Changing What Is Taught: Hearing the Voices of the Underrepresented   总被引：1，自引：0，他引：1  

Joyce Coleman Nichols 《Innovative Higher Education》2003,27(3):195-208

A major challenge facing institutions today is determining the role of multiculturalism in the curriculum. Institutions that decide to incorporate multicultural perspectives into the general education curriculum will face a long and complex process. In 1991, policy makers at Florida State University made the decision to require all students to take multicultural courses to fulfill general education requirements. This article provides insight into the challenges that institutional policy makers face as they seek to change the curriculum to include the voices of those previously underrepresented.  相似文献   

“What’s So Terrible About Swallowing an Apple Seed?” Problem-Based Learning in Kindergarten     

Meilan Zhang  Joyce Parker  Jan Eberhardt  Susan Passalacqua 《Journal of Science Education and Technology》2011,20(5):468-481

Problem-Based Learning (PBL), an instructional approach originated in medical education, has gained increasing attention in K-12 science education because of its emphasis on self-directed learning and real-world problem-solving. Yet few studies have examined how PBL can be adapted for kindergarten. In this study, we examined how a veteran kindergarten teacher, who was experienced with PBL in her own learning, adapted PBL to teach students earth materials, a topic emphasized in the new state curriculum standards but students had difficulty understanding. The pre-post tests showed that students improved their content understanding. Analysis of the classroom discourse showed that PBL and the teacher’s facilitation strategies provided opportunities for students to develop their questioning skills. In conclusion, we discuss the implications of this study for using PBL in kindergarten classrooms.  相似文献   

Three-dimensional trunk kinematics in golf: between-club differences and relationships to clubhead speed     

Christopher Joyce  Angus Burnett  Jodie Cochrane  Kevin Ball 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):108-120

The aims of this study were (i) to determine whether significant three-dimensional (3D) trunk kinematic differences existed between a driver and a five-iron during a golf swing; and (ii) to determine the anthropometric, physiological, and trunk kinematic variables associated with clubhead speed. Trunk range of motion and golf swing kinematic data were collected from 15 low-handicap male golfers (handicap = 2.5 ± 1.9). Data were collected using a 10-camera motion capture system operating at 250 Hz. Data on clubhead speed and ball velocity were collected using a real-time launch monitor. Paired t-tests revealed nine significant (p ≤ 0.0019) between-club differences for golf swing kinematics, namely trunk and lower trunk flexion/extension and lower trunk axial rotation. Multiple regression analyses explained 33.7–66.7% of the variance in clubhead speed for the driver and five-iron, respectively, with both trunk and lower trunk variables showing associations with clubhead speed. Future studies should consider the role of the upper limbs and modifiable features of the golf club in developing clubhead speed for the driver in particular.  相似文献   

More students and more diverse: new trends in international mobility to Portugal     

Sin  Cristina  Tavares  Orlanda  Aguiar  Joyce  Amaral  Alberto 《Tertiary Education and Management》2022,28(2):135-153

Tertiary Education and Management - Growing numbers of students from non-Portuguese speaking countries, designated as ‘non-Lusophone students’, signal the diversification of the...  相似文献   

Effects of the child–perpetrator relationship on mental health outcomes of child abuse: It's (not) all relative     

Laurel J. Kiser  Carla Smith Stover  Carryl P. Navalta  Joyce Dorado  Juliet M. Vogel  Jaleel K. Abdul-Adil  Soeun Kim  Robert C. Lee  Rebecca Vivrette  Ernestine C. Briggs 《Child abuse & neglect》2014

The present study was conducted to better understand the influence of the child–perpetrator relationship on responses to child sexual and physical trauma for a relatively large, ethnically diverse sample of children and youth presenting for clinical evaluation and treatment at child mental health centers across the United States. This referred sample includes 2,133 youth with sexual or physical trauma as their primary treatment focus. Analyses were conducted to ascertain whether outcomes were dependent on the perpetrator's status as a caregiver vs. non-caregiver. Outcome measures included psychiatric symptom and behavior problem rating scales. For sexual trauma, victimization by a non-caregiver was associated with higher posttraumatic stress, internalizing and externalizing behavior problems, depression, and dissociation compared to youth victimized by a caregiver. For physical trauma, victimization by a non-caregiver was also associated with higher posttraumatic symptoms and internalizing behavior problems. The total number of trauma types experienced and age of physical or sexual trauma onset also predicted several outcomes for both groups, although in disparate ways. These findings are consistent with other recent studies demonstrating that perpetration of abuse by caregivers results in fewer symptoms and problems than abuse perpetrated by a non-caregiving relative. Thus, clinicians should not make a priori assumptions that children and adolescents who are traumatized by a parent/caregiver would have more severe symptoms than youth who are traumatized by a non-caregiver. Further exploration of the role of the perpetrator and other trauma characteristics associated with the perpetrator role is needed to advance our understanding of these findings and their implications for clinical practice.  相似文献   

Erratum to: Workforce Education Models for K-12 STEM Education Programs: Reflections on,and Implications for,the NSF ITEST Program     

Reider  David  Knestis  Kirk  Malyn-Smith  Joyce 《Journal of Science Education and Technology》2016,25(6):859-859

Journal of Science Education and Technology -  相似文献   

Fiscal viability in career-ladder decisions: An empirical investigation     

William A. Mehrens  Joyce R. McLarty  Ernest A. Rakow  S. E. Phillips 《Journal of Personnel Evaluation in Education》1989,2(2):103-121

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Three approaches for supporting faculty technological pedagogical content knowledge (TPACK) creation through instructional consultation     

Joyce Hwee Ling Koh 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2529-2543

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Physician, heal thy genes     

Joyce C 《New scientist (1971)》1990,127(1734):53-56

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Changes in the retrievability of associations to elements of the compound CS determine the expression of overshadowing     

James S. Miller  Joyce A. Jagielo  Norman E. Spear 《Learning & behavior》1990,18(2):157-161

In two experiments, rats were presented with a taste conditioned stimulus (CS) alone, an odor CS alone, or an odor-taste compound followed by lithium chloride injection. When tested 1 day following conditioning, there was evidence that the odor cue overshadowed conditioning to the taste; however, there was no indication of overshadowing following a longer (21-day) retention interval, despite undiminished strength of the aversion in animals conditioned with only the single element (taste). The overshadowing observed at the 1-day retention interval was not reciprocal. Rats conditioned with the odor CS alone or with the compound CS expressed odor aversions of comparable strength—that is, no overshadowing. However, in contrast to the taste aversion, overshadowing of conditioning to the odor by taste was evident following a 21-day retention interval. Rather than reflecting a failure of the overshadowed stimulus to acquire associative strength, these data suggest that overshadowing may be expressed, or not expressed, as a result of changes in the relative retrievability of learned associations over time.  相似文献