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71.
To examine the influence of ethnic idenilty and intergroup contact on adolescents' attitudes toward other ethnic groups, we studied eighth and eleventh graders from 2 predominantly non-white school districts. Surveys completed by 547 adolescents from 3 ethnic groups (133 African Americans, 219 Latinos, and 195 Asian Americans) assessed in-group and out-group attitudes, out-group interaction, out-group contact, and ethnic identity. A causal model suggested 2 pathways leading to positive out-group attitudes. In one pathway, ethnic identity increased with age and predicted positive in-group attitudes; these attitudes contributed to positive out-group attitudes. In a separate pathway, ethnic diversity outside of schcool led to more out-group interaction in school, which in turn predicted positive out-group attitudes. The results support developmental and multiculturalism views of intergroup relations. 相似文献
72.
Jo Lampert Bruce Burnett Barbara Comber Angela Ferguson Naomi Barnes 《Critical Studies in Education》2020,61(2):149-165
ABSTRACTThis article explores how early-career teachers working in high-poverty schools in Australia account for their decision-making during critical classroom incidents. Classroom management solutions are problematized by investigating how two teachers take up particular positions, make decisions, and enact what they believe to be ‘quality teaching’ in context. Through a combination of interviews and observations of teachers ‘in situ’, we examine what these teachers do, why they do it, what informs their decisions, and how they reflect on their actions. The complexity of teachers’ work in schools located in high-poverty areas is highlighted. We argue that both early-career teachers prefer to position themselves within ‘pastoral’, in contrast to ‘disciplinarian’, discourses, as part of constituting the school as a site of possibility and teachers who advocate for youth growing up in poverty. 相似文献
73.
Richard C. Woolfson Donna Bryce Lindsay Mooney Michael Harker Dorothy Lowe Ellen Ferguson 《Educational Psychology in Practice》2008,24(1):55-67
National and international legislation has increasingly placed a duty on professionals to consult with young people about matters affecting their lives. Consequently, conducting consultation exercises with young people in order to improve the quality of services available is becoming established practice in many areas. Following on from previous research which asked children and young people about ways they prefer to be consulted, this study developed a new model of consultation to enhance the effectiveness of meetings that young people attend in order to discuss their additional support needs. This model was implemented in a series of consultation meetings in three secondary schools, and was evaluated by examining the views of the key stakeholders (pupils, parents, school staff, visiting professionals) through questionnaires and interviews. The findings suggest that this new model did have a positive impact on the young people who were involved and was perceived positively by all stakeholder groups. This model can provide guidance for EPs and other professionals who wish to effectively involve children and young people in the consultation process. 相似文献
74.
75.
Susan Peters C. Johnstone P. Ferguson 《International Journal of Inclusive Education》2013,17(2):139-160
Current models for evaluating inclusive education programs tend to examine surface‐level stricture of day‐to‐day practices in the organization and operation of schools and also lack significant input from disabled people. In response, the authors have developed a DRE Model to understand and evaluate effective Inclusive Education that is derived from reports of international consumer organizations such as Disabled People’s International, Inclusion International, and the World Institute on Disability. The DRE Model draws from the interdisciplinary field of disability studies and is based on the philosophy that disability must be approached in its full social dimension as one of the central elements in every culture’s response to the full range of human difference. Conceptually, the DRE Model allows people to look at developments in Inclusive Education across widely disparate local and international contexts. An inclusive education project in Lesotho is described and analysed to explain the DRE Model’s dynamic processes more concretely, and to demonstrate its potential utility for evaluation and future planning. 相似文献
76.
77.
Bernard Gutin Sharon Riggs Michael Ferguson Scott Owens 《Research quarterly for exercise and sport》2013,84(1):65-69
Consistent with other sciences (e.g., Kass-Simon, 1993; Tang, 2006), the field of kinesiology has been called a “masculine domain,” which has an institutionalized culture biased against women (Brackenridge, Mutrie, &; Choi, 2005). This paper represents the second part of a larger project that examined the life histories of eight trailblazing women in sport and exercise psychology. In the first paper (Krane &; Whaley, 2010) we made the case for re-placing these women into the history of sport psychology, based on their contributions to research, teaching, and service to the field. In this study, we explored the experiences of these women with regard to the challenges they faced and how they overcame or coped with them. The specific themes emerging from the data analysis were the trailblazers' graduate school and early professional experiences, general campus climates, departmental politics, gender or discipline, coping and the cost of caring, and giving back and moving forward. 相似文献
78.
Amy I. Nathanson Elizabeth M. Perse Douglas A. Ferguson 《Communication Research Reports》2013,30(2):176-188
This study applied an interpersonal approach to understand gender differences in television use. Research shows that males are socialized to be instrumental in communication while females are socialized to be expressive, or focused on relationships. We expected this instrumental‐expressive dichotomy to emerge in television use. In two studies we found limited support that males had an instrumental viewing style, with goal‐directed reasons for watching and intentional, concentrated, and selective use of television. Females had a relationship‐oriented approach to television similar to the expressive orientation. These findings are linked to prior research on the uses of television. 相似文献
79.
Joseph Paul Ferguson Barbara Kameniar 《International Journal of Science Education》2013,35(15):2554-2579
This paper investigates the cognitive experiences of four religious students studying evolutionary biology in an inner city government secondary school in Melbourne, Australia. The participants in the study were identified using the Religious Background and Behaviours questionnaire (Connors, Tonigan, & Miller, 1996). Participants were interviewed and asked to respond to questions about their cognitive experiences of studying evolutionary biology. Students' responses were analysed using cultural analysis of discourse to construct a cultural model of religious students of science. This cultural model suggests that these students employ a human schema and a non-human schema, which assert that humans are fundamentally different from non-humans in terms of origins and that humans have a transcendental purpose in life. For these students, these maxims seem to be challenged by their belief that evolutionary biology is dictated by metaphysical naturalism. The model suggests that because the existential foundation of these students is challenged, they employ a believing schema to classify their religious explanations and a learning schema to classify evolutionary biology. These schemas are then hierarchically arranged with the learning schema being made subordinate to the believing schema. Importantly, these students are thus able to maintain their existential foundation while fulfilling the requirements of school science. However, the quality of this “learning” is questionable. 相似文献
80.
This paper argues for, outlines and begins to evaluate a process of building a critical and reflective community of postgraduate supervisors who can develop their supervision practice through reflective conversations, with the sharing of best practice and reference to research-based evidence. In 2009, the initiative of the Postgraduate Supervisors' Conversations was set up through the collaboration of the Pro Vice-Chancellor (Postgraduate) and the Teaching Development Unit at the University of Waikato, New Zealand. This initiative was designed to complement the compulsory workshops for postgraduate supervisors that are intended to provide foundation skills. We aimed to create a professional development opportunity that could meet institutional requirements as well as enhance supervisors' capacity to manage the ongoing interpersonal and academic complexity of the supervision process and its dynamic character. This paper outlines the rationale for the Postgraduate Supervisors' Conversations, describes its implementation and discusses the implications of an initial evaluative focus-group discussion with attendees. 相似文献