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31.
Laura E. Welfare Jennifer Wagstaff Jenna R. Haynes 《Counselor Education & Supervision》2017,56(3):193-207
This national survey of counselor educator perceptions of the Title IX requirement to report student disclosures of gender‐based discrimination revealed the need for greater clarity about faculty strategies for serving counseling program students while upholding the federal law. The authors describe the recent expansion of the requirements and provide a suggested statement for course syllabi. 相似文献
32.
Ken Marsh Richard H. Davis Allen E. Edwards Irving W. Larson Kendall Webster Sessions Mary Louise Hollowell 《Communication Booknotes Quarterly》2013,44(11):130-133
Ken Marsh's Independent Video (San Francisco: Straight Arrow Books, 1974—$7.95, paper) Richard H. Davis and Allen E. Edwards' Television: A Therapeutic Tool for the Aged (Publication and Media Projects, Andrus Gerontology Center, University Park, Los Angeles, Calif. 90007—$2.25, paper) Irving W. Larson (ed.) EIA Electronics Multimedia Handbook (Indianapolis: Howard W. Sams, 1975—price not known, paper) Kendall Webster Sessions' 2nd Class FCC Encyclopedia (Blue Ridge Summit, Pa.: TAB Books, 1975—$10.95/7.95) Mary Louise Hollowell (ed.) Cable Handbook: 1975-1976—A Guide to Cable and New Communications Technologies (Communications Press, 1346 Connecticutt Ave., N.W., Washington, D.C. 20036—$7.35, including postage, paper) Gilbert Gillespie's Public Access Cable Television in the United States and Canada (New York: Praeger Special Studies, 1975—price not given, but likely around $12.00 or so) 相似文献
33.
Following calls to center nation, we analyze sexual violence discourse in the US Peace Corps. The texts we consider deploy three typical dichotomies—public/private, self/other, and agent/victim—that, in this case, reveal inconsistencies at the intersections of race and gender. We argue that these inconsistencies are evidence of lability, counterintuitive discursive shifts necessary to maintain white heteromasculine dominance. Instead of blaming individual victims of rape and assault, the masculinization of victimhood shifts culpability to the Peace Corps. This organizational blame maintains the moral position of the US and legitimates imperialism. By marking these instabilities, we trace the solidity and vulnerability of sexual violence discourse as it organizes global power. 相似文献
34.
Ross Shegog Melanie M. Lazarus Nancy G. Murray Pamela M. Diamond Nathalie Sessions Eva Zsigmond 《Research in Science Education》2012,42(5):875-890
The transgenic mouse model is useful for studying the causes and potential cures for human genetic diseases. Exposing high school biology students to laboratory experience in developing transgenic animal models is logistically prohibitive. Computer-based simulation, however, offers this potential in addition to advantages of fidelity and reach. This study describes and evaluates a computer-based simulation to train advanced placement high school science students in laboratory protocols, a transgenic mouse model was produced. A simulation module on preparing a gene construct in the molecular biology lab was evaluated using a randomized clinical control design with advanced placement high school biology students in Mercedes, Texas (n?=?44). Pre-post tests assessed procedural and declarative knowledge, time on task, attitudes toward computers for learning and towards science careers. Students who used the simulation increased their procedural and declarative knowledge regarding molecular biology compared to those in the control condition (both p?<?0.005). Significant increases continued to occur with additional use of the simulation (p?<?0.001). Students in the treatment group became more positive toward using computers for learning (p?<?0.001). The simulation did not significantly affect attitudes toward science in general. Computer simulation of complex transgenic protocols have potential to provide a ??virtual?? laboratory experience as an adjunct to conventional educational approaches. 相似文献
35.
Jenna Mittelmeier Dianne Long Firdevs Melis Cin Katharine Reedy Ashley Gunter Parvati Raghuram 《Open Learning》2013,28(3):250-266
Learning design approaches, such as those adopted by the Open University, provide a set of tools and resources for purposefully-designing modules with a focus on student experiences. However, many of the current learning design strategies have been situated within specific institutions in Europe and North America. This means that there are several issues worth considering around if and how established learning design approaches make sense in diverse institutional and cultural contexts. To critically assess the relevance and appropriateness of learning design strategies in new contexts, this article describes an in-depth participatory workshop with 34 education professionals from five African countries. Altogether, 10 suggestions for learning design practices were derived from the consensus of workshop participants, which provide a foundation for the development of learning design practices moving forward. 相似文献
36.
K. Andrew R. Richards Karen Lux Gaudreault Jenna R. Starck Amelia Mays Woods 《Physical Education & Sport Pedagogy》2018,23(4):445-459
Background: In many countries around the world, physical education (PE) has been identified as a marginalized subject. PE teachers have been found to feel negative consequences associated with marginality, such as stress, burnout, and early career attrition. Recent evidence also indicates that physical educators can develop a sense of perceived mattering both in relation the subject of PE and their role as that teacher of that subject. Less is known, however, about the relationship between perceived mattering and marginalization, and how teachers navigate social messages associated with each that they receive while teaching. Role socialization theory has emerged as an approach to studying teachers’ experiences in school environments, and can be used to understand their experiences with marginality and mattering.
Aims: The purpose of this study was to understand how the social environment of schools influences PE teachers’ perceptions of marginalization and perceived mattering, and how these two constructs interact.
