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Articles 1 - 7 of 7
Full-Text Articles in Education
Responses To Teacher Feedback On Errors Differ By Age And Gender, Sandra P. Clarkson, William (Bill) H. Williams Ph.D
Responses To Teacher Feedback On Errors Differ By Age And Gender, Sandra P. Clarkson, William (Bill) H. Williams Ph.D
Publications and Research
Many students enter Hunter College's developmental mathematics program committing errors (mis)learned years earlier. These errors typically persist into the adult years and it is important to correct them specifically; simply reteaching concepts is not sufficient. Furthermore, there is a strong correlation between completion rate and student perception of the instructor's concern. To address both factors, we developed and tested an instructional technique to see whether giving detailed feedback to students about their errors would facilitate progress through the course. We found that the use of the feedback method had a clear positive effect on women; while for men, complex age …
The Myths And Justifications Of Sex Segregation In Higher Education: Vmi And The Citadel, Cynthia Fuchs Epstein
The Myths And Justifications Of Sex Segregation In Higher Education: Vmi And The Citadel, Cynthia Fuchs Epstein
Publications and Research
Access to higher education, particularly to the specialized and elite education that is part of the tracking system leading to prestigious and highly remunerative positions, is a measure of equality. This article argues that segregated schooling for women limits their access to the same educational and associational opportunities men have, and that arguments supporting segregation are based on unsound criteria. It further argues that whatever the intent or ideological underpinning of such arguments, they ultimately have a negative outcome for women’s equality in society.
Repositioning Ourselves In The Contact Zone, Phyllis E. Vanslyck
Repositioning Ourselves In The Contact Zone, Phyllis E. Vanslyck
Publications and Research
This essay investigates ways students respond to cultural differences and cultural conflicts presented in literary texts and considers effective pedagogical strategies for dealing with such issues in the classroom. How can we encourage an exploration of cultural issues that texts embody and critique in a way that encourages an understanding of ways values are culturally constructed?
Minor Physical Anomalies: Modifiers Of Environmental Risk For Psychopathology, Daniel S. Pine, David Shaffer, Irvin Sam Schonfeld, Mark Davies
Minor Physical Anomalies: Modifiers Of Environmental Risk For Psychopathology, Daniel S. Pine, David Shaffer, Irvin Sam Schonfeld, Mark Davies
Publications and Research
Tested the hypothesis that minor physical anomalies (MPAs) modify an adolescent's vulnerability to environmental risk factors for psychopathology. 118 male 17-yr-olds who had been evaluated as 7-year-olds received a comprehensive neuropsychiatric evaluation. The evaluation included standardized assessments of environmental risk factors for psychiatric impairment, neurological signs, IQ, MPAs, and psychiatric impairment. The relationship between psychiatric status and environmental risk was examined as a function of the MPA profile. There was a significant interaction between MPAs and environmental risk in predicting psychiatric status. Environmental risk was more predictive of psychiatric impairment at age 17 in Ss with high scores on the …
Psychiatric Outcomes In Low Birthweight Children At Age Six: Relation To Neonatal Cranial Ultrasound Abnormalities, Agnes H. Whitaker, Ronan Van Rossem, Judy F. Feldman, Irvin Sam Schonfeld, Jennifer A. Pinto-Martin, Carolyn Torre, David Shaffer, Nigel Paneth
Psychiatric Outcomes In Low Birthweight Children At Age Six: Relation To Neonatal Cranial Ultrasound Abnormalities, Agnes H. Whitaker, Ronan Van Rossem, Judy F. Feldman, Irvin Sam Schonfeld, Jennifer A. Pinto-Martin, Carolyn Torre, David Shaffer, Nigel Paneth
Publications and Research
Examined the relation of neonatal cranial ultrasonography abnormalities to later psychiatric disorder in 564 low birth weight children (aged 5.2–8.7 yrs). Psychiatric diagnoses were assessed by means of the Diagnostic Interview Schedule for Children–Parent version, and detailed information was collected on other predictors and outcomes. Results show that 454 Ss had no cranial abnormalities, 78 had germinal matrix hemorrhage (GMH) and/or intraventricular hemorrhage (IVH), and 32 had a parenchymal lesion (PL) or ventricular enlargement (VE). 22% of the Ss had at least 1 psychiatric disorder, the most common being attention deficit hyperactivity disorder (ADHD). Isolated GMH/IVH did not increase …
"The Teacher Would Call Me 'Piggy', 'Smelley', 'Dirty', Names Like That": Prying Open A Discussion Of Domestic Violence For Educators, Lois M. Weis, Michelle Fine
"The Teacher Would Call Me 'Piggy', 'Smelley', 'Dirty', Names Like That": Prying Open A Discussion Of Domestic Violence For Educators, Lois M. Weis, Michelle Fine
Publications and Research
(The Teacher) would call me "piggy", "smelly", "dirty", names like that, and the kids started following along with it. And I'd say, by the fourth grade, I started cleaning myself out. I didn't care anymore, but my father had this thing that you were allowed to take a bath once a week. He would measure the shampoo, he would measure the soap, and if he thought somebody was using the shampoo when he said you shouldn't, you'd get a beating. But I got sick of it, and the beatings almost became to be painless when hit with a belt or …
Demythifying Multicultural Education: Social Semiotics As A Tool Of Critical Pedagogy, Stephanie Urso Spina
Demythifying Multicultural Education: Social Semiotics As A Tool Of Critical Pedagogy, Stephanie Urso Spina
Publications and Research
This article discusses the assumptions and curricular implications of a social semiotic approach to education. Semiotics refers to the meaning we make with language as well as other objects. events, and actions. Social semiotics emphasizes the social, cultural, historic, and political contexts that shape that meaning. A social semiotic approach to education can help teachers and teacher educators to deconstruct the reproduction of class, politicize the ideology of colonialism, and overcome the inequities they engender. By providing a way to challenge selectively reproduced cultural politics, social semiotics provides a way to reconstruct and democratize schools and society.