Integrating Gay,Lesbian, Bisexual,and Transgender Issues into the Undergraduate Criminal Justice Curriculum     

Henry F. Fradella  Stephen S. Owen  Tod W. Burke 《Journal of Criminal Justice Education》2013,24(2):127-156

Although criminal justice has made strides to incorporate issues of race, ethnicity, class, and gender into both research and teaching, the same cannot be said about issues of homosexuality. Prior research indicates criminal justice students are more homophobic than their peers in other majors and that bias against gay, lesbian, bisexual, and transgender (GLBT) persons continues in the criminal justice system. As a result, this article argues that criminal justice educators should integrate issues of sexuality into criminal justice curricula as part of diversity education within the discipline. Few programs currently do so. This article outlines four methods for infusing justice‐related GLBT content into criminal justice classes, including: The teachable moment; incorporating GLBT‐relevant material in required courses; incorporating GLBT‐relevant material into diversity courses; and the development of new electives. These strategies can help combat heterosexism and homophobia.  相似文献   

Disciplinary,Gender and Course Year Influences on Student Perceptions of Teaching: Explorations and implications     

Elizabeth Santhanam  Owen Hicks 《Teaching in Higher Education》2013,18(1):17-31

The prevalent use of student ratings in teaching evaluations, particularly the reliability of such data, has been debated for many years. Reports in the literature indicate that there are many factors influencing student perceptions of teaching. Three of these factors were investigated at the University of Western Australia, namely the broad discipline group, course/unit year level and student gender. Data collected over 3 years were analysed. The outcomes of this study confirmed results reported by other workers in the field that there are differences in ratings of students in different discipline groups and at different year levels. It also provided a possible explanation for the mixed results reported in studies of student gender in relation to student ratings.  相似文献   

Risk factors for unidirectional and bidirectional intimate partner violence among young adults     

Renner LM  Whitney SD 《Child abuse & neglect》2012,36(1):40-52

  相似文献   

Corrigendum to “Risk factors for unidirectional and bidirectional intimate partner violence among young adults” [Child Abuse Neglect 35 (2011) 970–978]     

Lynette M. Renner  Stephen D. Whitney 《Child abuse & neglect》2012,36(7-8):611

  相似文献   

Habermas,emancipation, and relationship change: An exploration of recovery processes as a model for social transformation   总被引：1，自引：0，他引：1  

Lynette Seccombe Eastland 《Journal of Applied Communication Research》2013,41(2):162-176

Critical theory provides an opportunity for exploring the interaction between individual and social change. The aim of this article is to demonstrate how the recovery movement provides an instance of critical theory in action. Drawing from critical theorists, recovery movement literature, and interview data, this article examines points of comparison between the recovery movement and critical theory. Common core assumptions, including a reliance on systems theory and social constructionism, a rejection of positivism, notions of ‘distorted’ communication and self‐reflection, and the centrality of the family in social processes, are among the similarities examined.  相似文献   

Individual and familial risk and protective correlates of physical and psychological peer victimization     

Shamra Boel-Studt  Lynette M. Renner 《Child abuse & neglect》2013

The purpose of this study was to explore the association between youth characteristics, parenting behavior, and family violence and risk of physical and/or psychological peer victimization using a sample of 856 adolescents aged 10–17. Additionally, we examined whether the relation between parenting behaviors and victimization was moderated by age and gender. Data for this study were drawn from the first wave of the Developmental Victimization Survey. The results revealed unique associations between youth and familial correlates and odds for experiencing physical, psychological, and both types of victimization. Gender was found to be a statistically significant moderator of the relation between parental monitoring and odds of experiencing both physical and psychological peer victimization. Implications for bully prevention and intervention are discussed.  相似文献   

Our Stories about Teaching and Learning: A Pedagogy of Consequence for Yukon First Nation Settings     

Brian Lewthwaite  Thomas Owen  Ashley Doiron  Barbara McMillan  Robert Renaud 《Interchange》2013,44(1-2):105-128

