Children's and Adolescents’ Evaluations of Intergroup Exclusion in Interracial and Interwealth Peer Contexts     

Amanda R. Burkholder  Laura Elenbaas  Melanie Killen 《Child development》2020,91(2):e512-e527

Children and adolescents (N = 153, ages 8–14 years, M_age = 11.46 years) predicted and evaluated peer exclusion in interwealth (high-wealth and low-wealth) and interracial (African American and European American) contexts. With age, participants increasingly expected high-wealth groups to be more exclusive than low-wealth groups, regardless of their depicted race. Furthermore, children evaluated interwealth exclusion less negatively than interracial exclusion, and children who identified as higher in wealth evaluated interwealth exclusion less negatively than did children who identified as lower in wealth. Children cited explicit negative stereotypes about high-wealth groups in their justifications, while rarely citing stereotypes about low-wealth groups or racial groups. Results revealed that both race and wealth are important factors that children consider when evaluating peer exclusion.  相似文献   

Macroscopic aspects of gross motor control: a test of the end-state comfort effect     

Lam M  McFee K  Chua R  Weeks DJ 《Research quarterly for exercise and sport》2006,77(3):396-400

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Globalization or Colonization in Online Education: Opportunity or Oppression?     

Melanie Reyes  Elizabeth A Segal 《Journal of Teaching in Social Work》2019,39(4-5):374-386

ABSTRACT

A proliferation of student enrollment in online higher education, particularly in social work, may reflect a neoliberal shift from public good to private commodity. Critical theory is an excellent lens to assess whether there has been such a shift. While online higher education represents opportunities for information globalization, consciousness-raising, and social justice, it may also be an instrument of colonization related to profit generation, reliance on market transactions, and power related to discourse. Recommendations made here include targeted student recruitment and accessibility, geographically and culturally grounded knowledge integration, cultivation of market skills and student voice, and intentional outcome measures.  相似文献   

The social experience of early childhood for children with learning disabilities: inclusion,competence and agency     

Melanie Nind  Rosie Flewitt  Jane Payler 《British Journal of Sociology of Education》2010,31(6):653-670

This paper tells of the social experiences of three four‐year‐old children with learning disabilities as they negotiate their daily lives in their homes and early education settings in England. We apply a social model of childhood disability to the relatively unexplored territory of young children and use vignettes drawn from video observation to explore the interactive spaces contained in settings with different cultures of inclusion. Using a multimodal approach to the data we show the nuanced ways in which the children enact their agency. We explore the relationships between agency, culture and structure, and argue that children with learning disabilities are active in making meaning within social and relational networks to which they contribute differently depending on the barriers to doing and being that each network presents. Thus, the paper provides an original use of the notion of distributed competence.  相似文献   

Strange new world: applying a Bourdieuian lens to understanding early student experiences in higher education     

Jo Watson  Melanie Nind  Debra Humphris  Alan Borthwick 《British Journal of Sociology of Education》2009,30(6):665-681

Occupational therapy pre‐registration education stands at the intersection of the fields of health and social care and higher education. UK Government agendas in both fields have seen an increase in the number of students entering with non‐traditional academic backgrounds, a group noted to experience particular challenges in negotiating the transition to, and persisting and succeeding within, higher education. Drawing on data from an ongoing longitudinal case study, a Bourdieuian lens is applied to exploring the early educational experiences of a group of these students during their first year of study and highlights a number of key issues, including the high‐value status of linguistic capital and its relationship to understanding the rules governing practices within the learning environment, the processes via which students manage to adapt to or interestingly, to resist, the dominant culture of the field, and some of the barriers to finding a foothold and legitimate position within the new field.  相似文献   

An Examination of Nurses’ Intergenerational Communicative Experiences in the Workplace: Do Nurses Eat Their Young?     

Lindsey B. Anderson  Melanie Morgan 《Communication quarterly》2017,65(4):377-401

The modern workforce is becoming increasingly older, and because of this demographic shift, intergenerational interactions are more common. However, these interactions are often described negatively and could be exaggerated when housed in a workplace setting. This study explores intergenerational communication in the increasingly diverse nursing profession through the lens of communication accommodation theory. Specifically, 32 nurses were interviewed in order to understand how they experience and describe intergenerational communication in the healthcare context. Through an abductive approach to data analysis, we found three interrelated findings: (a) intergenerational hostility is commonplace, (b) intergenerational hostility is socialized, and (c) nurses are viewed as a dispensable resource. These findings were communicated and justified through the colloquialism “nurses eat their young.” Theoretical implications related to communication accommodation theory and the Communication Predicament Model of Aging were developed along with practical suggestions that focus on ways to disrupt the acceptance of intergenerational hostility, enhance intergenerational communication in the workplace, and create a space for structural change.  相似文献   

A typical issue     

Melanie Nind  Liz Todd 《International Journal of Research & Method in Education》2016,39(1):1-2

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The Difficulty of Teacher Dispositions: Considering Professional Dispositions for Preservice English Teachers     

Melanie Shoffner  Janet Alsup  Tara Star Johnson 《The Teacher Educator》2014,49(3):175-192

This article explores the place of teacher dispositions in English teacher preparation by contextualizing the issue of dispositions in English teacher preparation. This allows consideration for the importance of developing professional dispositions during English teacher preparation by recognizing that various stakeholders (teacher educators, university supervisors, mentor teachers, and preservice teachers) in teacher education often understand dispositions differently. The authors reflect and offer suggestions on how professional dispositions might be more effectively addressed in an English teacher education program through richer interactions among all stakeholders.  相似文献   

Racial,gender, sexual,and disability identities of the Journal of the Medical Library Association's editorial board,reviewers, and authors     

Katherine G. Akers  JJ Pionke  Ellen M. Aaronson  Thane Chambers  John W. Cyrus  Erin R.B. Eldermire  Melanie J. Norton 《Journal of the Medical Library Association》2021,109(2):167

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A conceptual framework for trust in standardised assessments: Commercial,quasi-market and national systems     

Melanie Ehren 《European Journal of Education》2023,58(1):11-22

This article presents a conceptual framework for trust in standardised assessments. Standardised assessments play an important role in many education systems as they inform decisions about students' future schooling career or entry to the labour market. Also, standardised assessments are often used for teacher performance reviews and school accountability, or to monitor learning outcomes on the national level. Various stakeholders rely on the accuracy of assessment outcomes when making decisions about students' competences, or seek to improve the quality of education. Such reliance implies a need for trust in those who design and administer standardised assessments and make decisions on the basis of the outcomes. The framework presented in this article describes the type of relational and macro-level trust that is relevant for three types of assessment systems: national, quasi-market and commercial systems. Throughout the analysis presented, examples are provided to illustrate the ways in which relational and macro-level trust can vary by who is tested and by whom they are assessed; and how trust in evaluations varies by the purpose and consequences of testing, as well as the individual agency of students, their teachers and school leaders.  相似文献