The Great Diversity Debate: Embracing Pluralism in School and Society by Kent Koppelman     

Tiffany Farias-Sokoloski 《Journal of Latinos & Education》2014,13(3):233-234

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Beyond Heroes and Villains: Examining Explanatory Mechanisms Underlying Moral Disengagement     

Meghan S. Sanders  Mina Tsay-Vogel 《Mass Communication and Society》2016,19(3):230-252

In recent years, theorizing regarding the role and importance of media entertainment in everyday life has garnered much serious attention by media effects scholars. The role of moral judgments, sanctions, and lack thereof are areas in which theoretical development has expanded. The present study examines narrative exposure, identification, and moral judgment as indicators of the degree to which individuals may morally disengage during mediated entertainment experiences. In addition, this study attempts to further expand disposition theory and theorizing about the role of moral disengagement by moving beyond conceptualizations of good, bad, and morally ambiguous characters to explore more subtle moral distinctions between characters as they exist within the same narrative and along a continuum. Results suggest that identification and moral judgment serve as important mediators predicting moral disengagement; however, the nature of these relationships are moderated by the perception of the character’s moral fortitude.  相似文献   

South African contributions to LGBTI education issues     

Tiffany Jones 《Sex education》2019,19(4):455-471

ABSTRACT

South Africa stands out in the African region for its protection of lesbian, gay, bisexual, transgender and intersex (LGBTI) rights. This article examines South Africa’s contributions to local policy for LGBTIs and to work on LGBTI issues in education policy and education rights progress internationally. It also considers broader South African contributions to the theorisation of gender and sexuality. Data derive from an analysis of 102 interviews with key informants participating in high-level global networking for LGBTI students’ rights, and documentary analysis showing how stakeholders characterise South African contributions to transnational LGBTI education work. Informants identified how such contributions have a strong human rights emphasis, furthering post-colonial resistance to simplistic gender and sexuality classification schema imposed via imperial colonising dynamics. While South African work in this area has also promoted and facilitated research, it has at times been limited by ambivalence from its leadership. The nation’s early adoption of constitutional rights, relationship rights and educational equity provisions as acts of decolonisation contribute valuable African LGBTI work examples to the region. Their success encourages further funding for South-South transnational LGBTI education work.  相似文献   

Statistical Power of the Multiple Domain Latent Growth Model for Detecting Group Differences     

Kejin Lee  Tiffany A. Whittaker 《Structural equation modeling》2018,25(5):700-714

The latent growth model (LGM) in structural equation modeling (SEM) may be extended to allow for the modeling of associations among multiple latent growth trajectories, resulting in a multiple domain latent growth model (MDLGM). While the MDLGM is conceived as a more powerful multivariate analysis technique, the examination of its methodological performance is very limited. Hence, the present study compared the power of the MDLGM with that of a set of univariate LGMs for detecting group differences in growth rates over time using a Monte Carlo study with a two-group and two-domain design. The results indicated that there were different scenarios where the power rates for the MDLGM were greater than that of the set of LGMs (and vice versa) due to a joint function of the two domains’ intercorrelation size and the group difference effect size.  相似文献   

Secondary science teachers' knowledge base when teaching science courses in and out of their area of certification     

Linda R. Sanders  Hilda Borko  J. David Lockard 《科学教学研究杂志》1993,30(7):723-736

This study examined the similarities and differences in experienced secondary science teachers' planning, teaching, and reflecting on their teaching, when teaching in their science area of certification and when teaching in another science area. The study also focused on the influence of these teachers' content knowledge, pedagogical knowledge, and pedagogical content knowledge on their planning, teaching, and reflecting. Experienced teachers were observed and interviewed while teaching classes in their science area of certification, and in another science area they were teaching for the first or second time. Both similarities and differences in teaching were found in the two areas for all three teachers. For example, their planning and postlesson reflections were similar in both areas. In the interactive phase of teaching more differences were observed. Many aspects of their teaching resembled that of expert teachers in other studies. In the unfamiliar science area, the teachers sometimes acted like novice teachers. However, they were able to draw upon their pedagogical knowledge to provide a framework for their teaching in both science areas. Their wealth of pedagogical knowledge, and pedagogical content knowledge for general science topics, seemed to sustain them in whatever content they were teaching. Recommendations for further study and implications for teacher education are discussed.  相似文献   

Teaching in inclusive classrooms: efficacy and beliefs of Canadian preservice teachers     

