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101.
A new spatial ability test was administered online to 223 undergraduate students enrolled in introductory science courses. The 30-item multiple choice test measures individual differences in ability to identify the two-dimensional cross section of a three-dimensional geometric solid, a skill that has been identified as important in science, technology, engineering and mathematics (STEM) fields. Bivariate and partial correlations suggest that the test measures a skill that is distinct from three-dimensional mental rotation and change in view perspective. Test items varied along two scales: complexity of the geometric solid to be sliced and orientation of the cutting plane. Internal reliability of both the overall test and its subscales was satisfactory. Performance was higher on figures cut by orthogonal, rather than oblique, planes. Patterns of performance across more and less complex items, and patterns of sex differences on these items, suggest that items on the test are differentially amenable to imagistic and analytic strategies, with males outperforming females on items that are less amenable to analytic strategies. The test shows promise for online administration and for adaptation to younger populations. 相似文献
102.
The value of research-informed classroom practices is well recognized and thus this qualitative study was designed to explore, from multiple perspectives, the experiences and influences of classroom practices for students with Fetal Alcohol Spectrum Disorders (FASD). The inductive analysis of 11 focus groups and three interviews involving 60 individuals working closely with this student population—31 teachers, seven administrators, 16 allied professionals, and six caregivers—generated three themes: understanding the whole student, responding within dynamic environments, and optimizing student-centered programming. This study provides an essential step toward better-prepared educators for meeting the learning and developmental needs of students with FASD as well as other complex populations. The implications for developing professional learning opportunities reflective of intentional, reflective, and assimilative classroom practices are discussed. 相似文献
103.
The work of the modern police apparatus is highly dependent upon media technologies. This article traces crucial developments in this history, analyzing the central role that media have played in policing practices since the advent of the modern patrol in the late eighteenth century. We trace how the governmentalized police force has used media to govern efficiently what Foucault calls the three great variables: territory, speed, and communication. In conclusion, we consider the possibilities for resistance in a time when digital police media have given rise to alarming strategies for surveilling populations, stifling dissent, and exerting control over public and private space. 相似文献
104.
Leo W. Jeffres Kimberly Neuendorf Cheryl Campanella Bracken David Atkin 《Mass Communication and Society》2013,16(4):470-491
In an earlier period of mass communication research, scholars were more adventuresome in advancing “new” theories and less hesitant to “create” theory. The 1970s, in particular, bore witness to the emergence of several such theories—from the knowledge gap and agenda-setting to cultivation. Scholars have generated substantial literatures elaborating work in these and other traditions. Those contributions are now sufficiently robust that it is time to direct some of our energies toward synthesizing theories. This article nominates third-person perception as a candidate for such integration. Several prominent theories of media effects in the mass communication literature are selected to illustrate how the theories can or have been integrated. Results from three surveys provided evidence that the theories of third-person perception, agenda-setting and cultivation can be interrelated. The proposition examined here can serve as a model for further integration of other media theories. This integration attempt harkened back to the times when theory building in media effects was more common and perhaps more optimistic about explaining processes of influence. 相似文献
105.
With the advent of e-journal preservation projects and publisher digitization of journal backfiles, academic libraries have begun to move their corresponding print volumes of these titles to storage to avoid duplication and save space. This article examines the supporting justifications, outreach mechanisms, and logistical procedures undertaken at American University Library to relocate the entire bound journal collection to offsite storage in order to address severe physical space constraints and to support patron use of and preference for electronic journal content. In addition, the article presents preliminary data regarding the use of bound volumes sent to storage and an overall analysis of this transformational project. 相似文献
106.
Cheryl J. Craig 《课程研究杂志》2013,45(1):81-115
This narrative inquiry traces a beginning teacher’s unfolding career over a six-year period in a diverse middle school in the fourth largest city in the USA. The work revolves around two conceptualizations: ‘stories to live by’ and ‘stories to leave by.’ How these identity-related phenomena surface and play out in an entry-level teacher’s experiences become revealed. The stories of experience lived and told, and relived and retold, illuminate the influence of context on beginning teachers’ knowing. The interwoven nature of educators’ lives also forms a major theme. In the final analysis, the beginning teacher’s ‘stories to live by’ are no longer able to sustain her in her urban teaching milieu. Shifting occurs and ‘stories to leave by’ prevail. 相似文献
107.
This narrative inquiry exploring contemporary Chinese schooling involved three researchers who worked collaboratively as a team. Each researcher resonated with a different image of the principalship embedded in the storied account proffered by Xu Xiaozhang 校长, leader of Hexie Elementary School in Tianjin, China. (1) Principal as the lead teacher; (2) principal as an agent of a harmonious learning community; and (3) principal as a teacher-maker were the images Principal Xu held and expressed. In the interpretive analysis, Xu Xiaozhang’s images of principal were nested one within the other in ways that brought Deweyan pragmatism and Confucian thought fruitfully together. The subtle nuances of the images provide an upclose view of schooling on one elementary campus in China that is of international interest and value. 相似文献
108.
Cheryl T. Magrini 《Religious education (Chicago, Ill.)》2013,108(1):60-83
Based on the ethnography conducted by Magrini in three midwestern United Methodist congregations, this article examines the development of “ethnographic intertextual voicing,” which describes multiple contexts and the ways in which these contexts influence representation of the participants and in turn, create in a community of learning. The ethnography studied children's interpretations of biblical meal stories, Eucharist experiences, and reflections on daily meal practices. Magrini's hospitable pedagogy approach was applied with 25 children ages 5 through 11. The hospitable pedagogy approach created a teaching and learning environment through which ethnographic intertextual voicing emerged. The author argues that ethnographic intertextual voicing is influenced by familial, ethnic, and faith contexts, as well as those of the researcher, and can create a community of learning as a result of the ethnographic research itself through the practice of hospitable pedagogy as a research methodology. 相似文献
109.
Lisa C. Yamagata-Lynch Jaewoo Do Anne L. Skutnik Duren J. Thompson Adam F. Stephens Cheryl A. Tays 《Open Learning》2013,28(2):178-189
This article reports on a case of participatory self-directed online learning within the context of a graduate-level instructional technology course. The course was about online learning environments and relied on both asynchronous and synchronous technologies. In this case, the instructor and students engaged in collaborative course design through one of the assignments where student teams and the instructor led one week’s worth of course activities and discussions. This article begins with a discussion of the literature on participatory self-directed online learning. Then, the article presents an overview of the course design, detailed discussion of the assignment that framed student participatory self-directed learning and two examples of student assignments. The framing question for organising this case was as follows: What lessons can a team of graduate students and the instructor learn about self-directed participatory online learning from a collaborative design project? The article ends with the overall lessons learned from the case and implications to future design of online activities. 相似文献
110.
This paper offers a new way of exploring some of the complexities inherent in attempts by policy makers and others to promote educational change. The focus of this study is on the current drive in education policy to alter the basis of teacher professionalism through the application of principles of lifelong learning to teachers’ professional development. Drawing upon data from two studies of the Chartered Teacher (CT) initiative in Scotland the paper examines the formation of successive transmission points as material relays of relations during the process of implementing this policy objective. It explores how three key discursive elements of a professional standard for accomplished teaching: collaborative action, critical reflection and enquiry, and teacher leadership, were progressively recontextualised during the introduction of CT status in schools. The findings indicate some of the conceptual and political struggles involved at the critical junctures where policy implementation requires the movement of a discourse from one social context to another. The paper suggests that a discursive analysis of how a centrally mandated initiative is transmitted can help to promote an understanding of the complexities of this process and increase critical awareness of the issues at stake for those involved. 相似文献