WWW.DISSERTATION.XLIBX.INFO
FREE ELECTRONIC LIBRARY - Dissertations, online materials
 
<< HOME
CONTACTS



Pages:     | 1 |   ...   | 27 | 28 ||

«BACKSTAGE, FRONTSTAGE INTERACTIONS: EVERYDAY RACIAL EVENTS AND WHITE COLLEGE STUDENTS By LESLIE A. HOUTS A DISSERTATION PRESENTED TO THE GRADUATE ...»

-- [ Page 29 ] --

Your initial notes to remind yourself of what you saw may certainly be handwritten scribbles on small scraps of paper. You may find it useful to carry small pads of paper around to jot down notes to yourself. If at all possible, I would prefer for your notes to be typed, and on a disk or via an email attachment if you can. Please be sure that your journals (if they are handwritten) are legible to read, and are written on regular notebook paper and not small note pads.

Be sure to note the date that you are writing the journal entries, and the date and time when the incidents took place. I understand that college students lead very busy lives, so I do not expect you to be able to write in your journal immediately; just be sure that at some point each day you systematically write in your journal.

Each journal entry should be at least half a page or more. Oftentimes with racial issues, people feel afraid to say or do “the wrong thing.” Keep in mind there are no “right” or “wrong” responses, and your journal entries will be completely anonymous, so there are no “mistakes” that you can make while writing in your journal. You will not be graded on your observations or your reactions to your observations.

How Will I Be Graded?

Your instructor will determine what credit you will receive for participating in this project. She or he will also determine for how long you will be asked to keep a journal and the length required of each journal entry to merit credit. Again, you will not be graded on “what” you see (so please do not make up any data), rather you will be evaluated on the quality and detail of your systematic observations and field notes.

Is This Voluntary?

Yes. All students who participate in the journal-writing activity and who agree to share their journals with me for the dissertation project will be asked to sign an IRB Informed Consent form. You have the option of participating in the journal writing assignment for your class, but not signing an IRB Informed Consent form, in which case your journals will not be used or analyzed for the project, ensuring voluntary participation. In other words, even if the journal writing assignment is an assignment for your course grade, you are still given the choice whether or not to participate in the study, with no penalty for your decision.

What Will the Data Be Used For?

This study is part of a larger dissertation project involving students across the nation. The data collected in this project may lead to publications such as articles and books on racial issues.

What If I Have Questions?

You will have the opportunity to meet regularly with your instructor to ensure all your questions and concerns are answered. If you have additional questions at any time, please contact Leslie Houts, M.A. [contact information removed]. I will be happy to answer any questions that you have regarding this study.

–  –  –

Today I went to Joann Fabrics to pick up some items for the quilt that I have been making. My white roommates and I were being our normal silly selves. After picking out our purchases and waiting in line, the white sales associate began chatting with my roommate. Their conversation was light and cheerful. Next I came with my spool of thread, and I noticed a distinct change in reception. The sales associate did not bother to talk to me and when my purchases were completed she waited until my debit card was approved before bagging my purchases. After bagging she pointed to the forms on the side of the desk and said that I should consider entering my name in the box in order to receive coupons. I was kind of shocked and quiet afterwards. When we got in the car, I asked my roommates if they had noticed anything different about the way the sales associate treated me.

Mia affirmed that she noticed the cashier’s coolness and was surprised about the coupon comment. Lara on the other hand did not agree and she claimed I was being overly sensitive and taking things “way out of context.”

From a White Male College Student:

–  –  –

Tonight my friends (all white) and I ate dinner at a nice restaurant. We were talking about the fact that my grandfather is from Iraq so I am part Iraqi. A little later, someone asked my friend Dan what he was going to do after he graduated from [college] this summer. He pointed at me and said, “I’m going to join the army and shoot towel-heads.” I let him know that I was really offended by that comment. After that, I didn’t feel much like being there. I was in a bad mood the rest of the night.

While I was getting ready for bed, my roommate (white) and I were talking about this class and journal writing and we got into a conversation on privilege. Becky said she attributes her willingness and openness to view the hardships and oppressions of others to seeing the movie “Ghandi” when she was in middle school. She said she couldn’t understand why access to normal human functions were not available just because of a person’s skin color or social position. She said, “It hurt and it made me want to understand and do something about it.” She admitted that she had a long way to go and was nowhere near where she should be in regards to being more racially accepting. I think that having knowledge of the inconsistencies and the privileges her skin affords her, is the first step to become an activist for equal rights.





