Interrupting the Pathway From Discrimination to Black Adolescents’ Psychosocial Outcomes: The Contribution of Parental Racial Worries and Racial Socialization Competency     

Riana E. Anderson  Shawn C.T. Jones  Farzana T. Saleem  Isha Metzger  Nkemka Anyiwo  Kyle Simone Nisbeth  Kiana D. Bess  Kenneth Resnicow  Howard C. Stevenson 《Child development》2021,92(6):2375-2394

Racial discrimination can lead to psychosocial problems for Black adolescents, including internalization (e.g., depression) and externalization (e.g., conduct problems). Black parents (N = 186; M_age = 42.9) of adolescents (ages 10–18) were assessed to investigate how parental worries and racial socialization competency (i.e., confidence, skills, and stress) contribute to the association between parental discrimination experiences and their adolescents’ psychosocial problems. Mediation analyses indicated that the total direct models with discrimination, worries, and problems had good fit, and that the addition of worry mediated the discrimination-problems association. Furthermore, racial socialization competency moderated the association between worry and problems, wherein greater competency was associated with less impact of worry on problems. Findings illuminate potential intervention targets for buffering discrimination’s influence on adolescents’ psychosocial functioning.  相似文献   

Locating the Radio Archive: New Histories,New Challenges     

Shawn VanCour 《Journal of Radio & Audio Media》2016,23(2):395-403

This article considers the Radio Preservation Task Force’s (RPTF) recruitment efforts and current list of member archives, assessing its success in fulfilling its mandate from the Library of Congress’s National Recording Preservation Board to adequately inventory archival collections throughout the country and facilitate preservation of and educational access to materials within these collections. The RPTF’s membership, it argues, represents significant progress in overcoming initial favoritism toward collections of network broadcasting materials, enabling the creation of alternative forms of cultural memory and production of new histories that can speak to issues and constituencies neglected in traditional histories of radio broadcasting. At the same time, it proposes further attention to nonconventional archives that may not take radio or media as their focus, warns against privileging sound recordings at the expense of contextualizing paper documentation, and stresses the need to consider forms of radio content beyond broadcast programming and to actively preserve born-digital materials within the present as well as recordings from the past. While the RPTF has helped expand existing conceptions of the radio archive, significant challenges and opportunities remain for identifying and preserving the full range of American radio heritage for both current and future generations.  相似文献   

Cross-Institutional Collaboration: (Co)Constructing Knowledge About Teaching and Learning in the Middle-Level Classroom     

Penny B. Howell  Margaret Rintamaa  Shawn Faulkner  Mike DiCicco 《The Teacher Educator》2019,54(2):91-104

Utilizing technology to connect three geographically separate institutions within the same state and drawing on Bhabba, and Zeichner’s notions of third space, four teacher educators developed an opportunity for the middle-level teacher candidates from each university to simultaneously observe a live classroom teaching event virtually while participating in a backchannel conversation about the lesson. Upon completion of the live teaching event, candidates engaged in a debriefing session with the classroom teacher. This promising practice allowed candidates to discuss a lesson from multiple perspectives, broadening their views of teaching and learning at the middle level and enabling middle-level teacher educators an opportunity to scaffold (co)construction of knowledge about young adolescents and effective classroom practices.  相似文献   

Serial-position curves in rats: Order memory for episodic spatial events     

Raymond P. Kesner  Michael O. Measom  Shawn L. Forsman  Terry H. Holbrook 《Learning & behavior》1984,12(4):378-382

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Team‐Based Learning for Students with High‐Incidence Disabilities in High School Social Studies Classrooms          下载免费PDF全文

Shawn Kent  Jeanne Wanzek  Elizabeth A. Swanson  Sharon Vaughn 《Learning disabilities research & practice》2015,30(1):3-14

We examined the effectiveness of implementing team‐based learning (TBL) practices on content acquisition for 11th grade students with high‐incidence disabilities enrolled in general education social studies courses. TBL components focus on collaborative discourse within heterogeneous teams. TBL, which requires critical thinking and the application of content knowledge for problem‐solving, was implemented for three units of instruction. Results indicated no statistically significant differences between groups on a measure of content knowledge, although a moderate effect size was noted (ES = 0.50). Significant and large effects (ES = 1.01) favoring the TBL treatment were noted for items related to content‐area vocabulary. There were no significant differences on items measuring comprehension of historical events, facts, and issues (ES = 0.38). Practical implications for content‐area instruction are discussed.  相似文献   

Improving the Transition Outcomes of Low-Income Minority Youth with Disabilities     

Fabricio E. Balcazar  Tina Taylor-Ritzler  Shawn Dimpfl  Nelson Portillo-Peña  Alberto Guzman  Rachel Schiff 《Exceptionality》2013,21(2):114-132

