Advancing Diversity in STEM     

Paul L. Hill  Rose A. Shaw  Jan R. Taylor  Brittan L. Hallar 《Innovative Higher Education》2011,36(1):19-27

Although progress has been made, greater efforts are needed to promote faculty diversity at the college and university levels, especially in STEM fields. Thus, it is important to elucidate best practices both for increasing awareness of diversity issues pertaining to higher education and for implementing change. This article focuses on the outcomes of a diversity workshop for college and university faculty hosted by the West Virginia Higher Education Policy Commission, Division of Science and Research. More specifically, it elucidates how participation in the workshop translated into practice at the faculty participants’ home institutions.  相似文献   

Pragmatic language in deaf and hard of hearing students: correlation with success in general education     

Thagard EK  Hilsmier AS  Easterbrooks SR 《American annals of the deaf》2011,155(5):526-534

Deaf and hard of hearing children have shown delays and difficulties in pragmatic behaviors due to insufficient exposure to common daily discourse and underlying impoverishment in all components of language development. In a study in a school district in a southeastern U.S. state, the researchers investigated the relationship between sociolinguistic pragmatic competence in 81 deaf and hard of hearing students and these students' degree of hearing loss, communication mode, and degree of success in general education. Two measures, one devised by the state's department of education and one developed within the local school system, were used: the Criterion-Referenced Competency Test (Georgia Department of Education, 2000) and the Socio-Pragmatic Skills Checklist for Deaf and Hard of Hearing Students (Cobb County School District, 1997). The researchers found that whether the students used spoken language or signed language, socio-pragmatic language had a high, positive correlation with academic outcomes.  相似文献   

Neurocognitive predictors of reading outcomes for children with reading disabilities     

Frijters JC  Lovett MW  Steinbach KA  Wolf M  Sevcik RA  Morris RD 《Journal of learning disabilities》2011,44(2):150-166

This study reports on several specific neurocognitive process predictors of reading outcomes for a sample of 278 children with reading disabilities. Three categories of response (i.e., poor, average, and good) were formed via growth curve models of six reading outcomes. Two nested discriminant function analyses were conducted to evaluate the predictive capability of the following models: (a) an intervention and phonological processing model that included intervention group, phonological awareness, and rapid naming and (b) an additive cognitive neuropsychological model that included measures of memory, visual processes, and cognitive or intellectual functioning. Over and above the substantial explanatory power of the base model, the additive model improved classification of poor and good responders. Several of the cognitive and neuropsychological variables predicted degree of reading outcomes, even after controlling for type of intervention, phonological awareness, and rapid naming.  相似文献   

Distancing to self‐protect: the perpetuation of inequality in higher education through socio‐relational dis/engagement     

Elaine Keane 《British Journal of Sociology of Education》2011,32(3):449-466

This paper explores the social class‐differentiated behaviours of access and traditional‐entry students, based on a three‐year constructivist grounded theory study with 45 undergraduates at an Irish university. The participant groups behaved significantly differently within the socio‐relational realm, engaging in various forms of distancing behaviours motivated by a desire to self‐protect and based on perceived relative social positioning. The paper illustrates some ways in which both disadvantage and privilege are performed at the post‐entry stage in a widening participation context. It is argued that the ‘closure’ behaviours of class‐based groups constrain the building of social capital by working‐class students, thus potentially limiting the ability of widening participation policies in achieving equality goals.  相似文献   

Professional Development for School Library Media Professionals: Elements for Success     

Carol A Brown  Lana Kaye Dotson  Elaine Yontz 《TechTrends》2011,55(4):56-62

The American Association for School Librarians suggests an important mission for school librarians is to ensure personal growth through ongoing exposure to conferences, journal articles, webinars, presentations, and membership in professional organizations. As professional educators, School Librarians should exemplify the vision for being life-long learners. Methods and means to grow in the profession should be evaluated and examined for elements that lead to success in growth and maturity as professionals in school library media. This article investigates the attributes of successful professional development experiences which include learning environment, characteristics of learners, methodologies, and instructional design of staff development workshops.  相似文献   

Use and Perceptions of E-books by Academic Staff in Further Education     

Elaine Mulholland  Jessica Bates 《The Journal of Academic Librarianship》2014,40(5):492-499

This article reports on a study of the awareness, perceptions and use of e-books by academic staff in Further Education (FE) colleges throughout Northern Ireland (NI). It is the first comprehensive study of e-book use by FE faculty in NI and fills a significant gap in the research literature on e-books in education, which has tended to focus on Higher Education and the university setting. Data was collected through an online survey which was distributed to FE faculty across NI. The findings show that although FE academic staff are receptive to e-books and welcome them as a resource, poor reading experience and lack of awareness of relevant titles have had an impact. In particular, the research found that 40% of academic staff, in post less than five years, had not used e-books. Greater availability of titles, promotion, and better integration within teaching and learning emerge as key requisites for effective service delivery and enhancement of e-books within FE, as does the need for better targeted instruction and training aimed at academic staff. Understanding patrons' views, awareness, needs, habits and expectations in relation to e-books is crucial to help direct collection content while budgets remain tight and physical space limited.  相似文献   

Traditional games of Keiyo children: A comparison of Pre- and post-independent periods in Kenya     

Jepkorir Rose Chepyator-Thomson 《Interchange》1990,21(2):15-25

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Egon Guba: My views on evaluation after reading The New Rhetoric     

Elaine Lindheim 《Studies in Educational Evaluation》1979,5(2):137-138

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Using journals with third year classes     

Elaine Millard 《English in Education》1983,17(2):34-40

Sorry about the writing—I was in a rush to let you know love Rosie
Third year groups (pupils of 13–14) have always presented me with the most difficult problems of management in the mixed-ability classroom. Each year as August ends, I convince myself of the need to radically rethink this area of the curriculum. Each September, as the term swings into full action, I find my intentions swept away by what appear to be the more pressing requirements of other groups. Third years appear to occupy an educational no-man's land in the middle reaches of secondary schooling. Old enough to have lost the spontaneity and enthusiasm that makes the junior forms so rewarding, they have yet to complete the metamorphosis which makes fourth years co-operative and self-motivating. Third years have frequently been the irritant in an otherwise pleasant, smooth running day.  相似文献   

Editorial     

Sue Dymoke  Elaine Millard 《English in Education》2009,43(3):187-189

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