White-collar crime in the criminal justice curriculum     

Richard A. Wright  David O. Friedrichs 《Journal of Criminal Justice Education》2013,24(1):95-121

Recognition of the significance of white-collar crime has grown substantially in recent years, but this growth has not been reflected adequately in the field of criminal justice or in the criminal justice curriculum. Through a content analysis of criminal justice and criminology textbooks and program course offerings the authors demonstrate the relative neglect of white-collar crime, and especially its marginal position in the criminal justice curriculum. Some hypothetical reasons for this relative neglect are explored. An argument is made on both theoretical and pragmatic grounds for more sustained and more systematic integration of white-collar crime into the criminal justice curriculum.  相似文献   

The rhetoric of power: Political issues in management writing     

Margaret Ann Baker Graham  Carol David 《Technical Communication Quarterly》2013,22(2):165-178

Power, determined by rank, can be a primary determinant of how communication acts are structured by the writer and perceived by the reader. The sales model underpinning traditional business communication principles does not consider the effect of such power in memos written by managers to subordinates. Three rhetorical and linguistic strategies that reflect the construct of power in managerial communication are projecting leadership, assuming commonality, and controlling information. These strategies, which have not been sufficiently considered in theoretical and applied research, suggest the need to consider new ways of articulating principles for management communication.  相似文献   

BOOK REVIEW     

Peter J. Cistone  Theodore J. Wright 《Community College Journal of Research & Practice》2013,37(1):87-106

This study examined institutional priorities among Florida's public community colleges as viewed by the presidents and local governing boards. The analysis sought to determine whether local priorities were in concordance with those of other community college leaders and whether there was agreement among the local leadership. The study also examined whether institutional setting was related to institutional priorities. Local leaders were asked to rank‐order 20 priorities presented in a study by the American Association of Community and Junior Colleges (AACJC). Median rankings and rank correlation coefficients revealed a significant positive relationship between the Florida presidents and the leaders in the AACJC study. Both groups indicated a strong commitment to the role of teaching and the retention of top quality faculty. However, no significant correlation was found between the trustees and the AACJC group. Paired rankings from 1. colleges indicated that all but one pair of local leaders failed to rank the priorities in a significantly related way. Finally, the rank‐order analysis of institutional setting produced only one significant correlation; as the institutional setting changed from rural to urban, the trustee priority ranking of student proficiency in the written and oral use of English increased.  相似文献   

Becoming a College Student: An Empirical Phenomenological Analysis of First Generation College Students     

Patrick M. Whitehead  Robert Wright 《Community College Journal of Research & Practice》2013,37(10):639-651

ABSTRACT

This article is an empirical phenomenological examination of the perceived security that first generation college students have in their identity as college students. First generation college students (FGCS) have been defined as students whose parents or guardians have not completed a 2- or 4-year postsecondary degree. Previous research (Davis, 2010; Peteet, Montgomery, & Weekes, 2015; Ward, Siegel, & Davenport, 2012) suggests that FGCS have a particularly difficult time finding confidence in their identities as college students, and that this exacerbates the difficulties that they face as students. The imposter phenomenon (IP) is the deep conviction that one is not good enough to deserve the title, responsibility, recognition, or job that one has (Clance, 1985). IP has been tied to FGCS both theoretically (Davis, 2010) and empirically (Peteet et al., 2015). This study examines the experience of overcoming IP by asking seven self-identified FGCS to describe the experience of recognizing their own identities as college students. There is an important difference that could be understood by separating students who experience that their confidence in this identity is authentic and those who do not. When students view college as in service to something greater, we found that they are uniquely impervious to the obstacles college students typically face. The discussion proposes two simple changes that can be made in service to help students navigate this transition in college student identity: the first is a suggestion for student advising and the second involves classroom instruction.  相似文献   

Cultural Studies and Education: From Birmingham Origin to Glocal Presence     

Handel Kashope Wright  Karl Maton 《Review of Education, Pedagogy & Cultural Studies》2013,35(2-3):73-89

