‘You make me wanna holler and throw up both my hands!’: campus culture,Black misandric microaggressions,and racial battle fatigue     

William A. Smith  Jalil Bishop Mustaffa  Chantal M. Jones  Tommy J. Curry  Walter R. Allen 《International journal of qualitative studies in education》2016,29(9):1189-1209

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Residents' attitudes toward the legal system and court testimony in child abuse   总被引：1，自引：0，他引：1  

J G Jones  C P Rickert  J Balentine  L Lawson  V I Rickert  J Holder 《Child abuse & neglect》1990,14(1):79-85

Resident physicians' contacts with the legal system during management of abused children may influence their attitudes, which were evaluated in a pilot survey completed by 42 pediatric and medicine/pediatric residents. Although negative attitudes toward attorneys were common, almost all of the residents considered general and hearing-specific legal training to be a legitimate part of their residency program. They reported lower levels of stress of court testimony than expected by the authors. Most who had testified in court believed their testimony had been needed and helpful, but all who believed their testimony had been a waste of time were senior-level residents. Although most residents believed the laws and courts usually work for protecting children, only 8 of the 20 residents who had previously testified in court responded affirmatively, and none of the 10 senior residents who had previously testified held this belief. The disillusionment of senior-level residents appeared to affect attitudes toward patient care less than expected, in that 90% of those who planned to enter private practice indicated they would perform physical abuse evaluations and 70% planned to perform sexual abuse evaluations. Only one resident who did not expect to perform the evaluations gave as a reason the prospect of having to testify in court.  相似文献   

Science in the making: 1930s citizen science on the BBC     

Allan Jones 《History of education》2020,49(3):327-343

ABSTRACT

During 1931–1933 several BBC radio broadcasts invited listeners to participate in what would now be termed ‘citizen science’ experiments. Scientists broadcast on a research topic, and asked for relevant data and observations from listeners. Most of these broadcasts were part of the Science in the Making series. Topics investigated ranged across natural history, meteorology, auditory perception, dreams and social science. One Science in the Making broadcast resulted in an article in a refereed academic journal. This article describes these broadcasts, the listeners’ role, and the outcomes of the series. It situates them in the context of the BBC’s adult education provision, and examines their educational and scientific contributions. Although the broadcasts were considered successful, they were short-lived. The article investigates reasons for this. It also looks at the reasons for the demise of inter-war adult education provision at the BBC during the later 1930s.  相似文献   

Risk Anxiety,Policy, and the Spectre of Sexual Abuse in Early Childhood Education     

Alison Jones 《Discourse: Studies in the Cultural Politics of Education》2004,25(3):321-334

How did early childhood education become “risky” for children and teachers? This paper takes a series of booklets written in the 1990s as a case study of the entry of official anxiety about sexual abuse in early childhood centres in New Zealand. I argue that these documents provided a basis for policy development which reflects risk anxiety rather than a proper, informed appraisal of any real dangers to children in early childhood education in New Zealand; in addition, the documents legitimate unprecedented ongoing (self‐)regulation of teachers' practices, regulation about which critical questions cannot be asked without being understood as “denial” of abuse. It is concluded that the original documents, and the policies they engender, have had the negative and illegitimate effect of producing “risk of abuse” as a normal aspect of contemporary early childhood education.  相似文献   

Sources of stress in academe: A national perspective   总被引：2，自引：2，他引：2  

Walter H. Gmelch  Nicholas P. Lovrich  Phyllis Kay Wilke 《Research in higher education》1984,20(4):477-490

The purpose of the national faculty stress research project was to examine stress experienced by faculty in institutions of higher education. The study sample of 80 institutions was drawn from the population of all U. S. doctoral-granting institutions in the United States. One thousand twenty faculty were selected and stratified by academic rank and Biglan's academic discipline model. The response rate was 75.28 percent. In general, faculty reported 60 percent of the total stress in their lives came from work. The majority of the top 10 stressors related directly to time and/or resource constraints. When faculty stressors were compared across disciplinary groupings, more similarity than difference existed. Also, faculty reported similar degrees of stress associated with the teaching, research, and service functions, with teaching as the most stressful activity.  相似文献   

DAP in the ’hood: Perceptions of child care practices by African American child care directors caring for children of color     

