Building cultural empathy and deconstructing Whiteness in counselor education     

Hannah B. Bayne  Robert Ocampo  Tawanda Wilson 《Counselor Education & Supervision》2023,62(2):118-131

Counselor training that does not attend to dynamics of cultural differences and oppression can run the risk of promoting false empathy that serves the voyeuristic purpose of the counselor rather than achieving accurate empathy for the client. In this article, we discuss the differences between true and false empathy and how Whiteness, racial identity and culture, and classroom dynamics can impact the ability to engage in cultural empathy development. We present a model for cultural empathy training that attends to each of these dynamics.  相似文献   

Use and value of information sources by parents of child psychiatric patients     

Turner A  Kabashi A  Guthrie H  Burket R  Turner P 《Health information and libraries journal》2011,28(2):101-109

Objective: With Web 2.0, the variety of information sources for parents of paediatric psychiatric patients has increased dramatically. Information use theory suggests newer sources supplement rather than supplant traditional sources of health information. This study sought to determine the use and value of traditional and emerging sources of information and whether the subjects had access to highly valued sources of information. Methods: One hundred parents indicated the use and value of six sources of information on the child’s symptoms, diagnoses and treatment. The data were analyzed to determine if significant relationships existed between type of source and the use and value of the information sources. Results: Ninety‐four percent of the subjects had access to the Internet and almost half of those reported using the Social Web. Eighty‐five percent had at least one high‐value information source. The psychiatrist in the clinic, the Internet and the primary care physician were the most highly used and valued sources. Conclusion: Use of digital information sources was greater than found in other studies of similar populations. This use appears to complement rather than supplant more traditional sources. Further studies are needed to see if the negative impact of lack of Internet access is replicated.  相似文献   

Engaged food science: Connecting K‐8 learners to food science while engaging graduate students in science communication     

Alexandra J. Macbeth  Hannah S. Zurier  Erin Atkins  Sam R. Nugen  Julie M. Goddard 《Journal of Food Science Education》2021,20(1):31-47

Connecting the public to concepts in science, technology, engineering, and mathematics (STEM) is an essential for technological advancement and inspiring future scientists, impacting both the communicator and the audience's understanding of scientific topics. Without proper communication of scientific knowledge, acceptance and implementation of new technologies can be hindered. Additionally, increasing public awareness about current scientific issues through STEM engagement permits more informed policy and consumer choices, especially in the field of food science where many new food technologies are met with initial resistance by the consuming public. Here, we describe an event that introduced topics in food science to the nonexpert public, including K‐8th grade participants and their adult caregivers in an informal learning environment. This program consists of six activities that collectively introduce three areas in food science: food chemistry, food microbiology, and process engineering. Protocols are provided for each activity including a materials list (with the option to scale up or down according to event duration, event space allowances, and number of participants), learning objectives and discussion points that are adaptable to different age groups, event spaces, or budgets. Each activity has a participatory component to ensure both audience member and instructor engagement. A program designed for food science communication empowers young scientific minds to better understand complex scientific topics and could inspire them to envision a possible career in STEM fields, with the additional benefit of providing graduate students an exciting medium through which they may practice their science communication skills, potentially benefiting not only their personal academic and professional skills but also broader societal needs.  相似文献   

Examining youth perceptions and social contexts of litter to improve marine debris environmental education     

Hannah R. Torres  C. J. Reynolds  Anna Lewis  Frank Muller-Karger  Kamal Alsharif  Katie Mastenbrook 《Environmental Education Research》2019,25(9):1400-1415

