Montana's Indian Education for All: Applying Multicultural Education Theory     

Jioanna Carjuzaa  Mike Jetty  Michael Munson  Teresa Veltkamp 《Multicultural Perspectives》2013,15(4):192-198

Montana's constitutional commitment to the cultural heritages of American Indians exemplifies the practical application of multicultural education. In this article, the authors explore the goals and evolution of Indian Education for All within a multicultural education framework, and discuss how educators are best prepared to implement this transformative educational policy.  相似文献   

Age and Identity in Eighteenth-Century England     

Teresa Barnard 《Cultural and Social History》2016,13(2):275-276

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The Effects of Autonomy on Motivation and Performancein the College Classroom     

Teresa Garcia  Paul R. Pintrich 《Contemporary educational psychology》1996,21(4):477-486

The goals of this study were to extend the literature about classroom autonomy in several ways. First, since previous research on autonomy has tended to focus on younger learners, we examined whether the positive effects of autonomy on motivation and performance would be replicated in a college sample. Second, we tested to see whether the well-established links between intrinsic motivation and autonomy would also be found using motivational constructs that play key roles in learning (specifically, task value, self-efficacy, and test anxiety). Third, we sought to trace the effect of autonomy on changes in student motivation over the course of a semester. Finally, we examined the role of autonomy on course performance. We found that experiences of classroom autonomy in the college classroom were more closely related to motivational factors than to performance. While the immediate experience of autonomy may not be directly facilitative of high course grades, autonomy does seem to foster intrinsic goal orientation, task value, and self-efficacy, all of which are critical components of “continuing motivation.” The data presented here lend further support for the benefits of fostering autonomy within academic settings.  相似文献   

Correction to: A probabilistic approach to student workload: empirical distributions and ECTS     

Antonio Souto-Iglesias  María Teresa Baeza_Romero 《Higher Education》2018,76(6):1027-1027

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Indigenous elsewheres: refusal and re-membering in education research,policy, and praxis     

Sandy Grande  Teresa L. McCarty 《International journal of qualitative studies in education》2018,31(3):165-167

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Acquiring a New Technology at Home: A Parent-Child Study About Youths’ Influence on Digital Media Adoption in a Family     

Teresa Correa 《广播与电子媒介杂志》2016,60(1):123-139

This study examines to what extent children influence their parents’ acquisition of new technologies in a country with diverse levels of technology penetration, such as Chile. It also investigates the factors that play a role in the influence process, including children’s persuasive strategies (argumentative vs. non-argumentative) and parents’ attitudes toward technology (perceived ease of use and perceived usefulness). Using a parent-child survey and dyadic analyses, the results suggest that youths influence their parents’ acquisition of all technologies under study, particularly the Internet. Also, argumentative strategies have a greater influence than non-argumentative strategies. Finally, parents’ perceived usefulness played a more important role than perceived ease of use in the influence process.  相似文献   

Discursive negotiations of Kenyan LGBTI identities: Cautions in cultural humility     

Dustin Bradley Goltz  Teresa Mastin  Alexandra G. Murphy 《Journal of International and Intercultural Communication》2016,9(2):104-121

This study identifies and analyzes sites of discursive negotiation regarding sexual and gender minority identities in Kenya. A demonizing master narrative of homosexuality is constructed through cultural myths prevalent in Kenyan media yet challenged by claims of innate identity through strategic essentialism and glocalized naming practices. Using participant observation and creative focus group methodologies with lesbian, gay, bisexual, trans*, and intersex community members and journalists in Nairobi, Kenya this research project demonstrates the necessity of cultural humility while addressing contemporary absences in the study of queer identities in intercultural scholarship and communication research within African contexts.  相似文献   

Feelings and emotions DVD     

Teresa Furze 《Educational Psychology in Practice》2012,28(4):444-445

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George S. Counts as a Teacher: A Reminiscence     

Lawrence A. Cremin 《Teaching Education》2013,24(2):28-31

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Pedagogies for Preservice Assessment Education: Supporting Teacher Candidates' Assessment Literacy Development     

Christopher DeLuca  Teresa Chavez  Aarti Bellara  Chunhua Cao 《The Teacher Educator》2013,48(2):128-142

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