Working-class Men's Constructions of Masculinity and Negotiations of (Non)Participation in Higher Education     

Louise Archer  Simon D. Pratt  David Phillips 《Gender and education》2001,13(4):431-449

This article draws on discussion group data collected with 64 ethnically diverse working-class men who were predominantly not participating, or planning to participate, in higher education. The article identifies how the men drew on various discourses of masculinity in their arguments for and against higher education participation, and discusses potential implications of these discourses upon working-class men's continued underrepresentation in higher education. Analysis also highlights how the men's various constructions were framed/constrained by their locations within multiple, interlocking systems of inequality. Questions are raised with regard to future widening participation initiatives.  相似文献   

Peer and Cross-Age Tutoring in Math:Outcomes and Their Design Implications   总被引：1，自引：0，他引：1  

Debbie?R.?Robinson  Janet?Ward?SchofieldEmail author  Katrina?L.?Steers-Wentzell 《Educational Psychology Review》2005,17(4):327-362

This review of the literature on peer and cross-age tutoring emphasizes programs in mathematics and suggests that such programs have positive academic outcomes for African American and otherminority students as well as for White students who participate as tutors, as tutees, or both. Such programs also appear to have a positive impact on a variety of attitudinal and socioemotional outcomes, such as students' attitudes towards school, their self-concepts, and their sense of academic efficacy. This review also explores whether specific features of the tutoring programs (e.g., tutor training and amount of tutoring) or characteristics of the students (e.g., academic level prior to tutoring and gender composition of tutor-tutee pairs) affect various outcomes. Role theory is used as a theoretical framework to explain some intriguing and surprising findings (e.g., why tutors show academic gains even when they do not receive additional subject matter instruction, whylonger and/or more substantial tutoring programs may not foster greater immediate academic gains than shorter programs, and why mixed-sex pairs do not consistently reap benefits equal to those of same-sex pairs). Finally, implications of the review for the development of peer and cross-age tutoring programs are discussed.  相似文献   

Appreciating diversity through stories about the lives of deaf people of color     

Anderson GB  Miller KR 《American annals of the deaf》2004,149(5):375-383

One way of enhancing appreciation of cultural diversity within the American Deaf community is by collecting and analyzing stories about Deaf people of color. The authors examined biographical profiles in national print and visual media published since 1988. The materials focused on life stories of individuals identified as Deaf persons of color (e.g., Deaf and identified as Black/African American, Hispanic/Latino, Asian/Pacific Islander, or American Indian/Alaskan Native). Anecdotes were selected that provided a sociocultural rather than medical or pathological perspective and reflected the featured individual's viewpoint. Four categories of shared experiences emerged: experiences related to overcoming obstacles to educational opportunities, stories about individuals who influenced the direction the featured individual took in life, childhood and family experiences, and experiences relating to stereotypes, cultural conflicts, or discrimination. The authors conclude by discussing lessons and messages derived from the stories.  相似文献   

Entertainment television and hearing students' attitudes regarding the pediatric cochlear implant     

Miller KR  Wheeler-Scruggs K 《American annals of the deaf》2002,147(3):20-25

The cochlear implant, a bionic technology that restores sound sensation in some patients, has become ethically controversial in the 20 years since its introduction. This controversy recently has entered American entertainment culture, with the issue of pediatric implants emerging in episodes of popular TV programs. This pilot study examines the effects of one such TV episode on the attitudes of hearing college students with minimal prior exposure to the controversy, using a posttest-only control group design. The control group (N = 17) watched an unrelated entertainment video and filled out an original 10-item attitude scale. The treatment group (N = 18), which viewed an episode of the dramatic series Gideon's Crossing addressing the cochlear implant issue, also filled out the attitude scale. A t test was applied, and it was determined that no significant difference existed between the two groups' attitudes regarding pediatric cochlear implants. Although there was wide variability on individual items, overall scores indicated that both groups were neutral, or undecided, regarding cochlear implantation in children.  相似文献   

Responsibility for student success/failure and observed verbal behavior among secondary science and mathematics teachers     