Kay E. Sanders  Amy DeihlAmy Kyler 《Early childhood research quarterly》2007

This paper presents a qualitative analysis concerning child care practices by six African American directors of subsidized child care centers located in a low-income, racial ethnic minority area of Los Angeles, California. These programs are traditionally African American programs that experienced an influx of Latino immigrant enrollment. Using the integrative framework for children of color proposed by Garcia Coll et al. [Garcia Coll, C., Crinic, K., Lamberty, G., Wasik, B., Jenkins, R., Garcia Vazquez, H., et al. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67, 1891–1914], which places racial ethnicity in the center, we examined how these directors integrated professional standards of practice (developmentally appropriate practice) with community understandings of the role of preschool/child care in this community; the function of social stratification on their articulated practices; and their understanding as to how they include the Latino immigrant families. We discovered patterns that reflect a community-interpreted understanding of developmentally appropriate practice.  相似文献   

Future teacher scholarship programs for science education: Rationale for teaching in perceived high-need areas     

Bull  Kay S.  Marks  Steve  Salyer  B. Keith 《Journal of Science Education and Technology》1994,3(1):71-76

Data from Oklahoma Future Scholarship Recipients were collected covering awards over a seven-year period. Scholarships ($1000–$1500 per year) were awarded by the State Regents for Higher Education to attract and retain potential teachers into the teaching of science. The study focused on the reasons that these teachers (N=58) went into the teaching of science. From the survey teachers went into teaching because (in ranked order) they want to teach subject matter; they were committed to social change; they liked to work with and be a positive force in the life of children (adolescents), etc. They did not go into teaching for money, because it was easy, because they drifted into it, or because it was not their first choice. The teachers who received scholarships like teaching science, liked teaching, and are (they say) likely to stay in the field, but they would have gone into teaching anyway: 82% were not enticed into either the field or the discipline of science by their scholarships. Those who would use scholarships in the $1000–$1500 per year range, as a marketing strategy, to attract students to a discipline such as science should rethink the efficacy of this approach.  相似文献   

Merging divergent campus cultures into coherent educational communities: Challenges for higher education leaders   总被引：2，自引：0，他引：2  

Kay Harman 《Higher Education》2002,44(1):91-114

Mergers in higher education areviewed here as a sociocultural issue. Concentrating particularly on mergers inAustralia during the late 1980s and beyond,highlighted are some cultural challenges thatarose and strategies adopted by institutionalleaders in trying to create integratedcommunities from the merging of campus culturesthat were historically and symbolicallyun-complementary. By viewing a number ofcases, how hoped-for post-merger integration or`coherent educational communities' were andwere not achieved is a specific focus. Evidence indicates that in newly mergedcampuses integrated as opposed to federal structures provide more scope for tightercultural integration. In particular, expertleadership is needed that keeps culturalconflict to a minimum and pays specialattention to developing new loyalties, highmorale and a sense of community within thenewly created institution.  相似文献   

Multimodal analysis for critical thinking     

Kay L. O'Halloran  Sabine Tan  Marissa K.L. E 《Learning, Media and Technology》2017,42(2):147-170

This paper proposes a pedagogical approach for teaching and learning critical thinking through multimodal analysis – that is, ‘multimodal analysis for critical thinking'. The approach builds on the conviction that students require competencies that move beyond traditional notions of literacy to meet the changing demands posed by media and technology in the twenty-first century. The approach takes a social semiotic view toward critical multimodal literacy, which aims to provide students with an analytical metalanguage for the systematic analysis of multimodal texts and videos. The pedagogical approach is facilitated through the use of purpose-built software applications with comprehensive analytical frameworks designed to support the systematic teaching and learning of multimodal analysis, with a view to developing the critical literacy skills needed for life in the digital age. The potential efficacies of the approach are illustrated via the exposition of software functionalities and the sample analyses of a printed text with image components, and a short advocacy video.  相似文献   

Regulation, emotionality, and preschoolers' socially competent peer interactions   总被引：4，自引：0，他引：4  

Fabes RA  Eisenberg N  Jones S  Smith M  Guthrie I  Poulin R  Shepard S  Friedman J 《Child development》1999,70(2):432-442

In this study, the relations of regulatory control to the qualities of children's everyday peer interactions were examined. Effortful control (EC) and observations of peer interactions were obtained from 135 preschoolers (77 boys and 58 girls, mean ages = 50.88 and 50.52, respectively). The results generally confirmed the prediction that children who are high in EC were relatively unlikely to experience high levels of negative emotional arousal in response to peer interactions, but this relation held only for moderate to high intense interactions. Socially competent responding was less likely to be observed when the interaction was intense or when negative emotions were elicited. Moreover, when the interactions were of high intensity, highly regulated children were likely to evidence socially competent responses. The relation of EC and intensity to social competence was partially mediated by negative emotional arousal. The results support the conclusion that individual differences in regulation interact with situational factors in influencing young children's socially competent responding.  相似文献