–  –  –

Thank you for participating in this research! I hope you found it enlightening to record your observations on everyday racial matters that we often take for granted.

Your journals will be kept completely confidential. I will be the only one reading it, and I will change your name to a pseudonym for use in the research. I ask for your real name only on this cover sheet so I can make sure I have your signed IRB form (required to participate in this study). If your instructor is offering credit for participating in this research, I will send the names of all those who have completed the journals, along with the number and length of the journals, to your instructor.

Please complete the following information and attach this form before submitting your journals.

Name: _________________________________________________________________

Gender: _______________________ Race: ___________________________________

Age: __________________________ (Optional) Sexual Orientation: _____________

Do you have any comments you would like to convey to me? ______________________

–  –  –

If so, please provide your contact information:

Email: ______________________________________

Phone Number (include area code): ______________

–  –  –

Thank you again for encouraging your students to participate in this project. I would appreciate any feedback you can offer regarding the journal assignment in your class. I realize how busy professors are, so even a short response to a few of the questions below would be appreciated. I can be reached at [contact information removed]. Thank you again!

–  –  –

Assignment Did you modify the assignment from what was described on the instruction sheet (asking for racial and ethnic accounts from their everyday lives)? If so, how? If it’s easier to attach your syllabus or instructions, please feel free to do so.

How long did you ask your students to keep a journal? Were they instructed to keep the journal for a certain length of time, or did were they asked to write a certain number of entries?

During the time when students were asked to keep a journal, did you ask your students to keep a journal everyday, or to write when they “noticed” race?

Grading Were the students graded on the assignment? Was it for a required assignment or for extra credit?

Was the assignment worth a certain percentage of the students’ overall grade? If it was for extra credit, approximately how much was it worth?

If the students received credit for this assignment (either course grade, or extra credit), how did you determine the grade?

Submission Could you briefly describe to me how the students submitted the journals? In other words, did you collect the journals, grade them, give them back to the students, then ask if they wanted to give them to me? Or when the students submitted them to you, they knew they were giving them to me? (I am curious if the grade a student received affected their likelihood to submit their journal to me.) Rates of Participation and Submission Approximately what percentage of your students submitted their journals to you?

Approximately what percentage of your students submitted their journals to me?

General Impressions What was the general student reaction to the journal writing assignment? Was it positive? Negative?

What is your reaction to the journal writing assignment? Do you have any

–  –  –

Aguilar-San Juan, Karin. 1993. The State of Asian America: Activism and Resistance in the 1990s. Boston, MA: South End Press.

Anderson, S. E. 1995. The Black Holocaust: For Beginners. New York: Writers and Readers Publishing, Inc.

Atkinson, Paul and Amanda Coffey. 2002. “Revisiting the Relationship Between Participant Observation and Interviewing.” Pp. 801-814 in Handbook of Interview Research: Context and Method, edited by Jaber F. Gubrium and James A. Holstein.

Thousand Oaks, CA: Sage Publications.

Benokraitis, Nijole V. and Joe R. Feagin. 1995. Modern Sexism: Blatant, Subtle, and Covert Discrimination. 2nd Edition. New Jersey: Prentice Hall.

Bobo, Lawrence. 2001. “Inequalities that Endure?: Racial Ideology, American Politics, and the Peculiar Role of the Social Sciences.” Paper presented at conference on “The Changing Terrain of Race and Ethnicity.” Chicago, IL: University of Illinois.

Bogle, Donald. 2001. Toms, Coons, Mulattoes, Mammies and Bucks: An Interpretive History of Blacks in American Films. 4th Edition. New York: Continuum.

Bonilla-Silva, Eduardo. 2001. White Supremacy and Racism in the Post-Civil Rights Era.

Boulder, CO: Lynne Rienner.

Bonilla-Silva, Eduardo. 2003. Racism Without Racists: Color-Blind Racism and the Persistence of Racial Inequality in the United States. New York: Rowman and Littlefield Publishers, Inc.