Donald L. Pratt 《科学教学研究杂志》1985,22(9):807-816

The study compared selected teacher beliefs and verbal behaviors among secondary science and mathematics teachers. Teacher beliefs included teacher responsibility for student success and failure. These beliefs were measured by the Responsibility for Student Achievement (RSA) Questionnaire which has the locus of control construct as a theoretical basis. Teacher verbal behavior included (1) indirect and (2) direct behaviors and (3) praise and (4) criticism. These behaviors were measured with the Reciprocal Category System (RCS) which is consistent with the methodology of interaction analysis. Comparisons were made on the basis of the following teacher classifications: (1) science/mathematics, (2) junior high/senior high, and (3) teachers of advanced classes/basic classes. Teacher beliefs were not significantly different except for the advanced/basic comparisons. These comparisons produced significant differences in both teacher beliefs and behaviors. Teachers of basic students assumed more responsibility for student success, less responsibility for failure, and were more direct in verbal behavior. In gender comparisons, female teachers were significantly higher in incidences of indirect behavior and combined indirect-direct behavior. These findings suggest that further study of “self-fulfilling prophecy” in terms of these variables may be fruitful. Also, verbal behavior may sometimes be inadequately represented by the common practice of using ratios.  相似文献   

A Preliminary Examination of Burnout Among Counselor Trainees Treating Clients With Recent Suicidal Ideation and Borderline Traits     

Grant D. Miller  Katherine M. Iverson  Markus Kemmelmeier  Chelsea MacLane  Jacqueline Pistorello  Alan E. Fruzzetti  Melanie M. Watkins  Larry D. Pruitt  Megan Oser  Barrie M. Katrichak  Karen M. Erikson  Katrina Y. Crenshaw 《Counselor Education & Supervision》2011,50(5):344-359

Treating suicidal clients with borderline traits can be conducive to burnout. Dialectical behavior therapy (DBT) may assuage this burnout in counselors. As part of a DBT treatment outcome study, 6 counselors in training collected their own salivary cortisol samples and completed self‐report measures of burnout and well‐being for 1 year. Findings indicate a significant interaction for cortisol levels by treatment condition, such that DBT counselors experienced less physiological stress over time relative to a control group of counselors. There were no group differences in self‐reported burnout or well‐being. DBT may have a salutary effect on trainees' physiological stress levels over time.  相似文献   

A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students At Risk for Reading Disability     

Paige C. Pullen  Elizabeth D. Tuckwiller  Timothy R. Konold  Katrina L. Maynard  Michael D. Coyne 《Learning disabilities research & practice》2010,25(3):110-123

Vocabulary knowledge at school entry is a robust predictor of later reading achievement. Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research studies examined the efficacy of vocabulary interventions for children in the early primary grades (e.g., before fourth grade), and even fewer addressed vocabulary intervention for students at increased risk for reading failure. In more recent work, researchers have begun to explore ways in which to diminish the “meaningful differences” in language achievement noted among children as they enter formal schooling. This article provides a review of a particularly effective model of vocabulary intervention based on shared storybook reading and situates this model in a context of tiered intervention, an emerging model of instructional design in the field of special education. In addition, we describe a quasi‐experimental posttest‐only study that examines the feasibility and effectiveness of the model for first‐grade students. Participants were 224 first‐grade students of whom 98 were identified as at risk for reading disability based on low levels of vocabulary. Results of a multivariate analysis of variance revealed significant differences on measures of target vocabulary knowledge at the receptive and context level, suggesting that students at risk for reading failure benefit significantly from a second tier of vocabulary instruction. Implications for classroom practice as well as future research are provided.  相似文献   

College students’ perceptions of gender stereotypes: making connections to the underrepresentation of women in STEM fields     

Katrina Piatek-Jimenez  Jennifer Cribbs  Nicole Gill 《International Journal of Science Education》2018,40(12):1432-1454

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The ethical principal and teacher nonretention     

Frank Pratt 《Journal of Personnel Evaluation in Education》1996,10(1):29-36

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The technological challenge: capabilities,compatibilities, and cost-effectiveness of electronic publishing     

Donald F. Pratt 《Publishing Research Quarterly》1989,5(1):5-9

The rapid decline in the price of computer hardware and the steady increase in the power of computer software are making it harder for corporate service centers like word processing, graphic arts, and technical publications to justify the costs of, and even the need for, their services. Word processing could once be done only on expensive equipment that was economical only for trained specialists. Now virtually anyone can have word-processing capability, and the same is becoming true for graphics and document-production services. This article outlines the dimensions of the problem this technological revolution is creating and describes the technological aspects of a strategy we have devised to deal with it.  相似文献