  相似文献   

La experiencia lingüística como medio para activar (ALERT) las técnicas de pensamiento crítico del alumno     

Elizabeth G. Allen  Jone P. Wright  Lester L. Laminack 《Cultura y Educación》2013,25(2):31-40

Quizá el material más aplicable para desarrollar una auténtica conciencia comprensiva y un pensamiento crítico, que evite que el niño sea un decodificador neutro y superficial, sea el que más familiar resulta al alumno y el que más inadvertidamente se filtra en su mente: la publicidad. El método ALERT que aquí se expone con detalle es un modelo de diseño eficaz: objetivos importantes, ideas claras y realización fácil y atractiva.  相似文献   

Presence in teaching     

Carol R. Rodgers  Miriam B. Raider‐Roth 《Teachers and Teaching》2013,19(3):265-287

This article articulates a theory of ‘presence’ in teaching and seeks to establish a theoretical foundation for presence that can serve as a platform for further research. It seeks to address the current educational climate that sees teaching as a check list of behaviors, dispositions, measures, and standards, and to articulate the essential but elusive aspect of teaching we call presence. Presence is defined as a state of alert awareness, receptivity, and connectedness to the mental, emotional, and physical workings of both the individual and the group in the context of their learning enviroments, and the ability to respond with a considered and compassionate best next step. The article is divided into four sections and explores existing conceptions of presence: presence as self‐awareness, presence as connection to students, and presence as connection to subject matter and pedagogical knowledge. Within each section the role that context plays in a teacher’s ability to be present is also explored. The authors draw upon papers and stories from student teachers, interview data from children and experienced teachers, and stories from a study group of experienced educators that explored the notion of presence on three different occasions. They conclude by connecting presence to the essential purpose of teaching and learning, the creation of a democratic society.  相似文献   

Adjunct mentoring,a vital responsibility in a changing educational climate: the Lesley University Adjunct Mentoring Program     

Carol A. Ziegler  Marianne Reiff 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):247-269

Lesley University in Cambridge, Massachusetts, USA, has established an adjunct mentoring process in response to its growing number of adjunct faculty. Lesley’s adjunct corps serves in Lesley programs offered both on and off campus. The primary goals of the mentoring program are to support excellence in teaching, and to engage in mentoring that begins at hiring and provides continued professional development to the adjunct faculty member. This article underscores the general need for adjunct mentoring in postsecondary institutions, and describes Lesley University’s Adjunct Mentoring Program – developed specifically in anticipation and response to this need. The article outlines the program’s main elements, the principles that underlie it, and the place of such a program in higher education today. It is precisely because part‐time faculty members in postsecondary institutions often assume a number of roles – teacher assistant, annually hired adjunct, internship supervisor – that adjunct mentoring programs are a responsibility, and not a choice.  相似文献   

Post-Lesson Observation Conferencing of University Supervisors and Physical Education Teacher Education Students     

Steven Wright  Michelle Grenier  Kathy Channell 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):379-392

  相似文献   

Academic Self-Handicapping and Achievement Goals: A Further Examination     

Midgley C  Urdan T 《Contemporary educational psychology》2001,26(1):61-75

This study extends previous research on the relations among students' personal achievement goals, perceptions of the classroom goal structure, and reports of the use of self-handicapping strategies. Surveys, specific to the math domain, were given to 484 7th-grade students in nine middle schools. Personal performance-avoid goals positively predicted handicapping, whereas personal performance-approach goals did not. Personal task goals negatively predicted handicapping. Perceptions of a performance goal structure positively predicted handicapping, and perceptions of a task goal structure negatively predicted handicapping, independent of personal goals. Median splits used to examine multiple goal profiles revealed that students high in performance-avoid goals used handicapping more than did those low in performance-avoid goals regardless of the level of task goals. Students low in performance-avoid goals and high in task goals handicapped less than those low in both goals. Level of performance-approach goals had little effect on the relation between task goals and handicapping. Copyright 2001 Academic Press.  相似文献