Intelligence testing: the legitimation of a meritocratic educational science     

Theresa Richardson  Erwin V. Johanningmeier 《International Journal of Educational Research》1998,27(8):293

This chapter addresses the origin, legacy, and persistence of intelligence testing in the United States as a process whereby education was colonized by the field of psychology. The convergence of events which fostered the development of intelligence tests and which maintain them in high standing link the history of schooling to the larger field of social change and reinforce the idea that schools are inseparable from the social climate of which they are a product. Intelligent tests were created as, and are, efficient sorting mechanisms in schools that reflect dominant values and contribute to social stability by justifying unequal educational outcomes as a natural and objective process. In spite of their seemingly meritocratic potential, intelligence tests are a primary mechanism for the reproductive role of schooling in society as reinforcing class, race, and ethnic biases.  相似文献   

Refocusing the Lens: Enhancing Elementary Special Education Reading Instruction Through Video Self‐Reflection     

Anna Osipova  Brooke Prichard  Alison Gould Boardman  Mary Theresa Kiely  Patricia E. Carroll 《Learning disabilities research & practice》2011,26(3):158-171

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Transgender and Gender-Nonconforming Student Experiences in Christian Higher Education: A Qualitative Exploration     

Joshua R. Wolff  Theresa Stueland Kay  H. L. Himes  Jennifer Alquijay 《Christian Higher Education》2017,16(5):319-338

Religion and spirituality are important in the lives of many transgender and gender-nonconforming (TGNC) individuals. Although TGNC students can make unique contributions to Christian colleges and universities (CCUs), many individuals who identify as both religious and TGNC report rejection from nonaffirming religious communities that view TGNC identities and expression as sinful or psychologically disordered. Additionally, previous research has suggested that TGNC college students experience disproportionately high rates of verbal and sexual harassment, threats, physical assault, and anti-TGNC messaging on college campuses. In order to better understand the experiences of TGNC students who attended nonaffirming CCUs, semistructured interviews were conducted with seven TGNC students and alumni regarding their gender identity, religion, spirituality, campus experiences, and perceptions of campus climate. Data analysis was completed using guidelines consistent with Interpretative Phenomenological Analysis (Shaw, 2010). Findings revealed four major themes: (a) invisibility of TGNC individuals and identities on campus, (b) rejection within the college environment, (c) ambivalence and psychological conflict about integrating religion, spirituality, and gender identity, and (d) resilience and the importance of campus support systems. Recommendations for creating greater inclusion of TGNC students on CCU campuses are presented. This study also explores clinical considerations for mental health professionals and student services personnel employed at CCUs.  相似文献   

A Systematic Evaluation and Comparison Between Exploratory Structural Equation Modeling and Bayesian Structural Equation Modeling     

Jiesi Guo  Herbert W. Marsh  Philip D. Parker  Theresa Dicke  Oliver Lüdtke  Thierno M. O. Diallo 《Structural equation modeling》2019,26(4):529-556

In this study, we contrast two competing approaches, not previously compared, that balance the rigor of CFA/SEM with the flexibility to fit realistically complex data. Exploratory SEM (ESEM) is claimed to provide an optimal compromise between EFA and CFA/SEM. Alternatively, a family of three Bayesian SEMs (BSEMs) replace fixed-zero estimates with informative, small-variance priors for different subsets of parameters: cross-loadings (CL), residual covariances (RC), or CLs and RCs (CLRC). In Study 1, using three simulation studies, results showed that (1) BSEM-CL performed more closely to ESEM; (2) BSEM-CLRC did not provide more accurate model estimation compared with BSEM-CL; (3) BSEM-RC provided unstable estimation; and (4) different specifications of targeted values in ESEM and informative priors in BSEM have significant impacts on model estimation. The real data analysis (Study 2) showed that the differences in estimation between different models were largely consistent with those in Study1 but somewhat smaller.  相似文献   

An accomplished teacher's use of scaffolding during a second-grade unit on designing games     

Chen W  Rovegno I  Cone SL  Cone TP 《Research quarterly for exercise and sport》2012,83(2):221-234

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Captured on film: a critical examination of representations of physical education at the movies     

Jennifer L. Walton-Fisette  Theresa A. Walton-Fisette  Laura Frances Chase 《Physical Education & Sport Pedagogy》2017,22(5):536-547