In this study, First Nation community members in Canada’s Yukon Territory share their stories about teaching and learning, both in informal and formal settings, in an effort to identify practices that might serve teachers to be more responsive to their First Nation students. In all, 52 community members between the ages of 15 and 82 shared their stories and assisted in identifying eight categories of practice and thought associated with effective teaching practices for this First Nation. Based upon these categories of thought and practice, we present a pedagogical framework for teachers and, finally, illustrate how this profile and the stories about teaching and learning are being used for adjusting and improving teaching practice in this First Nation.  相似文献   

Problem-Based Learning for Foundation Computer Science Courses   总被引：1，自引：1，他引：0  

Judy Kay  Michael Barg  Alan Fekete  Tony Greening  Owen Hollands  Jeffrey H. Kingston 《Computer Science Education》2013,23(2):109-128

The foundation courses in computer science pose particular challenges for teacher and learner alike. This paper describes some of these challenges and how we have designed problem-based learning (PBL) courses to address them. We discuss the particular problems we were keen to overcome: the purely technical focus of many courses; the problems of individual learning and the need to establish foundations in a range of areas which are important for computer science graduates. We then outline our course design, showing how we have created problem-based learning courses. The paper reports our evaluation of the approach. This has two parts: assessment of a trial, with a three-year longitudinal follow-up of the students; reports of student learning improve-ment after we had become experienced in full implementation of PBL. We conclude with a summary of our experience over three years of PBL teaching and discuss some of the pragmatic issues around introducing the radical change in teaching, maintaining staff support, and continuing refinement of our PBL teaching. We also discuss some of our approaches to the commonly acknowledged challenges of PBL teaching.  相似文献   

In Pursuit of Validity: A comprehensive review of science attitude instruments 1935–2005     

Cheryl L. Blalock  Michael J. Lichtenstein  Steven Owen  Linda Pruski  Carolyn Marshall  MaryAnne Toepperwein 《International Journal of Science Education》2013,35(7):961-977

The purpose of this review is to present a comprehensive evaluation of science attitude instruments based on published psychometric evidence. A multitude of instruments have been used through the years and some have been linked to career choice and school performance. Substantiating such associations is of paramount importance if researchers wish to influence educational policy. However, associations are reduced, or hard to discover, if instruments have weak psychometric properties. Several databases were searched for peer‐reviewed articles that discussed the development and use of science attitude instruments. Instruments were grouped into the following categories: attitudes toward science, scientific attitudes, nature of science, scientific career interests, and other. A data abstraction and scoring rubric was used to summarize and evaluate 150 published articles that spanned 66 instruments. Most instruments had single study usage and showed an absence of psychometric evidence. This review demonstrated that there are few instruments available with the necessary psychometric data to merit recommendation. The review quantifies the current state of the research regarding the measurement of science attitude in students; the results should elicit further discussion and encourage more rigorous analyses of instruments. The findings may assist other researchers to select an instrument and alert them to its strengths and weaknesses. This review points the way forward for research in this field. Instruments already in existence should be used in repeat studies, and reliability and validity evidence should be collected and shared.  相似文献   

An Australian Version of the Neighborhood Environment Walkability Scale: Validity Evidence     

Ester Cerin  Eva Leslie  Neville Owen  Adrian Bauman 《Measurement in physical education and exercise science》2013,17(1):31-51

This study examined validity evidence for the Australian version of the Neighborhood Environment Walkability Scale (NEWS-AU). A stratified two-stage cluster sampling design was used to recruit 2,650 adults from Adelaide (Australia). The sample was drawn from residential addresses within eight high-walkable and eight low-walkable suburbs matched for socio-economic status (SES). Neighborhood walkability was measured using Geographic Information Systems data on dwelling density, intersection density, net retail area, and land-use mix. Participants completed the NEWS-AU and reported weekly minutes of walking for transport and recreation (International Physical Activity Questionnaire [IPAQ]). Multilevel confirmatory factor analysis (MCFA) was used to define the individual- and Census Collection District (CCD)-level measurement model of the NEWS-AU. Seven individual-level and five CCD-level factors were identified. These measurement models were somewhat similar to those of the original Neighborhood Environment Walkability Scale (NEWS). Patterns of associations between the NEWS-AU factors/scales and the walking measures provided some validity evidence for the instrument.  相似文献