Gender on the box: Self-reflexivity as a starting point     

Amber Johnson 《Communication Teacher》2019,33(3):228-233

This self-reflexive activity acts as an introduction to how we talk about and express gender identity, as well as the assumptions we may have about gender identity norms and expression. The activity illuminates student’s subconscious behaviors and understandings of gender, pushing them to sit self-reflexively with their own understandings of gender as an identity, expression, binary, and potential locus of shame/freedom.

Courses: Introduction to Women and Gender Studies, Intercultural Communication, Media Studies, Gender and Communication, Performance Studies

Objectives: Designed to introduce students to their own understandings and embodiment of gender, this activity asks students to be honest about their preconceived notions regarding gender that they bring with them into the classroom. The activity utilizes predesigned components that test students’ subconscious knowledge of the gender binary. This is a one-time activity that can be conducted in one 50- or 75-minute class period.  相似文献   

The Efficacy Gap and Political Participation: When Political Influence Fails to Meet Expectations     

McCluskey  Michael R.; Deshpande  Sameer; Shah  Dhavan V.; McLeod  Douglas M. 《Int. Journal of Public Opinion Research》2004,16(4):437-455

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The Routledge Companion to Labor and Media edited by Richard Maxwell     

Amber Hinsley 《媒体管理杂志》2016,18(2):137-138

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Multiple Dimensions of Instructional Effectiveness in Reading: A Review of Classroom Observation Studies and Implications for Special Education Classrooms     

Yujeong Park  Mary T. Brownell  Elizabeth F. Bettini  Amber E. Benedict 《Exceptionality》2019,27(1):1-17

The purpose of this study was to review and analyze effective classroom reading practices for early graders, using information gathered from the existing content-general and content-specific observation protocols measuring teachers’ classroom reading practices. Dimensions and constructs from 28 observation studies were synthesized to identify classroom instructional practices that have positive impacts on student achievement. Findings revealed that (a) instructional support, emotional support, and classroom management have positive impacts on student achievement, (b) the degree to which instructional practices are effective depends on students’ particular learning needs, and (c) students’ entering skills and primary language are associated with instructional effectiveness in reading. Challenges and implications for future research on effective instructional strategies for special education and the development of an observational protocol for special education teacher effectiveness are discussed.  相似文献   

Multigenerational perceptions of mental health services among deaf adults in Florida     

Feldman DM  Gum A 《American annals of the deaf》2007,152(4):391-397

The objective of the study was to better understand the perceptions and needs of multigenerational Deaf adults related to mental health services. A survey sampled participants who were between 20 and 85 years old and Deaf. Questions were developed to identify the perspectives of Deaf adults related to the availability of mental health services, preferences for these services, and current utilization of services. Participants were grouped into age (years) categories: young adult (18-34), middle adult (35-54), older adult (55-65), and oldest (66-). Category response trends were examined using chi-square analysis. The analysis showed significant differences in the preferences and utilization of mental health care. These data also suggested preferences for service delivery. These data indicate areas of importance related to the development of programs and services for Deaf adults and to indicate where funding for services would be best utilized.  相似文献   

Cross-cultural academic mentoring dyads: a case study     

Amber Daniel  Suzanne Franco  Noah L. Schroeder  Ada T. Cenkci 《Mentoring & Tutoring: Partnership in Learning》2019,27(2):164-189

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The CMHR and the Ongoing Crisis of Murdered or Missing Indigenous Women: Do Museums Have a Responsibility to Care?     

Amber Dean 《Review of Education, Pedagogy & Cultural Studies》2015,37(2-3):147-165

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On the Nonsmooth,Nonconstant Velocity of Braille Reading and Reversals     

Barry Hughes  Amber McClelland  Dion Henare 《Scientific Studies of Reading》2014,18(2):94-113

Relative to print reading, braille-reading finger movements are held to be of more constant speed, with continuous and exhaustive contact with all words. However, the continuity of movements is intermittent in two distinct ways: (a) readers reverse direction and reread material already encountered and (b) the continual fluctuations of velocity between phases of acceleration and deceleration. We analyze recordings of experienced readers’ encounters with ambiguous sentences predicted to encourage more reversals, and we undertake comparative kinematic analyses of the finger movements during such reading. The data suggest that when reversals are initiated and where they are targeted reflect language-processing demands. However, their kinematic properties are not qualitatively different from those of forward reading. We conclude that how readers of braille move the reading finger—both forward and in reverse—is primarily influenced by the control properties of low-velocity movements and only secondarily by language properties.  相似文献   

Beyond Punnett Squares: Student Word Association and Explanations of Phenotypic Variation through an Integrative Quantitative Genetics Unit Investigating Anthocyanin Inheritance and Expression in Brassica rapa Fast Plants     

Janet M. Batzli  Amber R. Smith  Paul H. Williams  Seth A. McGee  Katalin Dósa  Jesse Pfammatter 《CBE life sciences education》2014,13(3):410-424

Genetics instruction in introductory biology is often confined to Mendelian genetics and avoids the complexities of variation in quantitative traits. Given the driving question “What determines variation in phenotype (Pv)? (Pv=Genotypic variation Gv + environmental variation Ev),” we developed a 4-wk unit for an inquiry-based laboratory course focused on the inheritance and expression of a quantitative trait in varying environments. We utilized Brassica rapa Fast Plants as a model organism to study variation in the phenotype anthocyanin pigment intensity. As an initial curriculum assessment, we used free word association to examine students’ cognitive structures before and after the unit and explanations in students’ final research posters with particular focus on variation (Pv = Gv + Ev). Comparison of pre- and postunit word frequency revealed a shift in words and a pattern of co-occurring concepts indicative of change in cognitive structure, with particular focus on “variation” as a proposed threshold concept and primary goal for students’ explanations. Given review of 53 posters, we found ∼50% of students capable of intermediate to high-level explanations combining both Gv and Ev influence on expression of anthocyanin intensity (Pv). While far from “plug and play,” this conceptually rich, inquiry-based unit holds promise for effective integration of quantitative and Mendelian genetics.  相似文献   

Prediction of childhood dyslexia     

John McLeod 《Annals of dyslexia》1966,16(1):14-23

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