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Woods A 《Endeavour》2012,36(1):14-22
There is a long history of concern in Britain for how animals are treated. Until the 1960s, these concerns were expressed largely in terms of cruelty or suffering, which was prevented through various acts of Parliament. Over the period 1964-71, amidst public debates about intensive farming, a new discourse of animal welfare emerged. To understand what welfare meant and how it became established as a term, a concept and a target of government regulation, it is necessary to examine farming politics and practices, the existing tradition of animal protection and attempts to rethink the nature of animal suffering. 相似文献
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Abigail L. Uhrman Ginger Walton Lindsey Oakes Stuart J. Schleien Jeffrey S. Kress 《Journal of Jewish Education》2013,79(2):86-108
ABSTRACTAs an increasing number of Jewish summer camps welcome campers with disabilities, it becomes more important to understand the experience of these campers and that of their neurotypical peers. In this study, campers with disabilities and neurotypical campers participated together in a photography activity. Photographs and their accompanying narratives were analyzed, yielding three categories of results: (1) camp community and responsibility (2) Jewish experience at camp; and (3) challenges and opportunities. Results are discussed in terms of enhancing the experience of inclusion at camp for all campers. 相似文献
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Daniel H. Robinson Joel R. Levin Gregory Schraw Erika A. Patall Earl B. Hunt 《Educational Psychology Review》2013,25(2):291-302
To counteract what we see as a growing research-reporting concern, we propose the following editorial-policy change regarding the content of primary research articles in educational research journals: Contributors should restrict their discussion and conclusions to their data and not offer recommendations for educational practice nor speculate about the educational policy implications of their research. We believe that this change will be beneficial for maintaining a separation between evidence and opinion concerning the legitimate warrants of empirical research. We suggest viable accompaniments and alternatives to authors offering practical recommendations and policy speculations in primary-research journal articles. Among these is to rely on all sources of evidence, including systematic research syntheses based on the aggregated contribution of multiple research studies from different sources, with recommendations for practice tailored to specific situations so that both their validity and utility will be increased. It is hoped that our proposed policy change will initiate a conversation among researchers, editors, reviewers, and educational-policy experts with respect to the scope and purpose of primary research journal articles. 相似文献
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A Review of Research on School Bullying Among African American Youth: An Ecological Systems Analysis
Desmond Upton Patton Jun Sung Hong Abigail B. Williams Paula Allen-Meares 《Educational Psychology Review》2013,25(2):245-260
School bullying and peer victimization are social problems that affect African American youth across various environmental contexts. Regrettably, many of the empirical research on bullying and peer victimization among African American youth has examined individual and direct level influences in silos rather than a constellation of factors occurring in multiple settings, such as home, school, and neighborhood. As a holistic model, the social–ecological framework provides a context with which to situate and interpret findings and draw implications from a broader psychosocial framework, which can be applicable across various systems. We utilize Bronfenbrenner’s (American Psychologist 32:513–531, 1977) social–ecological framework as a springboard for investigating the accumulation of risk contributors and the presences of protective factors in relation to school bullying and peer victimization of African American youth. More specifically, we examine the risk and protective factors occurring in the micro- (i.e., parents, peers, school, and community), exo- (i.e., parental stress), and macrosystem levels (i.e., hypermasculinity, and gender role beliefs and stereotypes). We then discuss implications for research and school-based practice. 相似文献
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New technologies can be used to create new educational frameworks for learning that go beyond the standard schooling paradigm. This paper describes research and development efforts to investigate “teleapprenticeships,” interaction frameworks that support learning in the context of remote practice. The studies summarized here have focused on teleapprenticeships embedded in teacher education, exploring a range of different “teaching teleapprenticeships,” in which education students at a wide range of levels have learned to become teachers within the context of teaching practice. Five kinds of teaching teleapprenticeships were studied: question answering and asking, collaborations, student publishing, web-weaving, and project generation and coordination. Different implementations of these frameworks are compared and contrasted to uncover important general features of successful network use, including the need for institutional support for new learner and te acher roles. 相似文献
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Educational Psychology Review - Previous simulation studies of randomization tests applied in single-case educational intervention research contexts have typically focused on A-to-B phase changes... 相似文献
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Touch your toes! Developing a direct measure of behavioral regulation in early childhood 总被引:6,自引:0,他引:6
Claire E. Cameron Ponitz Megan M. McClelland Abigail M. Jewkes Carol McDonald Connor Carrie L. Farris Frederick J. Morrison 《Early childhood research quarterly》2008
Behavioral aspects of self-regulation, including controlling and directing actions, paying attention, and remembering instructions, are critical for successful functioning in preschool and elementary school. In recent years, several direct assessments of these skills have appeared, but few studies provide complete psychometric data and many are not easy to administer. We developed a direct measure of children's behavioral regulation, the Head-to-Toes Task, and report performance of participants aged 36–78 months, including a group of Spanish-speaking children, from two different sites (N = 353; N = 92). We examined construct validity, examiner reliability, sources of variation, and associations between task scores and background characteristics. Results showed that the task was valid, reliable, and demonstrated variability in children's scores. A cross-classified hierarchical growth curve analysis indicated that girls, participants assessed in English, and higher-socioeconomic status (SES) children achieved slightly higher average scores than did boys, Spanish-speaking and lower-SES children, but effect sizes were small. Older participants achieved higher scores than did younger children, and there were no effects for site. Results suggest that the Head-to-Toes Task is an informative and easy-to-administer direct assessment of children's behavioral regulation. We discuss implications for its use in early childhood settings. 相似文献