Ethnic‐Racial Identity and Friendships in Early Adolescence          下载免费PDF全文

Deborah Rivas‐Drake  Adriana J. Umaña‐Taylor  David R. Schaefer  Michael Medina 《Child development》2017,88(3):710-724

The current study examined how adolescents' ethnic‐racial identity (ERI) informed the demographic diversity of their friendship network (Goal 1) and the extent of similarity between adolescents' and their friends' ERI (Goal 2). Participants were sixth and seventh grade students (N = 353; M_age = 11.88, SD = .73; 50% girls; 29% African American, 31% White, 13% Latino) in the Midwestern U.S. Results from longitudinal cross‐lagged models (Goal 1) indicated that having more diverse friendships at T2 was associated with greater T3 ERI exploration among all youth. In addition, boys who reported higher ERI resolution at T1 had more diverse friendships at T2. Furthermore, findings from longitudinal social network analyses (SNA; Goal 2) suggested that influence drove similarity between adolescents and their friends in ERI exploration and resolution.  相似文献   

骨髓细胞的模糊识别     

王瑞康  Nuttall Kern L  Fenn JoAnn P  Wittwer Carl T 《上海大学学报(英文版)》1999,3(1):70-73

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Colorimetric Evaluation of Pictorial Coatings in Conservation of Plasterworks from the Islamic Tradition     

Francisco José Collado-Montero  Ana Isabel Calero-Castillo  Manuel Melgosa  Víctor Jesús Medina 《文物保护研究》2013,58(2):90-100

ABSTRACT

The main aim of our current investigation is the colorimetric evaluation of protective treatments (consolidants) applied to traditional Islamic plasterworks, under natural ageing conditions. From analyses of the original pictorial plaster remains in the Courtyard of the Maidens of the Real Alcázar in Seville, Spain (a World Heritage Site) we prepared test specimens, using materials and techniques similar to the original ones. We analysed 56 test specimens painted with four pigments (yellow, green, blue, and red), using two different binders (animal glue and gum arabic), onto which five representative consolidants were applied: barium hydroxide, acrylic copolymer, polyvinyl butyral, ethyl silicate, and bacterial carbonatogenesis. The test specimens were subjected to natural ageing for one year (indoors and outdoors), enabling a colorimetric assessment to be made of the changes of the polychrome surfaces. The colorimetric heterogeneity of the 56 specimens after ageing registered an average value of 2.7 CIELAB units, assessed using the mean colour difference with respect to the mean. In the aged specimens, the addition of consolidants resulted in average colour differences (mainly lightness differences) of 10.7 and 6.7 CIELAB units, considering as a reference the specimens without consolidants aged indoors and outdoors, respectively. These colour differences were very similar for both binders but not for the four pigments, higher values being found for the blue and red pigments. Considering as reference the samples without consolidants aged outdoors, we found no statistically significant colour differences, either among the five consolidants (p?=?.094) nor the two binders (p?=?.674) used. In addition to the magnitude of colour differences, the choice of the most appropriate consolidants must also consider aspects related to performance and effectiveness. Overall, for the type of paints tested, the polyvinyl butyral consolidant appeared to perform the best, followed by the ethyl silicate.  相似文献   

Conceptions of wayfinding: decolonizing science education in pursuit of Native American success     

Howard  Melinda A.  Kern  Anne L. 《Cultural Studies of Science Education》2019,14(4):1135-1148

Cultural Studies of Science Education - The purpose of this forum paper is to address how conceptions of “success” in STEM education are culturally informed, and how supporting students...  相似文献   

The Impact of a Study Abroad Experience on Preservice Teachers' Dispositions and Plans for Teaching English Language Learners     

Paola Pilonieta  Adriana L. Medina  Jennifer I. Hathaway 《The Teacher Educator》2017,52(1):22-38

This study explored how a study abroad experience affected preservice teachers' (PSTs') dispositions towards and plans for teaching English Language Learners (ELLs). This qualitative study involved 16 elementary education initial licensure PSTs who participated in a 2-month study abroad trip to Germany. Data in the form of surveys, interviews, and reflections were collected. The PSTs' experiences left them feeling like outsiders, fostering greater empathy for ELLs. As the PSTs faced the challenges of studying abroad, they developed ways of coping, which influenced their dispositions toward ELLs and the accommodations they wanted to make when teaching ELLs in their future classrooms. A model of the PSTs' learning progression within the study abroad experience is offered as a lens to consider their transformations. Findings suggest it would be beneficial for educators traveling abroad with PSTs to find ways to make explicit the connections between personal encounters and future teaching experiences.  相似文献   

Evolution and adoption of contributor role ontologies and taxonomies     

Mohammad Hosseini  Julien Colomb  Alex O. Holcombe  Barbara Kern  Nicole A. Vasilevsky  Kristi L. Holmes 《Learned Publishing》2023,36(2):275-284

