Parent Involvement,African American Mothers,and the Politics of Educational Care     

Camille Wilson Cooper 《Equity & Excellence in Education》2013,46(4):379-394

This paper explores the relationship between notions of parent involvement and conceptions of care as they relate to educators’ deficit perceptions of African American mothers. Black feminist and womanist interpretations of the ethic of care are used to reframe the biased discourse on parent involvement in schools. Specific consideration is given to how educational scholarship can better acknowledge African American mothers’ race-based, gendered, and class-related contexts. Data from an in-depth, qualitative study of the educational experiences, values, and choices of low-income and working-class African American mothers inform the discussion. The study offers insight about the care and justice-seeking efforts of African American women. Implications for revising parent involvement typologies and strengthening school-family relationships according to a culturally relevant framework are emphasized.  相似文献   

Fostering Community Life and Human Civility in Academic Departments Through Covenant Practice     

Carol A. Mullen  Silvia C. Bettez  Camille M. Wilson 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3):280-305

Creating desirable academic departments for individuals’ well-being and quality scholarship is an important effort as well as a novel idea. The focus of this reflective article is twofold: (a) We present a social capital theory of social justice covenants as a product and process of community building, and (b) we share the multiple lived experiences of three scholars within the context of our department's covenant ideology and practice. We explore how faculty can promote community and civility by not only developing but also enacting an internally generated covenant while operating within a larger institutional context that produces tension. As related to our purposes, we examined the relevant literature on social capital, capacity building, workplace environments, and organizational covenants to frame our discussion of community-driven action in education. We include an extended application of a covenant that guides our departmental faculty's social outlook, interpersonal behavior, scholarly work, and communal activism. Although our focus is on change-oriented, grassroots activity within higher education, the public schooling context is considered.  相似文献   

The role text structure inference skill plays for eighth graders’ expository text comprehension     

Camille Welie  Rob Schoonen  Folkert Kuiken 《Reading and writing》2018,31(9):2065-2094

The present study investigated whether text structure inference skill (i.e., the ability to infer overall text structure) has unique predictive value for expository text comprehension on top of the variance accounted for by sentence reading fluency, linguistic knowledge and metacognitive knowledge. Furthermore, it was examined whether the unique predictive value of text structure inference skill differs between monolingual and bilingual Dutch students or students who vary in reading proficiency, reading fluency or linguistic knowledge levels. One hundred fifty-one eighth graders took tests that tapped into their expository text comprehension, sentence reading fluency, linguistic knowledge, metacognitive knowledge, and text structure inference skill. Multilevel regression analyses revealed that text structure inference skill has no unique predictive value for eighth graders’ expository text comprehension controlling for reading fluency, linguistic knowledge and metacognitive knowledge. However, text structure inference skill has unique predictive value for expository text comprehension in models that do not include both knowledge of connectives and metacognitive knowledge as control variables, stressing the importance of these two cognitions for text structure inference skill. Moreover, the predictive value of text structure inference skill does not depend on readers’ language backgrounds or on their reading proficiency, reading fluency or vocabulary knowledge levels. We conclude our paper with the limitations of our study as well as the research and practical implications.  相似文献   

The remedial programme for out-of-school and drop-out children in Rwanda     

Camille Kanamugire  Joseph Rutakamize 《Prospects》2008,38(2):237-246

This article discusses an educational practice that has been introduced in Rwanda, which aims to bring back into the formal education system children who are out-of-school or unschooled, even though they are over the legal enrolment age. The authors analyse this intensive programme, designed for children at that age and adapted to their daily living conditions, which are particularly difficult. They also examine the factors underlying this innovative approach, its originality and the features that make it a good practice that could be applied in other contexts. The minimal conditions for success, the implications for teacher training, the obstacles faced and the strategies devised to overcome these obstacles are also discussed.

Joseph RutakamizeEmail:

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Rediscovering Mordecai Gorelik: Scene Design and the American Theatre by Anne Fletcher     

Camille McCutcheon 《Journal of American culture (Malden, Mass. : 2003)》2010,33(4):352-352

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APIs and Libraries     

Robin Camille Davis 《Behavioral & Social Sciences Librarian》2013,32(4):192-195

Abstract

This column introduces application programming interfaces (APIs) and discusses how APIs are used in various library projects. APIs allow developers to use and reuse information in new ways and on a larger scale. In the landscape of digital libraries, APIs are enabling exciting new endeavors and simplifying routine tasks. Included is a table of library-related APIs from organizations such as OCLC, Ex Libris, and the New York Public Library.  相似文献   

Synchronizing Oral History Text and Speech: A Tools Overview     

Robin Camille Davis 《Behavioral & Social Sciences Librarian》2013,32(4):234-238

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III. The Interactive Intermodel Preferential Looking Paradigm     

Camille Rocroi 《Monographs of the Society for Research in Child Development》2000,65(3):30-40

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Books,Maps, and Politics: A History of the Library of Congress, 1782–1861     

Camille McCutcheon 《Journal of American culture (Malden, Mass. : 2003)》2004,27(4):436-436

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Equity for Māori and Pasifika Students: The Objectives and Characteristics of Equity Committees in a New Zealand University     

Camille Nakhid 《Equity & Excellence in Education》2013,46(4):532-550

Approaches to achieving and managing equity for Māori ¹ 1. Indigenous people of Aotearoa/New Zealand. and Pasifika ² 2. Used collectively to refer to the people or students from the islands of the Pacific who have identified as coming from, or having their ethnicity originate from, there; used in Statistics New Zealand Census reports. tertiary students differ among the eight universities in Aotearoa ³ 3. Māori word for New Zealand. /New Zealand. Achieving equity in educational attainment for Māori and Pasifika tertiary students is stated as a key objective in nearly all of the universities’ mission statements or charters, and equity committees have been set up to ensure equitable outcomes. These committees are generally made up of junior academic or administrative staff members. In contrast, managing the university's equity plan is the role of those in senior academic positions within the university. This article investigates the perspectives of six equity leaders at an urban university in one of the country's largest cities on the objectives and characteristics of equity committees and the influence of the dominant paradigm in achieving equity.  相似文献