Introduction     

Carl R. Rogers Ph.D. 《College Teaching》2013,61(4)

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CHAIRMAN'S WELCOME.     

F B Rogers 《Bulletin of the Medical Library Association》1964,52(1):61-64

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Survivors of Political Violence: Conceptualizations,Empirical Findings,and Ecological Interventions     

Elena Amalia Stanciu  Jennifer L. Rogers 《International journal for the advancement of counseling》2011,33(3):172-183

There is a vast body of literature on survivors of political violence that has emerged over the past several decades. Most studies focus on the psychological effects of political violence on survivors, as understood within the Western framework of mental health. Studies that conceptualize and examine models that account for the complexity of the ecology of political violence are scarce. This paper synthesizes current conceptual and empirical findings about survivors of political violence. Interventions stemming from an ecological framework are also reviewed.  相似文献   

Radical change through radical means: learning power     

Jeannie Oakes  John Rogers 《Journal of Educational Change》2007,8(3):193-206

The history of US schooling is a remarkable tale of expanding educational opportunities in the midst of educational inequality. Despite cultural commitments to equality and justice, the US educational system continues to provide clear and consistent advantages for white and wealthier Americans and disadvantages for low-income, students of color. This paper explores why efforts to equalize education have fared so poorly and how US schools and society might become more equitable and just. Our conclusions are straightforward: Equity reforms rarely take hold because they rely on conventional, technical approaches to policymaking and educational change. Instead, equitable, high-quality schooling for all students will likely fare better with social movement activism that addresses the societal norms and politics which cement the status quo. At the heart of such activism is a process we call “learning power.” (The ideas presented here are presented more fully in Jeannie Oakes and John Rogers, Learning Power: Organizing for Education and Justice (New York: Teachers College Press, 2006).) An earlier version of this paper was presented as the 3rd Annual Distinguished Lecture on Educational Change for the Special Interest Group on Educational Change at the 2006 Annual Meeting of the American Educational Research Association Meeting, San Francisco, California.

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Jeannie OakesEmail:

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Children's discourse patterns and power relations in teacher‐led and child‐led sharing time     

Jane M. Danielewicz  Dwight l. Rogers  George Noblit 《International journal of qualitative studies in education》2013,26(3):311-331

This study investigates children's language and interaction patterns during sharing time in a first grade classroom. When sharing time shifted from a teacher‐led to a child‐led event, corresponding changes appeared in children's language, including in discourse routines, style, content, and frequency of verbal interactions. In child‐led formats, peer culture flourished. Several linguistic routines were developed and used by children as a means of social control, as an agent for group bonding, and as expressions of care and concern. Two different child‐led formats revealed how the event's structure regulated participation and length of turn during sharing sessions. We suggest that teachers create speech situations that children are allowed to control. Such occasions encourage children's language development, learning through language, and the kind of collaboration essential for growth of peer culture.  相似文献   

Curriculum Change: a Model of Teacher Decision‐Making     

Karen B. Rogers 《课程研究杂志》2013,45(4):351-355

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Thermodynamics of Fluid Flow: By Newman A. Hall,Prentice-Hall,Inc. 276 pp. $5.50     

Rogers D. Rusk 《The Educational forum》2013,77(1)

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Effects of short-term Rhodiola Rosea (Golden Root Extract) supplementation on anaerobic exercise performance     

Christopher G. Ballmann  Shelby B. Maze  Abby C. Wells  Mallory M. Marshall  Rebecca R. Rogers 《Journal of sports sciences》2019,37(9):998-1003

The purpose of this study was to examine the effects of short-term Rhodiola Rosea (Golden Root Extract (GRE)) supplementation on repeated Wingate performance. Eleven physically active college aged females were recruited for this study. In a within groups counterbalanced study design, participants were supplemented with either 1,500 mg/day of GRE or placebo (gluten-free cornstarch) for 3 days. Participants also took an additional 500 mg dose of corresponding treatment 30 minutes prior to testing of each trial. During each exercise trial, participants completed 3 × 15-second Wingate Anaerobic Tests (WAnTs) separated by 2-minute active recovery periods. Each exercise trial was separated by a 7 day washout period. Over the 3 × 15-second WAnTs, mean watts (p = 0.017, ES = 0.55), mean anaerobic capacity (p = 0.025, ES = 0.96), mean anaerobic power (p = 0.03, ES = 1.07), mean peak watts (p = 0.029,ES = 0.46), and mean total work (p = 0.017, ES = 0.49) were higher in the GRE treatment trial versus placebo. However, mean fatigue index (p = 0.094, ES = 0.39) was unaffected regardless of treatment. Our results show that GRE supplementation enhanced anaerobic exercise performance as measured through repeated WAnTs. GRE may possess ergogenic benefits and findings hold important implications for boosting anaerobic performance in repeated anaerobic bouts of exercise.  相似文献   

Principles for Fair Student Assessment Practices for Education in Canada     

W. Todd Rogers 《Assessment in Education: Principles, Policy & Practice》1996,3(3):397-400

Developed in response to examples of unacceptable assessment practices, the Principles for Fair Student Assessment Practices for Education in Canada contains a set of principles and guidelines generally accepted by professional organisations as indicative of fair assessment practice within the Canadian educational context. Assessments depend on professional judgment: the ’Principles’ identify the issues to consider in exercising this professional judgment and in striving for the fair and equitable assessment of all students.  相似文献   

Attitudes about death in the nursing home: a research note     

Haber D  Tuttle J  Rogers M 《Death education》1981,5(1):25-28

An increasing percentage of the U.S. population dies in nursing homes. Despite the increased attention given to the topic of death, most nursing homes practice a covert approach. A total of 86 residents and staff members from 2 nursing homes support this finding; yet many expressed an interest in modifying the policy. A majority believed that others should be told about the death of a resident. Respondents reported the interview process to be satisfying.  相似文献