Method: The investigation was conceptualized as an interview study, and framed using a social constructivist epistemology. Participants included 30 in-service PE teachers (16 males, 14 females) from the Midwest region of the US. Data were collected using in-depth qualitative interviews, and analyzed through a collaborative approach to data analysis that drew upon both inductive and deductive forms of analysis.
Results: Participants identified experiences with both perceived mattering and marginalization in their work, and noted that sometimes these messages were contradictory. Some participants felt the effects of marginalization as their discipline was viewed as a dispensable commodity that is only meaningful for the service it provides to other teachers (e.g. gives elementary classroom teachers a break for planning). Some of the teachers internalized their marginal status and began to see their primary function as supporting the work of teachers in other subjects. Nevertheless, the participants derived a sense of mattering by building relationships with colleagues, administrators, and students, and by advocating for the discipline. Teachers also felt validated when colleagues acknowledge their attempts to implement effective practices, but struggled when working with colleagues who are resistant to change.
Conclusions: PE teachers experience both marginalization and perceived mattering, which are shaped largely by social interactions within the school environment. This study specifically lends to the view of marginalization and perceived mattering as two constructs at opposite ends of a continuum, rather than a binary conceptualization. This suggests that it could be the summation of marginalizing experiences and those that promote mattering that lead physical educators to develop overall impressions of their role in schools. Furthermore, this study adds to the literature indicating that physical educators may eventually internalize feelings of marginalization when consistently told that they do not matter. This has implications related to the washout effect whereby teachers who no longer feel as if they are making meaningful contributions to children’s education may compromise their teaching practice. 相似文献
37.
Practicing teachers in high-SES and low-SES communities completed a survey that assesses the strength of teachers’ support
for professional development (PD), with the goal of determining the extent to which PD initiatives in low-SES communities
face obstacles not evident in more affluent areas (N = 150). A multiple regression analysis was conducted on the factor scores produced by the survey, Teachers’ Attitudes about Professional Development (TAP). Support for PD was higher in high-SES communities than low-SES ones, and higher among elementary teachers than secondary
teachers in both communities. To the extent that teachers’ attitudes about PD influence the effectiveness of PD initiatives,
these attitudes present difficulties in low-SES communities beyond those evident in high-SES areas. Needed are professional-development
models, and research that tests them, to determine how best to overcome obstacles that teachers’ attitudes likely cause in
PD initiatives in low-SES communities. 相似文献
38.
Caroline Gottschalk Druschke Nedra Reynolds Jenna Morton-Aiken Ingrid E. Lofgren Nancy E. Karraker Scott R. McWilliams 《Technical Communication Quarterly》2018,27(2):175-190
Graduate programs in the sciences offer minimal support for writing, yet there is an increasing need for scientists to engage with the public and policy makers. To address this need, the authors describe an innovative, cross-disciplinary, National Science Foundation (NSF)–funded training program in rhetoric and writing for science, technology, engineering, and math (STEM) graduate students and faculty at the University of Rhode Island. The program offers a theory-driven, flexible, scalable model that could be adopted in a variety of institutional contexts. 相似文献
39.
Despite physical education teacher education/physical education sport pedagogy’s (PETE/PESP’s) significant strides in the past century, there are concerns about its future. Grounded in participatory research, and through an interview-Delphi method, this study purposefully sampled five male PETE/PESP scholars’ expert critiques of current threats, projections of probable and preferable futures, and recommendations for transformation. Data were analyzed through an interpretive approach. Findings included: (a) limitations in physical education policy, teacher preparation, and status as key threats; (b) more of the same conflicts in the probable future and increased cooperation regarding conflicts in the preferable future; and (c) proactively revising the subdisciplinary framework and doctoral studies as transformative recommendations. We interpret issues critiqued as threatening PETE/PESP’s future, and projections of the probable future, as reflective of neoliberal rationality that has renormalized academic work in de-democratizing ways. We interpret that projections of preferable futures and transformative recommendations call for a re-emphasis on ethical academic attitudes to resist neoliberalization and reclaim democracy. 相似文献
40.
Recently, there has been growing interest in high-intensity interval training (HIT) as a strategy to improve health. In this pilot study, we examined the feasibility of a 4-week low-volume HIT and its effects on cardiorespiratory fitness (CRF), blood pressure (BP) and enjoyment in overweight and obese youth. Twelve adolescents (body mass index (BMI): 34.8 ± 3.9 kg · m?2, 14.9 ± 1.5 years) participated in 12 sessions of HIT (10 × 60 s cycling bouts eliciting ~90% maximal heart rate, interspersed with 90 s recovery, 30 min/session, 3 sessions/week) over ~4 weeks. All the participants completed the study and exercise attendance averaged 92%. Despite no changes in body weight and total fat, HIT resulted in significant (P < 0.01) increases in CRF (pre: 20.1 versus post: 22.2 ml · kg?1 · min?1) and exercise time (pre: 425 versus post: 509 s) during peak oxygen uptake test, and a reduction in resting systolic BP (pre: 115.8 versus post: 107.6 mmHg). The majority of study participants (83%) enjoyed HIT and more than half of the participants (58%) reported that HIT is a more enjoyable form of exercise compared to other types of exercises. Low-volume HIT is a useful strategy to promote exercise participation and improve cardiovascular health in overweight and obese youth. 相似文献