Bonilla-Silva, Eduardo and Tyrone A. Forman. 2000. “‘I Am Not A Racist But…’ Mapping White College Students’ Racial Ideology in the USA.” Discourse and Society 11 (1): 50-85.

Brodkin, Karen. 1998. How Jews Became White Folks and What That Says About Race in America. New Brunswick, NJ: Rutgers University Press.

Burawoy, Michael, Alice Burton, Ann Arnett Ferguson, Kathryn J. Fox, Joshua Gamson, Nadine Gartrell, Leslie Hurst, Charles Kurzman, Leslie Salzinger, Josepha Schiffman and Shiori Ui. 1991. Ethnography Unbound: Power and Resistance in the Modern Metropolis. Los Angeles, CA: University of California Press.

Burchett, Michael H. 2001. “The Origins of American Racial and Ethnic Slurs, Part IV.” Notes on the 20th Century, 17. Greenville, SC: Terraplane Publications.

Available at http://www.terraplanepub.com/century17.htm retrieved 1/9/04.

Carmichael, Stokely and Charles Hamilton. 1967. Black Power: The Politics of Liberation in America. New York: Vintage Books.

Carr, Leslie G. 1997. “Color-Blind” Racism. Thousand Oaks, CA: Sage Publications.

Collins, Patricia Hill. 1998. Fighting Words: Black Women and the Search for Justice.

Minneapolis, MN: University of Minnesota Press.

Collins, Patricia Hill. 2000. Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. 2nd Edition. New York: Routledge.

Cooley, Charles H. 1902. Human Nature and the Social Order. New York: Scribner.

Dalmage, Heather M. 2000. Tripping on the Color Line: Black-White Multiracial Families in a Racially Divided World. New Jersey: Rutgers University Press.

Dávila, Arlene. 2001. Latinos, Inc.: The Marketing and Making of a People. Los Angeles, CA: University of California Press.

Devine, Patricia G. 1989. “Stereotypes and Prejudice: Their Automatic and Controlled Components.” Journal of Personality and Social Psychology 56 (1): 5-18.

Devine, Patricia G. and A. Elliot. 1995. “Are Racial Stereotypes Really Fading? The Princeton Trilogy Revisted.” Personality and Social Psychology Bulletin 21: 1139Dirks, Danielle and Stephen K. Rice. Forthcoming. “‘Dining While Black’: Racial

Rituals and the Black American Restaurant Experience.” In Race and Ethnicity:

Across Time, Space and Discipline, edited by Rodney Coates. Brill Academic Press.

Dovidio, J. F. and S. L. Gaerthner. 1991. “Changes in the Expression of Racial Prejudice.” Pp. 201-241 in Opening Doors: An Appraisal of Race Relations in Contemporary America, edited by H. Knopke, J. Norrell and R. Rogers.

Tuscaloosa, AL: University of Alabama Press.

Entman, Robert M. and Andrew Rojecki. 2000. The Black Image in the White Mind:

Media and Race in America. Chicago, IL: The University of Chicago.

Essed, Philomena. 1991. Understanding Everyday Racism: An Interdisciplinary Theory.

Newbury Park, CA: Sage Publications.

Fazio, R. H., J. R. Jackson, B. C. Dunton and C. J. Williams. 1995. “Variability in Automatic Activation as an Unobtrusive Measure of Racial Attitudes: A Bona Fide Pipeline?” Journal of Personality and Social Psychology 69: 1013-1027.

Feagin, Joe R. 1991. “The Continuing Significance of Race: Antiblack Discrimination in Public Places.” American Sociological Review 56: 101-116.

Feagin, Joe R. 1997. “Fighting White Racism: The Future of Equal Rights in the United States.” Pp. 29-45 in Civil Rights and Race Relations in the Reagan-Bush Era, edited by S. L. Meyers. Westport, CT: Praeger.

Feagin, Joe R. 2000. Racist America: Roots, Current Realities, and Future Reparations.

New York: Routledge.

Feagin, Joe R. and Clairece Booher Feagin. 1989, 2003. Racial and Ethnic Relations. 3rd Edition, 7th Edition. Upper Saddle River, NJ: Prentice Hall.

Feagin, Joe R. and Leslie A. Houts. 2004. “Systemic Racism.” Pp. 416-418 in

Encyclopedia of Race and Ethnic Studies, edited by Ellis Cashmore. New York:

Routledge.