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Discipline cost indices and their applications   总被引：1，自引：1，他引：0  

Theresa Y. Smith 《Research in higher education》1992,33(1):59-70

Differences in institutional reporting and accounting often reduce the comparability in expenditure data among institutions. This particularly affects interinstitutional comparisons of discipline unit costs, that is, expenditures per credit hour or expenditures per weighted credit hour. To overcome this comparability problem, discipline cost indices have been developed to permit accurate interinstitutional comparisons of relative costs among disciplines. This paper documents how discipline cost indices have been derived, using expenditure data collected from five peer institutions, and how these indices have been implemented in a research university's budget allocation process. Institutional researchers and academic budget planners are the intended audience.Presented at the Thirty-first Annual Forum of the Association for Institutional Research, San Francisco, May 26–29, 1991.  相似文献   

The Contribution of Memory and Anxiety to the Math Performance of College Students with Learning Disabilities     

Frances Prevatt  Theresa L. Welles  Huijun Li  Briley Proctor 《Learning disabilities research & practice》2010,25(1):39-47

The impact of memory and anxiety on math performance was analyzed in a sample of 115 college undergraduates, all of whom had a diagnosed learning disability. The direct effects of memory and anxiety on math performance were first examined, followed by an examination of whether anxiety moderates the relationship between memory and math. Both memory and anxiety were found to directly affect math performance. Additionally, anxiety served as a moderator of the relationship between memory and math for most, but not all, measures of math achievement. The moderating effect of anxiety was stronger for long-term retrieval than for short-term memory. The relationships between memory, anxiety, and math were not significantly different for males and females. These findings suggest that, when working with individuals who have low anxiety but poor memory, enhancing memory strategies may be effective for remediating problems in math. However, for those with high levels of anxiety, it may be more efficacious to first ameliorate the anxiety, as working on memory may have a negligible effect on math performance for these individuals.  相似文献   

“When I Grow up I Would Like to Be …”: Factors Affecting Career Choice of Community Disability Workers in Southern Africa     

Sarah Rule  Callista Kahonde  Theresa Lorenzo 《International Journal of Disability, Development & Education》2015,62(5):486-500

The effectiveness of community based rehabilitation (CBR) programmes depends on the calibre of staff recruited and employed. Therefore, this study aimed to understand how the life experiences of community disability workers (CDWs) in Malawi, Botswana and South Africa influenced their choice of career. A life history approach was used to gather data from 16 CDWs, involving two interviews of each participant. Disability Studies postgraduate students conducted the interviews and analysed the data with academic staff, using thematic content analysis. It was found that lack of career guidance and information about community disability work affected participants’ initial choice of career. Some ended up in CBR because poor schooling prevented them from choosing other careers. Personal experience of disability and exposure to role models in rehabilitation motivated the career choice of some. The authors make recommendations including the selection of trainees with personal experience of disability and CDWs mentoring potential recruits.  相似文献   

Understanding and treating psychopathology in schools: Introduction to the special issue     

Andrew S. Davis  Theresa Kruczek  David E. McIntosh 《Psychology in the schools》2006,43(4):413-417

Investigating psychopathology in school‐aged children is a topical discussion given the recent increased focus of the U.S. government and professional psychology on this issue. In the last 5 years, the Surgeon General of the United States (Satcher, 2000) and the President's New Freedom Commission on Mental Health (2003) both addressed the need for schools to actively participate in the treatment of children's mental health disorders. Further, psychologists were charged with transforming mental health care for children and families by promoting collaboration between schools, families, and communities; identifying empirically supported interventions; and enhancing culturally competent care for children and teens (P. Tolan & K. Dodge, 2005). To achieve these goals, mental health professionals in the schools need to be able to understand and effectively treat psychopathology in the school setting. School‐based treatment of psychopathology should be based on effective collaboration and grounded within the cultural context of the student population. A comprehensive understanding takes into account the biological basis of these disorders and factors influencing risk and resiliency. Treatment needs for these students often combine traditional therapies and psychopharmacology. Within a comprehensive system of care, specific disorders such as Reactive Attachment Disorder, Early Onset Bipolar Spectrum Disorder, Posttraumatic Stress Disorder, depression, and anxiety can and should be treated in schools. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 413–417, 2006.  相似文献