Assessing womanist thought: The rhetoric of Susan L. Taylor     

Janice D. Hamlet 《Communication quarterly》2013,61(4):420-436

This essay focuses on the rhetoric of Susan L. Taylor, communications director and former editor of Essence, a national magazine targeted to African American women. Taylor is also the author of the magazine's monthly column, “In the Spirit.” Her monthly columns focusing on African American women's empowerment epitomize the tenets of womanist epistemology and methodology and therefore are worthy of scholarly attention.  相似文献   

Transtheoretical-based bullying prevention effectiveness trials in middle schools and high schools     

Kerry E. Evers  James O. Prochaska  Deborah F. Van Marter  Janet L. Johnson  Janice M. Prochaska 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):397-414

Background Bullying threatens the physical and mental well-being of students across a broad range of schools. Tailored interventions based on the Transtheoretical model and delivered over the Internet were designed to reduce participation in each of three roles related to bullying (bully, victim and passive bystander).

Methods Effectiveness trials were completed in 12 middle schools and 13 high schools in the USA. A diverse sample of 1237 middle (6th–8th grade, with 45.1% in the 7th grade; ages 11–14) and 1215 high school (9th–11th grade, with 41.6% in the 9th grade; ages 14–17) students were available for analyses.

Results Analyses showed significant treatment effects for both intervention groups when compared to control for both the middle and high school programs.

Conclusions Given the relative ease of dissemination, these programs could be applied as stand-alone practices or as part of more intensive interventions.  相似文献   

Editorial: 'Challenges to Counseling Professionals for the New Millennium'     

Frederick D. Harper 《International journal for the advancement of counseling》2000,22(1):1-7

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One-trial context fear conditioning with immediate shock: The roles of transport and contextual cues     

Rick A. Bevins  Anthony S. Rauhut  Janice E. Mcphee  John J. B. Ayres 《Learning & behavior》2000,28(2):162-171

In three experiments, using a total of 120 albino rats, we assessed whether transportation cues might evoke some of the freezing (i.e., defensive immobility) that we see in a context on a day following a footshock given immediately after placement in that context. The results suggested that immediate shock could directly condition strong fear to both simulated and actual transport cues. Although conditioning to transport cues explains some of the freezing that is seen on the test day, it does not explain all of it. We also found evidence that some of the freezing is due to conditioning to permanent features of the context in which the immediate shock is given. The results support a role for transport cues in theories of context conditioning and argue against shock-processing accounts of the conditioning deficit that results from immediate shock.  相似文献   

Gender-related worry and emotionality test anxiety for high-achieving students     

Janice E. Williams 《Psychology in the schools》1996,33(2):159-162

Test anxiety among academically talented high school students (N = 103) was explored in this study. Two components of test anxiety were assessed: a cognitive component (worry) and a physiological component (emotionality). The results indicated that these students suffered from test anxiety, and that higher anxiety was related to lower science performance. Overall, females reported more test anxiety than did males. Whereas females experienced higher worry than emotionality, males reported little difference between the two anxiety components. Implications for college-bound students are discussed. © 1996 John Wiley & Sons, Inc.  相似文献   

Metacognition as a Basis for Learning Support Software     

Christine Brown  John Hedberg  Barry Harper 《Performance Improvement Quarterly》1994,7(2):3-26

In order to understand the task of instructional designers who produce learning support software, this paper reviews the influence of learning theory on instructional design, recent developments in computer technology, and the evolving role of the instructor as a facilitator of higher-order thinking. Constructivist principles of learning and an appreciation for the fact that the learner must become more independent and skilled in metacognitive self-assessment and self-management are fundamental to this changing role. Two cognitive tools that provide learner/user support for personal construction of knowledge systems are “MindMap” and “Learning FourMat Processor.” These tools are examined in the light of current learning theory and a recent study comparing the work of novice and expert writers using different forms of performance support. Recommendations are made for the development of a more complete set of cognitive tools that enables users to construct their own multimedia knowledge systems based on higher-order thinking and problem solving.  相似文献   

Using a situative perspective to gain a deeper understanding of how children’s strengths are related to social context     

Nick Bozic  Rebecca Lawthom  Janice Murray  Jeremy Oldfield 《Journal of Research in Special Educational Needs》2021,21(3):280-289

Over the last twenty-five years, there has been an increase in the availability of published checklists and schedules which allow practitioners to identify the strengths of children and young people, including those with special educational needs. While helpful, these assessments are unable to tell us about the nature of contextual factors which support the expression of particular strengths. In this study, we took a situative perspective to explore how specific classroom practices facilitated strengths. A multiple case study design was used to analyse practices nominated by three children/young people with special educational needs. Qualitative analysis revealed how aspects of practice afforded the opportunity for each child to participate in ways which they equated with their strengths. This style of strength-based assessment led to a more sustained examination of supportive practice features than would have been achieved through interview alone.  相似文献   

The Problem of Leisure Reconsidered     

John Hultsman  William Harper 《Journal of American culture (Malden, Mass. : 2003)》1993,16(1):47-54

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The Branch Davidians and the Politics of Power and Intimidation     

Lawrence J. Rifkind  Loretta F. Harper 《Journal of American culture (Malden, Mass. : 2003)》1994,17(4):65-72

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Gender,Gender Role Identity,and Type of Relationship as Predictors of Relationship Behavior and Beliefs in College Students     

Janice L. DeLucia‐Waack  Deborah A. Gerrity  Deborah J. Taub  Tracy D. Baldo 《Journal of College Counseling》2001,4(1):32-48

The authors explored the relationship of gender, gender role identity, and type of relationship—same‐sex friendship, cross‐sex friendship, or romantic relationship—to relationship behaviors and beliefs among 429 college students. They discuss implications for individual and group counseling, consultation, and primary prevention on college campuses.  相似文献