Feagin, Joe R. and Karyn D. McKinney. 2003. The Many Costs of Racism. New York:

Rowman and Littlefield Publishers, Inc.

Feagin, Joe R. and Eileen O’Brien. 2003. White Men on Race: Power, Privilege, and the Shaping of Cultural Consciousness. Boston, MA: Beacon Press.

Feagin, Joe R. and Melvin P. Sikes. 1994. Living with Racism: The Black Middle-Class Experience. Boston, MA: Beacon Press.

Feagin, Joe R. and Hernán Vera. 1995. White Racism: The Basics. New York: Routledge.

Feagin, Joe R., Hernán Vera and Pinar Batur. 2001. White Racism: The Basics. 2nd Edition. New York: Routledge.

Feagin, Joe R., Hernán Vera and Nikitah Imani. 1996. The Agony of Education: Black Students at White Colleges and Universities. New York: Routledge.

Ferber, Abby L. 1998. White Man Falling: Race, Gender, and White Supremacy. New York: Rowman and Littlefield Publishers, Inc.

Fiske, S. T. 1993. “Social Cognition and Social Perception.” Annual Review of Psychology 44: 155-194.

Frankenberg, Ruth. 1993. White Women, Race Matters: The Social Construction of Whiteness. Minneapolis, MN: University of Minnesota Press.

Frye, Marilyn. 1998. “Oppression.” Pp. 146-149 in Race, Class, and Gender in the United States: An Integrated Study, edited by Paula S. Rothenberg. 4th Edition.

New York: St. Martin’s Press.

Gallagher, Charles A. 2003. “Playing the White Ethnic Card: Using Ethnic Identity to Deny Contemporary Racism.” Pp. 145-158 in White Out: The Continuing Significance of Racism, edited by Ashley W. Doane and Eduardo Bonilla-Silva.

New York: Routledge.

Garfinkel, Harold. 1967. Studies in Ethnomethodology. Englewood Cliffs, NY: Prentice Hall.

Glaser, Barney G. and Anselm Strauss. 1967. The Discovery of Grounded Theory.

Chicago, IL: Aldine Publishing Company.

Goffman, Erving. 1959. The Presentation of Everyday Life. New York: Anchor Books.

Gubrium, Jaber F. and James A. Holstein. 1997. The New Language of Qualitative Method. New York: Oxford University Press.

Halbwachs, Maurice. 1950. The Collective Memory. New York: Harper Colophon Books.

Hall, Edward T. 1966. The Hidden Dimension. Garden City, NY: Doubleday.

Haney Lopez, I. F. 1996. White by Law: The Legal Construction of Race. New York:

New York University Press.

Harrison, Roderick J. and Claudette Bennett. 1995. “Racial and Ethnic Diversity.” Pp.

141-210 in State of the Union: America in the 1990s, Volume 2: Social Trends, edited by Reynolds Farley. New York: Russell Sage Foundation.

Helms, Janet E. 1990. Black and White Racial Identity: Theory, Research and Practice.New York: Greenwood.

Helms, Janet. 1992. A Race is a Nice Thing to Have: A Guide to Being a White Person or Understanding the White Person in Your Life. Topeka, KS: Content Communications.

Higgins, E.T. and J.A. Bargh. 1987. “Social Cognition and Social Perception.” Annual Review of Psychology 38: 369-425.

Hochschild, Arlie R. 1983. The Managed Heart: Commercialization of Human Feeling.

Berkeley: University of California Press.

Holstein, James A. and Jaber F. Gubrium. 1995. The Active Interview. Thousand Oaks, CA: Sage Publications. hooks, bell. 1992. Black Looks: Race and Representation.

Boston, MA: South End Press.

Houts, Leslie A., Joe R. Feagin and Tracy L. Johns. Forthcoming. “One Step from Suicide: The Holistic Experience of Being Black in America.” Sociological Quarterly.

Hyman, Herbert H. and Paul B. Sheatsley. 1964. “Attitudes Toward Desegregation.” Scientific American 195: 35-39.

Kovel, Joel. 1970. White Racism: A Psychohistory. New York: Vintage Books.

Lipset, Seymour, M. 1996. American Exceptionalism: A Double-Edged Sword. New York: W. W. Norton.

