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Tonika Duren Green Beverly Booker Ammah Nola Butler-Byrd Regina Brandon Angela McIntosh 《Mentoring & Tutoring: Partnership in Learning》2017,25(5):528-547
In this conceptual article, we focus on mentoring as a strategy to mend the cracks in the education pipeline for African American graduate students. Our article highlights the African American Mentoring Program (AAMP) model and examines the unique methods it uses to support the retention and graduation of African American graduate students from a university and their transition to the workforce. AAMP operates from a Transitional Cultural Framework and strives to bridge the gap between the students’ culture and the culture of the university. AAMP’s uniqueness is harnessed in its deep roots in culture, history, collectivism, and inter-generational sharing of knowledge. We end with implications and recommendations for universities and future research. 相似文献
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Alexander Serenko Raymond A.K. Cox Nick Bontis Lorne D. Booker 《Journal of Informetrics》2011,5(3):333-345
This paper reports on the first documented attempt to investigate the presence of the superstar (or Matthew) effect in the knowledge management and intellectual capital (KM/IC) scholarly discipline. The Yule–Simon model and Lotka's square law were applied to the publication data obtained from 2175 articles from 11 KM/IC journals. Based on the findings, it was concluded that the KM/IC discipline represents a very young, attractive academic field that welcomes contributions from a variety of academics and practitioners. In their paper acceptance decisions, KM/IC journal editors are not biased towards a small group of highly productive researchers, which is a positive sign that the field has been progressing in the right direction. The discipline is driven more by academics than by practitioners, and the distribution of articles is more concentrated among a few academic but not practitioner institutions. It was also observed that the Yule–Simon model and Lotka's square law may produce different distributions with respect to institutions. 相似文献
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Ginny Booker 《Journal of Career Development》1994,21(2):161-166
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Norma L. Day-Vines Beverly Booker Ammah Sam Steen Kristy M. Arnold 《International journal for the advancement of counseling》2018,40(2):89-104
Counselors’ considerations of racial and cultural factors in the lives and experiences of clients enhances counseling outcomes. Acknowledgement of cultural factors enhances counselor credibility, client satisfaction, and the depth of client disclosure. This article opens with an overview of the Continuum of Broaching Behavior (Day-Vines et al. 2007), continues with a case illustration that enumerates categories along the continuum, provides empirical support for the continuum, and closes with a set of instructional strategies for counselor educators to infuse within a multicultural counseling course. 相似文献
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Michael J. Booker 《Academic Questions》2007,20(4):347-355
Plato wrote that higher order thinking could not start until the student had mastered conventional wisdom. The American educational
establishment has turned Plato on his head with the help of a dubious approach to teaching developed by one Benjamin Bloom.
Bloom’s taxonomy was intended for higher education, but its misappropriation has resulted in a serious distortion of the purpose
of the K–12 years. Michael Booker attributes the inability of American children to compete internationally to a great extent
to our reliance on Bloom in expecting critical and advanced thinking from kids who have been trained to regard facts and substantive
knowledge as unimportant.
Michael J. Booker is professor of philosophy at Jefferson College, Hillsboro, MO 63050; mbooker@jeffco.edu. 相似文献
| Michael J. BookerEmail: |
Michael J. Booker is professor of philosophy at Jefferson College, Hillsboro, MO 63050; mbooker@jeffco.edu. 相似文献
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Since their inception, charter schools have been a lighting rod for controversy, with much of the debate revolving around their effectiveness in improving student achievement. Previous research has shown mixed results for student achievement; this could be the consequence of different policy environments or varying methodological approaches with differing assumptions across studies. In our analysis, we discuss these approaches and their assumptions and estimate charter school achievement effects using a consistent methodology across seven locations. 相似文献
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Rebecca J. Glover Prathiba Natesan Jie Wang Danielle Rohr Lauri McAfee-Etheridge Dana D. Booker 《Journal of moral education》2014,43(4):395-412
Explorations of relationships between Haidt’s Moral Foundations Questionnaire (MFQ) and indices of moral decision-making assessed by the Defining Issues Test have been limited to correlational analyses. This study used Harm, Fairness, Ingroup, Authority and Purity to predict overall moral judgment and individual Defining Issues Test-2 (DIT-2) schema scores using responses from 222 undergraduates. Relationships were not confirmed between the separate foundations and the DIT-2 indices. Using the MFQ moral judgment items only, confirmatory factor analyses confirmed higher order constructs called Individualizing and Binding foundations. Structural models using these higher order factors fitted the data well, and findings indicated that the Binding foundations significantly positively predicted Maintaining Norms and negatively predicted both overall moral judgment (N2) and the Postconventional Schema. Neither Individualizing nor Binding foundations significantly predicted Personal Interest. While moral judgments assessed by DIT-2 may not be evoking the MFQ foundations, findings here suggest the MFQ may not be a suitable measure for capturing more advanced moral functioning. 相似文献
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This paper reviews major research findings on social cognition in gifted adolescents. We discuss interpersonal and intrapersonal perceptions of giftedness (i.e., how gifted students view themselves, and how they perceive others’ views of them), the social coping strategies of this population (e.g., denying and hiding one's giftedness, conforming to mask giftedness, and helping others), and the gender, age, and self-concept differences shown in strategy choice when interacting with others. Results suggest that both American and Chinese gifted students employ social coping strategies to manage the visibility of their abilities in social situations, and there is a consistent link between coping strategy and self-concepts; but the findings with regard to social cognitive strategies, themselves, are conflicting. Implications of these findings and recommendations are presented. 相似文献