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Amanda A. Villagómez Donald Easton-Brooks Karyn Gomez Tawnya Lubbes Kristin Johnson 《Equity & Excellence in Education》2016,49(1):100-114
ABSTRACTNational population trends demonstrate a shift in the U.S. ethnic population, similar to changes in the ethnic landscape of U.S. public schools. However, the teaching landscape has not adjusted to align with student demographics. Research highlights the academic and social/emotional benefit for students of color who experience having a teacher of color during their education. Therefore, it is valuable to consider frameworks for increasing the number of teachers of color in the educational landscape. Although there are initiatives for supporting these efforts in urban communities, rural communities often are not seen as having much need in this area. The authors of this article present literature and findings on the impact and needs for diversifying teacher education, and then outline a self-study of the Oregon Teacher Pathway (OTP) as a framework that takes into consideration promising practices for recruiting and supporting preservice teachers of color in rural eastern Oregon and other rural and urban communities. 相似文献
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An extensive research literature concludes that, in the United States, mainstream media tend to present a remarkably narrow, homogenous and centrist conservative view of political life that tends to support maintenance of the status quo. This is often attributed to heavy media reliance on government officials, leaders of political groups, and large bureaucratic organization as routine, predictable sources of information. In this context, it is important to understand how explicitly partisan publications construct their accounts of public affairs that provide citizens with alternatives to this perspective proffered by the dominant media. A content analysis of 25 years of 2 of America's leading partisan magazines, the conservative National Review and the liberal Progressive, provides data that raise questions about the extent to which information sources do influence the partisanship of media content. 相似文献
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Tawnya J. Smith Karen I. Dittmer Christopher H. Skinner 《Psychology in the schools》2002,39(4):417-426
A student who participated in a previous study where he was trained to use a self‐managed academic intervention known as cover, copy, and compare (CCC) to enhance his mathematics performance developed the specific intervention used in the current study. Without prompting, this student adapted and employed this procedure to learn bone in the human body. In the current study a multiple baseline across tasks design was used to determine if CCC could be used to enhance accuracy in identifying parts of the human heart in three students with learning disabilities. Three students learned how to perform the self‐management procedures during one session that lasted less than 15 minutes. Results showed that immediately after implementing the CCC intervention students' accuracy improved. Following 11 brief sessions, students were able to identify 15 parts of a human heart with an overall accuracy of 80% over 2 consecutive days. Discussion focuses on limitations and implications of this study and school psychologists' and students' contributions to the development and empirical validation of academic interventions. © 2002 Wiley Periodicals, Inc. 相似文献
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This study profiles gender differences in instrumental performance self-efficacy perceptions of high school students (N?=?87) over the course of a three-day orchestra festival in which students competed against one another for rank-based seating and then rehearsed and performed as a group. Reported self-beliefs rose significantly for the sample over the course of the festival. Self-efficacy beliefs of females were significantly lower than those of males before the seating audition and first rehearsal, but were no longer different by the midpoint of the festival. Survey free-response data were coded according to Bandura's (1997) four sources of self-efficacy. A 52% drop in the frequency of student comments regarding competitive comparison appeared at the same point in which female self-efficacy beliefs were no longer different from those of males. Results support past research to suggest that males and females may respond differently to rank-based competition versus social support. 相似文献
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