Lugones, María. 1990. “Hablando Cara a Cara/Speaking Face to Face: An Exploration of

Enthnocentric Racism.” Pp. 46-54 in Making Face, Make Soul, Haciendo Caras:

Creative and Critical Perspectives by Feminists of Color, edited by Gloria Anzaldúa. San Franciso, CA: Aunt Lute Books.

Lutz, Catherine A. 1996. “Engendered Emotion: Gender, Power, and the Rhetoric of Emotional Control in American Discourse.” Pp. 151-170 in The Emotions: Social, Cultural and Biological Dimensions, edited by Rom Harre and W. Gerrod Parrott.

Thousand Oaks, CA: Sage Publications.

Massey, Douglas S. 2001. “Residential Segregation and Neighborhood Conditions in U.S. Metropolitan Areas.” Pp. 391-434 in American Becoming: Racial Trends and Their Consequences, Volume 1. National Academy Press.

McIntosh, Peggy. 1998. “White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences Through Work in Women’s Studies.” Pp. 94-105 in Race, Class, and Gender: An Anthology, edited by Margaret L. Andersen and Patricia Hill Collins. 3rd Edition. Albany, NY: Wadsworth Publishing Company.

McKinney, Karyn D. 2000. “Everyday Whiteness: Discourse, Story and Identity.” Dissertation, University of Florida, Gainesville.

Miller, J. M. and Richard Tewksbury. 2001. Extreme Methods: Innovative Approaches to Social Science Research. Boston, MA: Allyn and Bacon.

Miller, R. and R. S. Miller. 1976. “The Student’s Sociological Diary.” Teaching Sociology 4: 67-82.

Mills, C. Wright. 1959 [2000]. The Sociological Imagination. New York: Oxford University Press.

Mok, Connie and Sebastian Hansen. 1999. “A Study of Factors Affecting Tip Size in Restaurants.” Journal of Restaurant and Foodservice Marketing 3 (3/4): 49-64.

Morrison, Toni. 1992. Playing in the Dark: Whiteness and the Literary Imagination. New York: Vintage Books.

Myers, Kristen. 2003: “White Fright: Reproducing White Supremacy through Casual Discourse.” Pp. 129-144 in White Out: The Continuing Significance of Racism, edited by Ashley W. Doane and Eduardo Bonilla-Silva. New York: Routledge.

Myers, Kristen A. and Passion Williamson. 2001. “Race Talk: The Perpetuation of Racism Through Private Discourse.” Race and Society 4: 3-26.

Myrdal, Gunnar. 1944 [1998]. An American Dilemma: Volume 1, The Negro Problem and Modern Democracy. New Brunswick: Transaction Publishers.

O’Brien, Eileen. 2001. Whites Confront Racism: Antiracists and Their Paths to Action.

New York: Rowman and Littlefield Publishers, Inc.

O’Brien, Eileen. 2003. “The Political is Personal: The Influence of White Supremacy on White Antiracists’ Personal Relationships.” Pp. 253-267 in White Out: The Continuing Significance of Racism, edited by Ashley W. Doane and Eduardo Bonilla-Silva. New York: Routledge.

Pettigrew, T. F. 1989. “The Nature of Modern Racism in the United States.” Revue Internationale de Psychologie Sociale 2: 291-303.

Pieterse, Jan Nederveen. 1992. White on Black: Images of Africa and Blacks in Western Popular Culture. New Haven, CT: Yale University Press.

Russell, Katheryn K. 1998. The Color of Crime: Racial Hoaxes, White Fear, Black Protectionism, Police Harassment, and Other Macroaggressions. New York: New York University Press.

Schuman, Howard, Charlotte Steeh, Lawrence Bobo and Maria Krysan. 1997. Racial Attitudes in America: Trends and Interpretations. Cambridge, MA: Harvard University Press.

Silverman, David. 2000. Doing Qualitative Research: A Practical Handbook. Thousand Oaks, CA: Sage Publications.

Smith, Dorothy E. 1987. The Everyday World as Problematic: A Feminist Sociology.

Boston, MA: Northeastern University Press.

Tatum, Beverly. 2002. “Breaking the Silence.” Pp. 115-120 in White Privilege: Essential

Readings on the Other Side of Racism, edited by Paula S. Rothenberg. New York:

Worth Publishers.