Jacqueline Specht  Donna McGhie-Richmond  Tim Loreman  Pat Mirenda  Sheila Bennett  Tiffany Gallagher 《International Journal of Inclusive Education》2016,20(1):1-15

This study provides a Canada-wide snapshot of the self-efficacy and beliefs of 1490 preservice teachers in relation to inclusive teaching using the Teacher Efficacy for Inclusive Practice and the Beliefs about Learning and Teaching Questionnaire. At the time of data collection, these preservice teachers were in the final stages of their teacher education programmes. Based on the results of surveys in 11 Faculties of Education, men have higher self-efficacy than women for managing behaviour in the classroom, elementary preservice teachers have higher self-efficacy in collaboration than those teaching in secondary schools, those enrolled in the 1-year post-degree programme show lower self-efficacy than those enrolled in programmes of other durations, and those who have experience with people with special education needs show higher self-efficacy than those who do not. Differences illustrated that women were more inclusive than men, 1-year post-degree preservice teachers were less inclusive than others, and those who have experience with people with special education needs are more inclusive than those who do not. Recommendations for teacher education and limitations surrounding the practical significance of the findings are discussed.  相似文献   

Extreme Programming: The Student View     

Dean Sanders 《Computer Science Education》2013,23(3):235-250

Students in two offerings of a software engineering course were asked to write opinion papers regarding the use of Extreme Programming (XP) in an undergraduate computer science curriculum. The majority opposed the use of XP as the preferred life-cycle model for the project in that course, but they did support introducing some of the practices of XP in selected courses. They felt that unit testing and coding standards should become part of the introductory programming courses, but other practices should be deferred to specific project-oriented courses, or not introduced at all. Two pilot studies provided additional insights that are consistent with the students' opinions.  相似文献   

Two- and Three-Year Achievement Results From the Memphis Restructuring Initiative     

Steven M. Ross  William L. Sanders  S. Paul Wright  Sam Stringfield  L. Weiping Wang  Marty Alberg 《School Effectiveness & School Improvement》2013,24(3):323-346

The purpose of this study was to analyze student achievement data from the first 3 years of the Memphis Restructuring Initiative (MRI). The MRI represents one of the first efforts by an urban school district to move past traditional top-down versus bottom-up reform debates by providing systemic support for outside-in/inside-out implementation and local co-construction of externally-developed reform designs in schools. Analyses of academic achievement focus on a state-of-the-art measure of value added assessments. At the end of 3 years the reforming schools had produced generally positive gains relative to locally matched control schools. Those results varied somewhat by reform type and by level of poverty in the communities being served. Based on the research methods used and the results, implications for future research and practice in educational reform are discussed.  相似文献   

Small Robot Projects: Before You Start     

Robert McCartney  Kathryn E. Sanders 《Computer Science Education》2013,23(1):56-63

Working with robots is an attractive possibility for educators at many levels. The price and availability of robotic hardware are favorable, there are often examples in the media of school groups doing robotic projects, and the projects support group design and co-operative activity. Still, these projects cannot be organized without considerable effort. In this article, we look at some of the opportunities and pitfalls that are encountered when working with robots in an educational setting, illustrating them with anecdotes from our experience with eight small robot-building projects, with participants ranging in age from nine to adult, and duration ranging from a single day to a full semester. We suggest some of the benefits of these projects and outline the problems organizers and participants will be likely to face.  相似文献   

Technique and timing in women's inward two and one half somersault tuck (405C) and the men's inward two and one half somersault pike (405B) 3 m springboard dives     

Sanders R  Burnett A 《Sports biomechanics / International Society of Biomechanics in Sports》2003,2(2):251-265

The purpose of this study was to compare the inward two and one half somersault dive in a tuck position (405C) performed by females (n = 22) and the inward two and one half somersault dive in a pike position (405B) performed by males (n = 24) to determine changes required by females to successfully perform 405B. Key performance variables in inward dives were also compared to those of backward dives. Video data of the dives performed at the 1999 FINA World Diving Cup were captured and digitized to obtain times and postures of the divers at specific events including takeoff and entry. Estimates of flight height and mass-normalised work done on the springboard were obtained from flight times. Some females worked the springboard strongly enough to generate sufficient height and rotation to perform 405B. Males performed 405B comfortably because they achieved better height and rotation than the females. A comparison of backward and inward dives revealed that divers are able to attain greater height in backward dives than inward dives.  相似文献