,63(1):145-146

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After-School Spaces: Looking for Learning in All the Right Places     

Christine G. Schnittka  Michael A. Evans  Samantha G. L. Won  Tiffany A. Drape 《Research in Science Education》2016,46(3):389-412

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Students’ use of electronic support tools in mathematics     

Lindy Crawford  Kristina N. Higgins  Jacqueline N. Huscroft-D’Angelo  Lindsay Hall 《Educational technology research and development : ETR & D》2016,64(6):1163-1182

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Effects of Labeling on Preschoolers’ Explicit False Belief Performance: Outcomes of Cognitive Flexibility or Inhibitory Control?     

Low J  Simpson S 《Child development》2012,83(3):1072-1084

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