This study describes the results of a program developed to improve the transition outcomes of low-income minority youth with disabilities. The program relies on case management support to facilitate interagency collaboration. The participants included 164 graduates from special education and 26 youth from an equivalent comparison group. Two case managers were responsible for providing support to intervention participants. Results indicate that 82% of the intervention participants enrolled in postsecondary education programs compared to only 50% in the comparison group. In addition, 74% of the intervention youth secured employment compared to 23% in the comparison group. Case managers provided 10 main support functions in three areas: job, college, and family/community. Critical functions included assistance with goal setting, transportation, job/college applications, referrals, emotional support, and family mediation. We discuss the implications of the intervention for transition research and practice with minority youth with disabilities.  相似文献   

Text Writing within Simple Sentences: A Writing Fluency Intervention for Students with High‐Incidence Disabilities     

Shawn M. Datchuk  Derek B. Rodgers 《Learning disabilities research & practice》2019,34(1):23-34

Good sentence construction, the act of writing multiple words into sentence types that make semantic and syntactic sense, is needed for clear and meaningful written expression. The present study investigated the effects of a multi‐component writing intervention, sentence instruction and frequency building to a performance criterion, on the simple sentence construction of intermediate‐grade level students with high‐incidence disabilities. Four special education teachers delivered intervention to small groups of two students, a total of eight students, and assessed for retention. Overall results were positive but inconsistent across the small groups. Three of the four small groups improved their text writing within simple sentences during and following intervention, and moderate to large Tau‐U values for correct word sequences and for incorrect word sequences, respectively, were found. Results suggest that postinstruction writing fluency practice can be an effective part of writing intervention for intermediate‐grade level students with high‐incidence disabilities.  相似文献   

Marcus S. Cox. Segregated Soldiers: Military Training at Historically Black Colleges in the Jim Crow South. Baton Rouge: Louisiana State University Press, 2013. 280 pp. Cloth $42.95.     

Shawn Leigh Alexander 《History of education quarterly》2014,54(2):234-236

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Kinematics and kinetics of youth baseball pitching with standard and lightweight balls     

Glenn S. Fleisig PhD  Randy Phillips  Andrew Shatley  Jeremy Loftice  Shouchen Dun  Shawn Drake  James W. Farris  James R. Andrews 《Sports Engineering》2006,9(3):155-163

Because youth athletes are smaller and weaker than their adult counterparts, smaller equipment and fields are often used in youth sports. Previous research has shown that youth baseball pitchers use similar motions to older pitchers, but generate lower kinetics and angular velocities at the shoulder and elbow. The purpose of this study was to determine potential biomechanical benefits for youth pitchers to use lighter baseballs. Thirty-four youth (11.1 ± 0.7 years) pitchers pitched both standard [5 ounce (142 g)] and lightweight [4 ounce(113 g)] baseballs in a laboratory setting. Kinematic and kinetic parameters were measured with a six-camera high-speed motion analysis system. Three repeated measures MANOVAs were used to compare (p > 0.05) position, velocity, and kinetic parameters between the standard and lightweight baseballs. Subjective data were also collected. Pitching the lightweight ball produced no difference in arm position, but greater shoulder, elbow, and ball velocities. With the lightweight ball, pitchers produced decreased kinetics.Post-hoc analysis of the kinetic data revealed significant decreases in elbow varus torque and shoulder internal rotation torque. The data suggest that playing with lightweight baseballs may reduce the risk of overuse injury in the youth pitcher and also help develop arm speed. However, before introducing lightweight baseballs into the youth game, the effect of lighter, faster pitched balls for the batters and fielders should also be considered.  相似文献   

A re‐examination of relational repair and reconciliation: Impact of socio‐communicative style on strategy selection     

Brian R. Patterson  C. Shawn Beckett 《Communication Research Reports》2013,30(2):235-240

This study examines some of the reconciliation and repair/maintenance strategies in the relational communication literature. These strategies were compared with Bell and Daly's (1984) affinity‐seeking strategies. It was concluded that Bell and Daly's strategies could identify many of the same relational strategies with less contextual confusion. It is argued that affiliation strategies represent a true multiphasic relational communication typology that applies to the range of repair/reconciliation contexts. The study then looks at the degree to which assertiveness, and responsiveness predicts the use/non‐use of affinity seeking strategies in the context of relational repair. The study indicates that self perceived assertiveness and responsive play a role in strategy selection as well. Finally, how others are perceived in terms of assertiveness and responsiveness was found to predict the types of strategies used and not used in relational repair contexts.  相似文献