Abstract

Youth have astute observations about site-specific personal and environmental factors that contribute to littering and marine debris, and they have a strong potential to act as change agents in communities. Interactions with youth in Pinellas County Florida add insights into a growing body of research on environmental education and marine debris prevention. This study assessed perceptions of marine debris and littering behaviors through group discussions with middle school and high school students (N = ～44), evaluations at summer camp programs (N = ～31) and pre- and post-assessments of environmental field trips (pre-assessment N = ～120; post-assessment N = ～140). Youth showed high initial awareness of the effects of marine debris on the environment but showed less understanding about the role of watersheds and biodegradation in marine litter issues. A majority of youth attributed others’ littering behavior to dispositional factors, like laziness, while attributing their own littering to situational factors, like poorly placed bins. Student observations of educators and parents also influenced littering behaviors and willingness to act. To reduce littering, education and outreach programs need to (1) provide opportunities for ongoing assessment of complex marine debris topics, (2) align visual and written or verbal messages, (3) reduce actor/observer bias related to littering behaviors, and (4) support adult role models.  相似文献   

The criterion-calibration model of cue interaction in contingency judgments     

Hannah SD  Allan LG 《Learning & behavior》2011,39(2):171-190

Siegel, Allan, Hannah, and Crump (2009) demonstrated that cue interaction effects in human contingency judgments reflect processing that occurs after the acquisition of information. This finding is in conflict with a broad class of theories. We present a new postacquisition model, the criterion-calibration model, that describes cue interaction effects as involving shifts in a report criterion. The model accounts for the Siegel et al. data and outperforms the only other postacquisition model of cue interaction, Stout and Miller’s (2007) SOCR model. We present new data from an experiment designed to evaluate a prediction of the two models regarding reciprocal cue interaction effects. The new data provide further support for the criterion-calibration model.  相似文献   

An Embodied Cyberlearning Platform for Gestural Interaction with Cross‐Cutting Science Concepts     

Robb Lindgren  Jason Morphew  Jina Kang  Michael Junokas 《Mind, Brain, and Education》2019,13(1):53-61

Research from brain science and the learning sciences support the notion that human cognition is grounded in our sensorimotor engagement with the physical world and that processes of learning can be shaped by our movements and actions. Increasing recognition that effective educational interventions can be seeded with embodied actions is paralleled by recent and rapid advances in sensing and motion capture technologies. These advances allow for a new wave of cyberlearning environments that permit learners to use their bodies to create and manipulate digital representations of core ideas in a variety of learning domains. Drawing on the research literature on embodied cognition and design principles for creating effective embodied educational simulations, we present the design of a cyberlearning platform called ELASTIC³S. We describe the design rationale and preliminary data from a small empirical study of the ELASTIC³S platform that address the potential for enhancing science, technology, engineering, and mathematics (STEM) learning and engagement through embodied interaction.  相似文献   

A theory of action account of an across-school collaboration policy in practice     

Sinnema  Claire  Hannah  Darren  Finnerty  Alex  Daly  Alan 《Journal of Educational Change》2022,23(1):33-60

Journal of Educational Change - Educational systems worldwide promote the use of collaborative networks to foster teacher learning and improve practice in the pursuit of educational change to...  相似文献   

VII. THE HISTORY OF PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE RESEARCH: INFORMING THE FUTURE     

Darla M. Castelli  Erin E. Centeio  Jungyun Hwang  Jeanne M. Barcelona  Elizabeth M. Glowacki  Hannah G. Calvert  Hildi M. Nicksic 《Monographs of the Society for Research in Child Development》2014,79(4):119-148

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(Re)-Constructing Citizenship: The Programa Integrar of the Brazilian Metalworkers' Union     

Maria Clara Bueno Fischer  Janet Hannah 《Compare》2002,32(1):95-106

This paper presents an initiative by the Brazilian Metalworkers Union, the Centro Nacional de Metalurgicos, which seeks to integrate vocational training with the construction of a new citizenship that represents a radical departure from the corporatist legacy of 'regulated citizenship'. The programme incorporates a strategic vision of the construction of citizenship of the workers through intervention in the development of public policy, principally in relation to policies concerning the creation of work, wealth and education, and in the unions' role in their negotiation. The Programa Integrar transcends the traditional Latin American adult education paradigms of human resource training and popular education, and it is argued that it is an example of an integrated education and training for civil society.  相似文献   

CLASSROOM MANAGEMENT AND SUBJECTIVITY: A GENEALOGY OF EDUCATIONAL IDENTITIES     

Hannah Tavares 《Educational theory》1996,46(2):189-201

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