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Mardi Schmeichel 《Pedagogies: An International Journal》2014,9(3):233-249
This article explores recently published P-12 social studies lesson plans that include women to examine how attending to women is “getting done” in the field and how the lessons represent women and women’s experiences. Using discourse analysis methodologies, the author demonstrates that women have been included as topics in ways that do not work toward disrupting problematic discourses about gender norms. Through their avoidance of issues of power and patriarchy, most of the lessons fall short of addressing gender inequity – in the past or the present – in a significant way. More critical attention to women and gender in lessons, as well as in other curricular spaces, are important steps toward harnessing social studies’ potential to engage students in the meaningful consideration of inequitable gender relations. 相似文献
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Mardi Mahaffy 《Public Services Quarterly》2013,9(3):163-173
Encouraging pleasure reading is not traditionally seen as the role of academic libraries. Those students who take time for reading, however, are better poised to succeed in college. Declining rates in reading among young people are cause for alarm, and many libraries at academic institutions are developing programs to promote this pastime. This article will examine statistics on the state of reading in America, outline two reading outreach initiatives that New Mexico State University has engaged in, and suggest strategies for effectively reaching out to the community to encourage reading. 相似文献
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Mardi Schmeichel 《课程研究杂志》2013,45(2):211-231
The adoption of educational policy measures to close the achievement gap, as well as the significant amount of scholarship dedicated to the subject, are just some of the indicators that reflect the tremendous concern in education about the academic performance of students of colour. Within research aimed at promoting equitable practices in education, culturally relevant teaching has emerged as a good teaching strategy to improve achievement. Using genealogical methods to examine the ways in which culture has become relevant to classroom practice, the author argues that that the perceived difference from white students that made it possible to conceive of children of colour as culturally deficit in the 1960s is also invoked in more recent literature that promotes attending to culture as an equity strategy. The take-up of culturally relevant teaching as something that a teacher can ‘do’, instead of a critical stance that a teacher takes, is also examined and critiqued. 相似文献
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Academic libraries have long gathered data at the reference desk to facilitate informed development of services and collections, and have long known that regardless of whether questions are related to doing research, the library is a safe place a student may go to find answers. This article highlights the role of the library and information commons service desks as valuable windows into the student experience. The authors suggest that librarians share with campus stakeholders information about students’ non-research-related questions to aid in the development of programs and services designed to help students adjust to campus life and, ultimately, succeed. 相似文献
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Creating a “third space” in student teaching: Implications for the university supervisor’s status as outsider 总被引：1，自引：0，他引：1
Alexander Cuenca Mardi Schmeichel Brandon M. Butler Todd Dinkelman Joseph R. Nichols Jr. 《Teaching and Teacher Education》2011,27(7):1068-1077
The work of teacher education during student teaching typically takes place in two distinct “spaces”: placement sites and college/university settings. The program featured in this article is structured in ways that clearly mark out those two spaces. Yet this configuration led our university supervisors, whose work primarily took place in the field, to feel like “outsiders.” To redress this concern, a third learning space was incorporated into our student teaching seminar. We suggest that “third spaces” in combination with return-to-campus courses not only mitigates the peripherality of university supervisors, but also amplifies the influence of a teacher preparation program. 相似文献
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Stacey L. Kerr Mardi J. Schmeichel 《Journal of Research on Technology in Education》2018,50(3):241-252
Gender differences in participation were examined across four Twitter chats for social studies teachers. Analyses drawing on mixed methods revealed that while there was parity across most kinds of tweets, participants identified as men were more likely to use the examined Twitter chats to share resources, give advice, boast, promote their own blog/resource/website, and offer critique to another participants' tweet. Participants identified as women were more likely to write tweets that included positive affirmations for other chat participants. These findings suggest that there are differences in the way that women and men tend to participate in teacher Twitter chat spaces. 相似文献
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