Contributor Role Ontologies and Taxonomies (CROTs) are standard vocabularies to describe individual contributions to a scholarly project or research output. Contributor Roles Taxonomy (CRediT) is one of the most widely used CROTs, and has been adopted by numerous journals to describe author's contributions, and recently formalized as a ANSI/NISO standard. Despite these developments, there is still much work left to be done to improve how CROTs are used across different research domains, research output types, and scholarly workflows. In this paper, we describe how CROTs could be extended to include roles from various disciplines in an ethical and inclusive manner. We explore potential approaches to apply CROTs to diverse research objects and various disciplines; as well as envision their integration into various scholarly workflows, such as promotion and tenure in academic institutions. Lastly, we discuss potential mechanisms for wide adoption and use. While acknowledging that improving current systems of attribution is a slow and iterative process, we believe that engaging the community in the evolution of CROTs will ultimately enhance the ethical attribution of credit and responsibilities in scholarly publications.  相似文献   

COLLEGE CHOICE INFLUENCES: URBAN HIGH SCHOOL STUDENTS RESPOND     

Carolyn W. Kelpe Kern 《Community College Journal of Research & Practice》2013,37(6):487-494

There is an increasing need to know and understand the patterns of minority high school students' choices regarding postsecondary education. The literature contains very limited information on current high school students. The information from the study discussed in this article will help guide community colleges' recruitment of traditional college-age students. An immediate outcome of participation for students in this study was heightened awareness concerning postsecondary education. Schools participating in the study included 5 magnet schools housed in one complex and 15 traditional highschools located in a major urban metropolitan area in the southwest. Study results indicated that higher education was not a tradition in students' families but was strongly encouraged. Financial aid was an important consideration for many students. A small percentage reported planning on attending a 2-year institution. Several reported planning to attend both a 2-year institution and a 4-year institution. A smaller percentage did not respond to the question, possibly indicating that they were unsure of what they planned to do after high school.  相似文献   

Does the Dynamic Indicators of Basic Early Literacy Skills Next Assessment Take a “Simple View” of Reading?     

Kristen A. Munger  Stephen A. LoFaro  Erin A. Kawryga  Elizabeth A. Sovocool  Siani Y. Medina 《Educational Assessment》2013,18(3):204-228

This study involved examination of the validity evidence of the Dynamic Indicators of Basic Early Literacy Skills–Next Edition (DIBELS Next) for a sample of 85 third- and fifth-grade students, in reference to the “simple view” of reading. Tests administered included DIBELS Next, Peabody Picture Vocabulary Test–IV (PPVT–IV), Group Reading Assessment and Diagnostic Evaluation (GRADE), and the New York State English Language Arts (NYSELA) test. DIBELS Next Oral Reading Fluency (ORF) and Daze scores were significantly correlated with GRADE and NYSELA scores. Daze scores also explained significant variance in GRADE scores beyond ORF only at third grade and not NYSELA scores at either grade. PPVT–IV scores explained significant variance in GRADE scores beyond ORF at both grades but only NYSELA at third grade. GRADE Vocabulary explained variance in both measures of comprehension and at both grade levels. Research and educational implications of these findings are discussed.  相似文献   

Inside a beginning immigrant science teacher’s classroom: an ethnographic study     

Anne L. Kern  Gillian Roehrig  Donald K. Wattam 《Teachers and Teaching》2013,19(4):469-481

Teaching is a highly personal endeavor shaped by ‘funds of knowledge’ and beliefs about teaching, learning, and students. This case study examines how one Asian immigrant teacher’s personal expectations and beliefs influenced his expectations of students and the teaching and instructional strategies he employed. His expectations of students’ behavior and their failure to conform to his expectations influenced him to utilize more traditional, didactic instructional practices and responses to classroom management dilemmas. It is generally assumed that immigrant and minority students will benefit from exposure to teachers from similar backgrounds, and that ethnically diverse teachers can better prepare minority students for the multicultural workplace and global economy. This study focuses on the role a teacher’s background and experiences play in development of their beliefs about teaching and learning, their expectations of students, and the instructional decisions they make regarding teaching and learning. This study suggests that teachers draw on their personal histories and cultural understandings to create classroom practices which are molded by microcosms of personal ‘funds of knowledge’ and beliefs about teaching and learning. In contrast to conventional wisdom and unquestioned myths, this study emphasizes the importance of knowing that teachers’ cultural backgrounds do not necessarily qualify them to provide the most appropriate instructional environment for students from similar cultural backgrounds. This study suggests that all teachers need to learn to recognize and negotiate the unique social elements culturally diverse students bring to the classroom.  相似文献   

Interoperability and Information Integration in an Early Online Academic Digital Library of Theses and Dissertations: The Case of BTD     

Vinı́cius Medina Kern  Paulo Henrique S Bermejo 《International Information and Library Review》2013,45(2-4):319-333

Cooperative organization has been proposed as a means to improve the usefulness of virtual libraries. Information interchange among library and other academic applications is often hindered by the lack of application interoperability. This hindrance may be overcome through the development of standards that allow for digital libraries to exchange and share information with other applications. The Graduate Program in Production Engineering (PPGEP) of the Federal University of Santa Catarina (UFSC) launched its Theses and Dissertations Bank (BTD) in 1995. BTD is possibly the first online academic digital library of theses. From a digital document repository, BTD evolved into a system that combines bibliometry and informetry features. BTD is used by students and faculty in their research activities, but also by decision makers from industry and academia. They use it, respectively, to search for specialists and to measure interest and knowledge interchange among PPGEP research areas. This article presents the history, features, and development prospects for the BTD project. The integration of BTD with other academic applications, especially those of the Brazilian national science and technology platform, is emphasized.  相似文献