Trow, Martin. 1957. “Comment on ‘Participant Observation and Interviewing: A Comparison.’” Human Organization 16: 33-35.

Van Ausdale, Debra and Joe R. Feagin. 2001. The First R: How Children Learn Race and Racism. New York: Rowman and Littlefield Publishers, Inc.

Wagenaar, Theodore C. 1984. “Using Student Journals in Sociology Courses.” Teaching Sociology 11: 419-437.

Walker, Samuel, Cassia C. Spohn and Miriam Delone. 2004. The Color of Justice: Race, Ethnicity, and Crime in America. 3rd Edition. Belmont, CA: Wadsworth Publishing.

Warren, Carol. 2002. “Qualitative Interviewing” Pp. 83-102 in Handbook of Interview Research: Context and Method, edited by Jaber F. Gubrium and James A. Holstein.

Thousand Oak, CA: Sage.

Waters, Mary C. 1990. Ethnic Options: Choosing Identities in America. Berkeley, CA:

University of California Press.

Whorf, Benjamin L. 1956. Language, Thought and Reality. Cambridge, MA: M.I.T.

Press.

Yamato, Gloria. 1987. “Something About the Subject Makes it Hard to Name.” Pp. 20-24 in Making Face, Making Soul Haciendo Caras: Creative and Critical Perspectives by Feminist of Color, edited by Gloria Anzaldúa. San Francisco, CA: Aunt Lute Books.

BIOGRAPHICAL SKETCH

Leslie Ann Houts was born and raised in Northern Virginia. She attributes her educational success to her supportive parents, Betty and Robert Houts, who stressed education and the desire to keep learning. She has three talented siblings scattered across the country: older sister Dawn in Alexandria VA, older brother Bobby in Tucson AZ, and younger sister Julie in Philadelphia PA.

Leslie graduated magna cum laude and Phi Beta Kappa from Mary Washington College in Fredericksburg VA in 1997. After a brief stint working in real estate in Washington, D.C., she returned to her passion of learning and matriculated to the University of Florida in 1998. She earned her master’s degree from the Department of Sociology in 2000, and her Ph.D. in 2004. Her areas of specialization are race, gender, and sexuality. As well as keeping an active research agenda, she has a passion for teaching and has had the privilege to teach at the University of Florida, Flagler College (St. Augustine, FL), and the University of Cincinnati.

She currently lives in Cincinnati, OH, with her biggest supporters Michael Picca

Pages:     | 1 |   ...   | 27 | 28 ||


Similar works:

«DISCUSSION PAPER SERIES IZA DP No. 3871 Teachers’ Training, Class Size and Students’ Outcomes: Learning from Administrative Forecasting Mistakes Pascal Bressoux Francis Kramarz Corinne Prost December 2008 Forschungsinstitut zur Zukunft der Arbeit Institute for the Study of Labor Teachers’ Training, Class Size and Students’ Outcomes: Learning from Administrative Forecasting Mistakes Pascal Bressoux Université de Grenoble Francis Kramarz CREST, CEPR, IFAU and IZA Corinne Prost CREST,...»

«Annales Mathematicae et Informaticae 43 (2014) pp. 171–181 http://ami.ektf.hu Importance of spatial visualization skills in Hungary and Turkey: Comparative Studies Rita Nagy-Kondor University of Debrecen, Faculty of Engineering, Hungary rita@eng.unideb.hu Submitted October 5, 2014 — Accepted December 18, 2014 Abstract The goal of this paper is to review research results and compare spatial abilities of prospective elementary mathematics teachers from Hungary and Turkey. The tests in a way...»

«Educational Research Volume 29 Number 3 November 1987 Assessing children’s silent reading Valerie Yule, Department of Psychology, University of Aberdeen, Aberdeen AB9 2LJB' Summary Less is known about how children read connected text in silent reading, and the range of reading strategies used in an ordinary primary school classroom, than about the reading of single words, oral reading and reading by skilled adults. This paper describes and evaluates a method of testing children's silent...»

«Bedford Public Schools Elementary Student/Parent Handbook 2016 – 2017 Welcome to your Bedford Public Elementary School The teachers and support staff of Bedford Public Elementary Schools are happy to help each student grow and learn. We are committed to working cooperatively with our students, parents, and community to provide the best educational opportunities possible. This handbook has been developed to tell you about the many programs available to our students as well as to provide for...»

