When the “Burden of Acting White” is Not a Burden: School Success and African American Male Students     

David W. Stinson 《The Urban Review》2011,43(1):43-65

In this article, the author reports the “voices” of four academically successful African American men, in their early 20s, as they explicitly respond, in retrospect, to questions regarding the applicability of the burden of acting White theory to their schooling experiences—responses made after reading research articles written by Signithia Fordham and John Ogbu. In general, the responses from the four men illustrate that they successfully negotiated the burden of acting White, even as they revealed instances in which the theory might have been applied to their schooling experiences. The author argues that the various interpretations and uses of Fordham’s and Ogbu’s (single- and co-authored) theories—and, in part, the theories themselves—failed to escape the lure of oversimplification. In that, the (mis?)interpretations and (mis?)uses often oversimplified the theories, and, in turn, the schooling experiences of Black students (and historically marginalized students in general).  相似文献   

Book Reviews     

Lee Stewart Ed.D.  Christy M. Rhodes MS  William H. Young EdD  Deborah T. Carran  Teresa Craig Evans  Joan C. Fingon 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):47-52

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忍者“神偷”     

Ben McGrath  MS 《英语辅导》2013,(8):21-24

回想起来,"忍者追捕"涉及的是一个席卷斯塔顿岛的连环"忍者盗贼"。"武当乐队"正是发祥此地且名声在外,出于对功夫电影的敬意,在很久以前他们把这个地方戏称为"少林"。这个特别的盗贼,如今已被认定在过去的七个月里洗劫了十八户人家。九月,他在东安山的基奥洛家作案时,遇到了当地居民菲儿·基奥洛,"忍者盗贼"之恶名便是源自此案。他一身黑衣,戴着黑色面具,基奥洛说道,那盗贼还拿着双节棍。他用那副双节棍击打基奥洛的  相似文献   

北京之旅     

Charlotte King  MS 《英语辅导》2013,(10):16-18

当你作为外邦人来到一个全新的国度,能让你感到最为兴奋的便是碰触那个国度里最为民生的部分:小景点、繁忙的交通、做运动的老人家、使着各种招揽伎俩的小贩……你见到的一切都那么真实,每个人都在努力地生活着,不知不觉中,你已深深地为这个纯朴而真实的国度所吸引……  相似文献   

What Constitutes Good Mathematics Teaching and How it Develops: Nine High School Teachers’ Perspectives   总被引：1，自引：0，他引：1  

Patricia?S.?Wilson  Thomas?J.?CooneyEmail author  David?W.?Stinson 《Journal of Mathematics Teacher Education》2005,8(2):83-111

Scholars of decades past, current researchers, and various reform documents all deal, directly or indirectly, with the question of what constitutes good mathematics teaching. Often good teaching is situated in the context of broader educational goals, such as preparing literate citizenry. Researchers generally define good teaching implicitly with attention to various processes such as reasoning and problem solving. In a series of three interviews, we examined nine experienced and professionally active teachers’ views of good mathematics teaching and how it develops. The interviews were couched in the context of the teachers mentoring student teachers. In general, these teachers thought good teaching requires a sound knowledge of mathematics, promotes mathematical understanding, engages and motivates students, and requires effective management skills. Furthermore, the teachers felt that good teaching is developed from experience, education, personal reading and reflection, and interaction with colleagues. Experience was considered the primary contributor. The article compares and contrasts the teachers’ notions of good teaching with those of various scholars and researchers and positions stated in various reform documents.  相似文献   

Some conclusions on the education of deaf and hard-of-hearing students in inclusive settings     

Antia S  Stinson M 《Journal of deaf studies and deaf education》1999,4(3):246-248

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Pre-service teachers' use of problem-solving in primary science     

MS. Christine Chin  DRS. Ngoh-Khang Goh  Lian-Sai Chia  Kam-Wah Lucille Lee  DR. Kay-Cheng Soh 《Research in Science Education》1994,24(1):41-50

The use of problem-solving in science instruction implies a change in the teacher's role from dispensing content information to encouraging critical reflective thinking in the student. For problem-solving to become an integral part of the science curriculum, teachers must make it the focus of their instruction. This study investigated the extent to which pre-service primary teachers used the problem-solving approach in their science instruction. It also identified the factors affecting their efforts to teach science using this approach. The issues considered are important in whether problem-solving becomes part of the science curriculum, as teaching behaviour influences student learning outcomes. Specializations: science eeducation Specializations: educational measurement, research methodology.  相似文献   

Teacher professional development: Which aspects of inservice do teachers believe influence their classroom practice?     

MS Yvonne Zeegers 《Research in Science Education》1994,24(1):358-365

Research into teacher inservice in primary science generally focuses on evaluating the objectives of each program in terms of the immediate outcomes. Little research appears to have been conducted into the long term effects of interactive inservice programs on the classroom practice of the participants. During 1993 the long term effects of participation in the Primary Science/Technology Project (Sci-Tec), as perceived by the teacher participants, were investigated. Focus teachers who had participated in Sci-Tec between 1988–1991 were asked to provide information about their current science teaching practice, and about the influence that Sci-Tec had had on their current practice. Six of these teachers were then interviewed to determine which specific aspects of the project they believed had most influenced the development of their current classroom practice in teaching science. Specializations: inservice and preservice in primary science and technology.  相似文献   

Ionization and resonance potential for electrons in vapors of lead and calcium     

F.L. Mohler  Paul D. Foote  H.M. Stinson 《Journal of The Franklin Institute》1920,189(4):508-509

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Web-based student evaluations of professors: the relations between perceived quality,easiness and sexiness     

James Felton  John Mitchell  Michael Stinson 《Assessment & Evaluation in Higher Education》2004,29(1):91-108

College students critique their professors' teaching at RateMyProfessors.com, a web page where students anonymously rate their professors on Quality, Easiness, and Sexiness. Using the self-selected data from this public forum, we examine the relations between quality, easiness, and sexiness for 3190 professors at 25 universities. For faculty with at least ten student posts, the correlation between quality and easiness is 0.61, and the correlation between quality and sexiness is 0.30. Using simple linear regression, we find that about half of the variation in quality is a function of easiness and sexiness. When grouped into sexy and non-sexy professors, the data reveal that students give sexy-rated professors higher quality and easiness scores. If these findings reflect the thinking of American college students when they complete in-class student opinion surveys, then universities need to rethink the validity of student opinion surveys as a measure of teaching effectiveness. High student opinion survey scores might well be viewed with suspicion rather than reverence, since they might indicate a lack of rigor, little student learning, and grade inflation.  相似文献