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Enregistrement W2017340771 · doi:10.1044/cds11.1.3

Cultural Variables Affecting Research With Native American Populations

2004· article· en· W2017340771 sur OpenAlexaboutno aff
Carol Westby, Christine B. Vining

Notice bibliographique

RevuePerspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations · 2004
Typearticle
Langueen
DomaineSocial Sciences
ThématiqueMultilingual Education and Policy
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésNavajoCensusMulticulturalismLibrary sciencePublishingNative American studiesIndian countryHistoryMedia studiesSociologyPolitical sciencePopulationAnthropologyLawDemography

Résumé

récupéré en direct d'OpenAlex

No AccessPerspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) PopulationsArticle1 Mar 2004Cultural Variables Affecting Research With Native American Populations Carol Westby and Christine Begay Vining Carol Westby University of New Mexico, Albuquerque Google Scholar and Christine Begay Vining University of New Mexico, Albuquerque Google Scholar https://doi.org/10.1044/cds11.1.3 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In References American Indian Research and Policy Institute. (2000). To build a bridge: An introduction to working with American Indian communities. St. Paul, MN: Author. Google Scholar Ascher, M. (1991). Ethnomathematics: A multicultural view of mathematical ideas. Pacific Grove, CA: Brooks/Cole Publishing. Google Scholar Association of Canadian Universities for Northern Studies. (1997). Ethical principles for the conduct of research in the north. 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Consideration in assessing English language performance of Native American children.Topics in Language Disorders, 5(4), 42–52. Google Scholar Harris, G. (1998). American Indian cultures: A lesson in diversity. In D. E. Battle (Ed.), Communication disorders in multicultural populations(2nd ed., pp. 117–156). Boston: Butter-worth-Heinemann. Google Scholar Heinrich, J. S. (1991). Native Americans: What not to teach. In Rethinking Columbus. Milwaukee: Rethinking Schools. Google Scholar Henry, S. L., & Pepper, F. C. (1990). Cognitive, social, and cultural effects on Indian learning style: Classroom implications.Educational Issues of Language Minority Students, 7, 85–97. Google Scholar Hirschfelder, A., Molin, P. F., & Wakim, Y. (1999). American Indian stereotypes in the world of children. Lanham, MD: The Scarecrow Press. Google Scholar Hofstede, G. (1980). Culture's consequences: International differences in work-related values. Newbury Park, CA: Sage. 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(1997). Places of memory: Whiteman's schools and Native American communities. Mahwah, NJ: Erlbaum. Google Scholar Reason, P. & Bradbury, H. (2001). Handbook of action research: Participatory inquiry & practice. Thousand Oaks, CA: Sage. Google Scholar Redhorse, J. (1988). Spectrum of Indian family systems with illustrative model behaviors. In C. Jacobs & D. Bowles (Eds.), Ethnicity and race: Critical concepts in social work (pp. 93–95). Washington, DC: National Association of Social Workers. Google Scholar Reeves, M. S. (1989, August2). The high cost of endurance.Education Week, 2–4. Google Scholar Reyhner, J. (1992). Bilingual education. In J. Reyhner (Ed.), Teaching American Indian students (pp. 59–77). Norman, OK: University of Oklahoma Press. Google Scholar Reyhner, J., & Tennant, E. (1995). Maintaining and renewing native languages.The Bilingual Research Journal, 19(2), 279–304. Google Scholar Rodanas, K. (1992). Dragonfly's tale. New York: Clarion. Google Scholar Saville-Troike, M. (1989). The ethnography of communication (2nd ed.). New York: Basal Blackwell. Google Scholar Scollon, R., & Scollon, S. (1981). Narrative, literacy and face in interethnic communication. Norwood, NJ: Ablex. Google Scholar Scollon, R., & Scollon, S. W. (1995). Intercultural communication. Cambridge, MA: Oxford. Google Scholar Spradley, J. (1979). The ethnographic interview. New York: Holt, Rinehart & Winston. Google Scholar Swisher, K., & Deyhle, D. (1989). The styles of learning are different, but the teaching is just the same: Suggestions for teachers of American Indian youth.Journal of American Indian Education, Special Issue, 1–14. Google Scholar R. Thornton (Ed.). (1998). Studying Native America: Problems and prospects. Madison, WI: University of Wisconsin Press. Google Scholar Tijerina, K. H., & Biemer, P. P. (1987––1988). The dance of Indian higher education: One step forward, two steps back.Educational Record, 68 (4), 86–93. Google Scholar Triandis, H. C. (1995). Individualism and collectivism. Boulder, CO: Westview Press. Google Scholar Vining, C. B., & Allison, S. R. (2000). Navajo perceptions of developmental disa-bilities: Project Na'nitin institute manual. Albuquerque, NM: University of New Mexico. Google Scholar Weeks, T. (1975, March). The speech of Indian children: Paralinguistic and registral aspects of the Yakima dialect. Paper presented at the annual meeting of the National Council of Teachers of English, San Diego. Google Scholar Westby, C. E., Moore, C., & Roman, R. (2002). Reinventing the enemy's language. Developing mainstream narratives in Native American children.Language and Linguistics, 13(2), 235–269. Google Scholar Wolfram, W. (1984). Unmarked tense in American Indian English.American Speech, 59(1), 31–50. Google Scholar Wolfram, W. (1991). Dialects and American English. Englewood Cliffs, NJ: Prentice-Hall. Google Scholar Wolfram, W. (2000). Indian by birth: The Lumbee dialect. Raleigh, NC: North Carolina State University. Google Scholar Additional Resources FiguresReferencesRelatedDetailsCited ByPerspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations18:2 (30-35)1 Jul 2011Reaching a Milestone: 25 Years of the Native American CaucusEdgarita Long and Alyssa Drevniak Volume 11Issue 1March 2004Pages: 3-17 Get Permissions Add to your Mendeley library History Published in issue: Mar 1, 2004 Metrics Downloaded 55 times Topicsasha-sigsasha-topicsasha-article-typesCopyright & Permissions© 2004 American Speech-Language-Hearing AssociationLoading ...

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.

Comment cette classification a été obtenuedéplier

Prédiction machine sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.

score de la tête « metaresearch » (Codex)0,078
score de la tête « metaresearch » (Gemma)0,170
Version: metacan-v3-hybrid-931329e0061cStatut de validation: machine_predicted_unvalidated
Catégories candidatesaucune
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Qualitatif · Signal consensuel: Qualitatif
GenreSignal candidat: Empirique · Signal consensuel: Empirique
Score de désaccord entre enseignants0,078
Score d'incertitude au seuil0,415

Scores du classifieur distillé par catégorie (deux têtes)

CatégorieCodexGemma
Métarecherche0,0780,170
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0010,000
Bibliométrie0,0050,008
Études des sciences et des technologies0,0140,008
Communication savante0,0090,004
Science ouverte0,0020,012
Intégrité de la recherche0,0010,002
Charge utile insuffisante (le modèle a refusé de juger)0,0080,001

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,217
Tête enseignante GPT0,527
Écart entre enseignants0,310 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle

Classification

machine, non validée

Prédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.

Les modèles n’ont appliqué aucune catégorie : rien dans la taxonomie ne correspondait à ce travail.
Devis d'étudeQualitatif
Domainenon disponible
GenreEmpirique

Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».

En bref

Citations2
Publié2004
Routes d'admission1
Résumé présentoui

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