Gender matters in transition to adulthood: A survey study of adolescents with disabilities and their families     

Kristin Powers  Jennifer Hogansen  Sarah Geenen  Laurie E. Powers  Eleanor Gil‐Kashiwabara 《Psychology in the schools》2008,45(4):349-364

This survey study explored gender differences in transition imperatives and opportunities for youth with disabilities (N = 521). Results indicated that males and females differ in terms of the adult outcomes they hope to achieve, transition training opportunities they have received, and their access to teachers and other nonfamilial adults to assist them. Youth and parents who responded to the survey indicated that gender stereotypes continue to exist and that these stereotypes result in lowered expectations for girls. Gender stereotypes were found to vary by ethnicity. Access to health insurance and a good doctor were rated as top priorities for all youth transitioning to adulthood. Implications for educators, psychologists, and counselors are discussed. © 2008 Wiley Periodicals, Inc.  相似文献   

Critical Literacy,Disciplinary Literacy: Reading the Engineering-Designed World     

Amy Wilson-Lopez  Kristin Strong  Christina Sias 《理论付诸实践》2017,56(4):238-245

Globally, many people spend most of their time interacting with the products of engineering design as they wear clothes, drink clean water, use transportation systems, and more. Given the omnipresence of engineering design, whose material results are felt daily in people’s lives, it seems especially important that students learn to recognize and question how certain designs promote the welfare and interests of some while remaining inaccessible to others. In this article, we outline a vision for critical literacy instruction in engineering that simultaneously incorporates and challenges professional standards. We—an associate professor of literacy, an engineer, and a teacher at an engineering-focused high school—illustrate how critical literacy instruction might be enacted in the context of engineering design instruction in high schools. We describe how critical literacy can complement disciplinary literacy instruction in engineering as students use critically-focused, disciplinary lenses to move toward social justice.  相似文献   

License Analysis of e-Journal Perpetual Access     

Mei Zhang  Kristin R. Eschenfelder 《The Journal of Academic Librarianship》2014

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Gender Imbalance in Referrals to an Educational Psychology Service     

Robert Vardill  Sandra Calvert 《Educational Psychology in Practice》2000,16(2):213-223

Referrals to an educational psychology service (EPS) were recorded in terms of school phase, gender and presenting problem. Examination of the data revealed a male:female referral ratio of more than 3:1. In all school phases, more boys than girls were referred, with the preponderance of boys being greatest in the primary sector. Overall, between six and nine times more boys than girls were presenting behavioural problems. Practical implications are discussed and it is suggested that such monitoring is an important starting point in working towards equality of access to educational psychology services.  相似文献   

Head start children''s conceptions of and expectations for their future schooling   总被引：1，自引：0，他引：1  

Carol Seefeldt  Alice Galper  Kristin Denton 《Early childhood research quarterly》1997,12(4):387-406

This study examined children's conceptions of and expectations for their future schooling, determined whether participation in a Transition Demonstration could affect these, and explored how these are related to children's academic achievement. Two cohorts, 151 former Head Start children completing kindergarten, and 171 children completing Head Start, were assessed. Two major themes in children's conceptions of school emerged: play and the cognitive or learning environment. Children realistically talked about the work of school becoming less play centered, more difficult, and more centered on academics as they moved from grade to grade. Children in the Demonstration group in both cohorts gave significantly more responses to the questions than those in the Comparison. Children's expectations for their future schooling were optimistic. There were several small but significant correlations between children's conceptions and expectations for school and their academic achievement as measured by subtests of the Wood-cock-Johnson-R.  相似文献