«Creative Education, 2016, 7, 1656-1675 Published Online July 2016 in SciRes. http://www.scirp.org/journal/ce http://dx.doi.org/10.4236/ce.2016.711169 Education to Theatricality and Neutral Mask: Psycho-Pedagogical Approach Gaetano Oliva Faculty of Education, Italian Department, Catholic University, Milan, Italy Received 14 June 2016; accepted 24 July 2016; published 27 July 2016 Copyright © 2016 by author and Scientific Research Publishing Inc. This work is licensed under the Creative Commons...»

«Australian Journal of Teacher Education Volume 30 | Issue 1 Article 4 2005 Australian Teacher Education : Although Reviewed to the Eyeball is there Evidence of Significant Change and Where to now? Michael Dyson Monash University Recommended Citation Dyson, M. (2005). Australian Teacher Education : Although Reviewed to the Eyeball is there Evidence of Significant Change and Where to now?. Australian Journal of Teacher Education, 30(1). http://dx.doi.org/10.14221/ajte.2005v30n1.4 This Journal...»

«PART I Proactive Teaching and Empowering Students It’s far more important to be the right kind of teacher than it is to be the right kind of student. —Denti C onsider this guiding statement or thought as you progress through the book. Oftentimes when there are management challenges in your classroom, it is easy to blame the student, his or her family, or the community where the student comes from, rather than analyze what you as a teacher might be doing to contribute to some of the issues....»

«‘‘My brain printed it out!’’ Drawing, communication, and young children: a discussion. Emese Hall, University of Exeter Paper presented at the British Educational Research Association Annual Conference, Heriot-Watt University, Edinburgh, 3-6 September 2008 Abstract This paper discusses the initial findings from the first phase of a three-phase study, which focuses on the communicative potential of young children’s drawings as explored through a case study of a mixed reception/year one...»

«Hasan, A. / Educationia Confab ISSN: 2320-009X A STUDY OF OCCUPATIONAL STRESS OF PRIMARY SCHOOL TEACHERS Dr. Ansarul Hasan Assistant Professor, Maulana Azad National Urdu University-CTE Darbhanga ABSTRACT In the present study an attempt was made to compare teachers’ occopational stress of primary government and private school teachers of Tehsil Laksar, District-Haridwar. A sample of 100 teachers was selected, 50 each from government and private schools. Teachers’ Occupational Stress Scale...»

«How to use Testimonials as Social Proof to Grow Your Gym Like Never Before. 6 Simple Steps YOU MUST IMPLEMENT Immediately. By Jason M. Silverman – Executive Director of Powerful Words Character Development Entrepreneur and Marketing Expert, Jason M. Silverman, is known as the “After School Marketing Guru.” In addition to his duties as the Executive Director for POWerful Words Character Development, Mr. Silverman offers High Level Marketing Coaching Classes for some of the top owners in...»

«12/30/2015 Summary Name Jim Casey Affiliation American University Department Office of Sponsored Programs Title Director Address 4200 Wisconsin Avenue NW, Suite 300F Suite 300F City Washington State or Province DC Zip or Postal Code 20016 Country USA Additional Contacts Project Description Project title: A Law School Instructor Like Me: Gender, Race, and Ethnicity Dynamics in Law School Classrooms Statement of the research problem and national importance ﴾limit 750 words﴿: What is the...»

«Ms. Soong Wei Yean from Malaysia was a former school teacher. Her academic interest in Buddhism started in 1996 when she joined the Than Hsiang Buddhist Research Institute to pursue a Diploma in Buddhism and later graduated with a Bachelor of Arts in Buddhist Studies in 2002 as an external candidate of the Pali and Buddhist University of Sri Lanka. Upon her retirement as senior school assistant, she further pursued her Buddhist Studies and graduated with an MA from the International Buddhist...»





 
<<  HOME   |    CONTACTS
2016 www.dissertation.xlibx.info - Dissertations, online materials

Materials of this site are available for review, all rights belong to their respective owners.
If you do not agree with the fact that your material is placed on this site, please, email us, we will within 1-2 business days delete him.