这一行动研究的目的是调查和改善组织思维,文化和结构阻止黑人女性培养agentic行动和工作场所的一个真正的归属感。参与者和收集的数据周期1照亮行动步骤包括前采访,开发一系列的社区实践会议和面试设计,实现,和评估周期2。研究问题包括:1。什么角色,一个实践社区的黑人妇女领导人支持发展的机构,agentic活动,并在他们的组织归属感吗?和黑人女性同行如何创建和促进一个实践社区黑人女性同行领导询问,帮助,和支持他们的机构,agentic活动,并在一个组织归属感吗?要理解这一点,研究人员召集一群领导者识别作为黑人女性持有相同的标题在一个组织。八个黑人女性成为参与者。专题分析的数据产生了四个主题:1。创建一个空间和机会真正创建一个归属感和真实性的机会。2。 Creating a safe space for Black women leaders across the organization provided an opportunity to present challenges, gain insights, and share resources to address the challenges they experience and observe. 3. Participation in a Community of Practice can lead to new leadership strategies that address Black women's sense of belonging and agency. 4. A Black woman senior leader peer can facilitate the Community of Practice to engender a greater sense of belonging and agency. Data analysis revealed recommendations to establish peer led cohort-based Communities of Practice for Black women leaders, encourage authentic connection building between senior leaders who do not identify as Black women with senior leaders who do identify as Black women, and actively provide support for Black Women leaders to prioritize participation in these spaces. These findings have implications for those seeking to foster agency and belonging with and for Black women in the workplace.--Author's abstract展开/折叠切换
自闭症学生展示挑战社会交际,往往需要专业指导学习社交技巧。由于社会规范是文化的一个元素,教育者必须评估并选择技能教通过文化透镜;因此,文化回应教学(CRT)是一个适当的教学策略。有一个缺口在CRT的有效性研究,包括关于这个群体的其他注意事项。要回答的问题是如何开发和实施有效的CRT策略和课程专门针对自闭症学生提高社交技巧和理解自己的和别人的文化,一个行动研究方法实现的。修改后的课程研究有三个特殊教育教师。参与者从事训练和阅读的文章与CRT和人文关怀。然后,他们共同创造了一个教学计划,实施,反映在自己的实现和学生成绩,然后调整合作课程元素。这个循环重复第二次之前敲定一个教训蓝图是可编辑的,供其他特殊教育工作者使用。结果表明,人类工作(动机、协作和自我反省)和元素的课例研究(结构)群体规范、指导文献和会议支持发展特殊教育工作者的文化回应教学,进而影响学生的示范有针对性的技能。 These findings build empirical evidence for how to implement CRT for students with autism and how to train special educators to employ human work toward developing their own culturally responsive pedagogy that benefits all students.--Author's abstract展开/折叠切换
这一行动研究年轻人看着舒适水平较低时参与讨论社会的不公平。此外,本研究调查的发展青年的声音,从青年参与机构和参与创建一个在线资源图书馆围绕这些主题。这项研究由2周期。周期1有三个数据源,包括采访的创造者CEdu(化名),在线图书馆资源利用在这项研究中,一个分析文件和工作平台的在线图书馆,和测量调查青年时的舒适程度参与讨论社会的不公平。参与者包括CEdu平台的创造者和一群青年,年龄14号至21号没有参与在线平台的创建。通知的数据收集周期1周期期间的研究设计和行动步骤2。周期2行动步骤包括一系列five-session车间与CEdu、在线资源的图书馆。此外,CEdu的青年创作者创造周期2行动步骤。周期2发现强调社会公正教育在学校设置的必要性。此外,发现对从业者需要使用青年的经历来创建人际关系当学习社会的不公平和需要开发青年声音和机构,因为它会带来自信当civically迷人。 Implications generated by this research include increasing peer-to-peer communication and dialogue when engaging in conversations about social inequities, developing youth connections to social justice issues, and creating safe spaces for youth to explore their identity and values surrounding social inequities. --Author's abstract展开/折叠切换
在中学学习动机下降,这种下降趋势影响动机和学业成绩通过高中。本研究试图检查环境和关系因素影响学习动机起中学学生的观点。以下问题是用于指导这次调查:中等学习者感知如何,他们的学习动机是影响学习环境?解释现象学分析来理解十参与者的生活经验。Stage-environment适合和自决理论提供了重要的镜头,确保了数据的上下文中分析接地中学的动机。五个高级的主题出现了:理解动机在中学、作业和工作,学习经验,同学和社区,与教师的关系。调查结果表明,学生的动机是当他们的经验在教室为自治和支持他们的成长提供机会的能力。学生时也积极与同行协作工作。最重要的是,学生必须认识到他们的老师照顾他们为了学习发生。学生描述教师关怀当他们持有学生很高的期望,个性化教学,提供情感支持。 The participants had clear recollections of their experiences within middle school and how these experiences related to motivation, signifying implications for current educator practice and future research. These findings also suggest that educators should implement curricula embedded with instructional practices that support adolescents' need for autonomy, competence, and relationship building within the middle school classroom.--Author's abstract展开/折叠切换
21世纪产生了一种新型的学习者(Li et al ., 2011)。这个学习者更多样化、更多元文化和更先进的比前几代的学习者。另外,学生进入高等教育的人口变化(费尔莫尔,2000;李等人,2011)。它越来越多元文化和multi-international(佩里。J。,2016)。由于增加移民第一代第二语言学习者的数量已经增加在所有成绩;12年义务教育和高等教育(费尔莫尔,2000),根据国家教育统计中心,第二语言学习者占12 - 15%的学校数量使第二语言学习者增长最快的人口(NCES 2009,李等,2011;佩里。 J., 2016).Furthermore, in this same period the number of international students also grew exponentially in the years 2005 to 2014 accounting for billions in economic spending and an influx of students coming to the United States to study (Witherell & Clayton, 2014). Research has shown that these students do offer a variety of benefits to native American students such as cultural awareness and improved foreign relations (Luo & Jamieson-Drake, 2013) as well as bringing new ideas and new perspectives to university life. However, it needs to be pointed out that many times these incoming international students and first-generation immigrant students all too often struggle with the transition to an academic life taught and immersed totally in the student's second language. The reason for this is that academic life is now totally different for them than it was in their immediate past ( deAraujo, 2011; Gardner, 2013). --Author's abstract展开/折叠切换