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501.
Children in the United States grow up in a context wherein colorblindness and racism coexist. This article examined how colorblindness functions as a societal “master narrative” that shapes how children construct their own racial identities. Data were collected via semi-structured interviews with 217 Black, White, and Multiracial children (Mage = 9.92) in public schools in the Pacific Northwest during 2013–2014 academic year. Our analysis identified four race narratives, which varied systematically by child age and race. Associations were also found between narrative types and children’s ratings of racial identity importance. Although colorblindness infuses many of the racial narratives, there was evidence that children also question and disrupt this master narrative with stories of resistance that counter colorblind norms. 相似文献
502.
Christina Rose Dubb 《Children‘s Literature in Education》2007,38(3):219-232
This article compares the first-person narratives of two adolescent girls in the novels The Rain Catchers and The House on Mango Street. I propose that adolescent girls can use literacy to read the world around them as a text and therefore help them to form
their own identities enough to ultimately find authority in telling their own stories. I use Judith Langer’s theory of envisionment-building
as a primary lens through which to interpret the girls’ narrative work and further elucidate the feminist aspects involved
through Belenky et al.’s famous work, Women’s Ways of Knowing.
相似文献
Christina Rose DubbEmail: |
503.
Gallistel (1990) theorized that when animals encounter a biologically significant event, they automatically form a tripartite
code consisting of the time, place, and nature of the event. Recent research examining such time-place learning (TPL) has
shown that rats are reluctant to perform TPL tasks and appear to do so only under high-response-cost situations (Thorpe, Bates,
& Wilkie, 2003; Widman, Gordon, & Timberlake, 2000). In the present study, we trained rats on a low-response-cost daily TPL
task, in which the amount of food varied with the spatiotemporal contingencies. It was found that rats readily learned this
task. We hypothesize that, rather than automatically encoding a tripartite code when faced with a biologically important event,
rats instead automatically encode bipartite codes consisting of time-event and event-place information. 相似文献
504.
505.
Christina C. Smith 《Journalism Practice》2019,13(5):524-536
Existing literature on community journalism suggests it is worthwhile to theoretically and conceptually examine journalists in small towns. These reporters and editors always wear multiple hats, including news worker, community member, and booster. Therefore, drawing on newsroom observations and interviews, and applying the interpretive lenses of sociology and identity theory, this study examines the self-perceived identities of weekly newspaper news workers, and how those identities influence their news production. Findings across three organizations show that for these journalists, professional identity is intertwined with personal identity as a church member or baseball coach. Simply put, these journalists see themselves as members of the community that their newspaper covers. Their interactions with friends and neighbors are also interactions with sources – and with advertisers. This sense of personal connection further serves as a key motivation to produce meaningful news for their communities, which the author suggests has served as a safeguard to declines in readership for many small-town weekly newspapers. 相似文献
506.
According to Cognitive Load Theory, learning material should be designed in a way to decrease unnecessary demands on working memory (WM). However, recent research has shown that additional demands on WM caused by less legible texts lead to better learning outcomes. This so-called disfluency effect can be assumed as a metacognitive regulation process during which learners assign their cognitive resources depending on the perceived difficulty of a cognitive task. Increasing the perceived difficulty associated with a cognitive task stimulates deeper processing and a more analytic and elaborative reasoning. Yet there are studies which could not replicate the disfluency effect indicating that disfluency might be beneficial only for learners with particular learner characteristics. Additional demands on working memory caused by disfluent texts are possibly just usable by learners with a high working memory capacity. Therefore the present study investigated the aptitude-treatment-interaction between working memory capacity and disfluency. Learning outcomes were measured by means of a retention, a comprehension, and a transfer test. Moreover, the three types of cognitive load (intrinsic, extraneous, and germane) were assessed. The results revealed significant aptitude-treatment-interaction effects with respect to retention and comprehension. Working memory capacity had a significant influence only in the disfluency condition: The higher the working memory capacity, the better the retention and comprehension performance in the disfluency condition. No effects were found with respect to transfer or cognitive load. Thus, the role of metacognitive regulation and its possible effects on cognitive load need further investigation. 相似文献
507.
Dimitrios Kolokotronis Christina Solomonidou 《Education and Information Technologies》2003,8(3):229-244
We present the educational software Interactions between Objects, which we designed and developed to assist constructive teaching of Newton's 3rd law and Newtonian Dynamics in general. The software was designed on the basis of students' empirical ideas and conceptual difficulties, identified from previous research with Greek students (11–16 years old), the main findings of which are presented. We describe the step-by step design of this software, which aims to help students reconstruct their knowledge in the action–reaction thematic field through a number of experiments, by simulating real everyday life situations of interaction between bodies, modeling those situations by the help of an appropriate didactic method, applying cognitive conflict processes and supporting run my model features to promote students' conceptual change in this physics area. 相似文献
508.
Christina Collins 《Studying Teacher Education》2016,12(2):188-204
There is little research in the area of understanding educational leaders’ psychological processes. This lack of understanding leaves educational leaders to develop their own sense-making practices while in the complex and stressful act of leading. This self-study, conducted over more than half a school year in 2014–2015, was my own effort to do just that: to understand myself as a leader by examining various influences on my role using a four-quadrant framework for leadership. The findings highlight two significant areas influencing my leadership practices: the internal-entity quadrant, defined as the leader’s personal values and beliefs, and the internal-context quadrant, defined as the leader’s perception of the various contextual influences surrounding her role. Adopting this framework for my thinking allowed a more objective view of my practice and the beliefs and assumptions operating within my practice. While this work is, at a personal level, my own struggle to understand the complexities of leading, it is also examines one way in which district leaders might begin to think about their own sense-making practices using self-study methods. 相似文献
509.
Globally, many people spend most of their time interacting with the products of engineering design as they wear clothes, drink clean water, use transportation systems, and more. Given the omnipresence of engineering design, whose material results are felt daily in people’s lives, it seems especially important that students learn to recognize and question how certain designs promote the welfare and interests of some while remaining inaccessible to others. In this article, we outline a vision for critical literacy instruction in engineering that simultaneously incorporates and challenges professional standards. We—an associate professor of literacy, an engineer, and a teacher at an engineering-focused high school—illustrate how critical literacy instruction might be enacted in the context of engineering design instruction in high schools. We describe how critical literacy can complement disciplinary literacy instruction in engineering as students use critically-focused, disciplinary lenses to move toward social justice. 相似文献
510.
AbstractIn order for adolescents to learn about sex and relationships, the education must be of significance and meet their needs and interests. The study investigated adolescents’ conceptions of learning and education about sex and relationships. A phenomenographic approach was used. Six focus group interviews were conducted with adolescents ages 18–19 in Sweden. The results showed that stable ground for learning implies select issues of importance, that is, values and prejudices, up-to-date knowledge, and practical skills. These issues should be dispersed throughout the school years in relation to the students’ own maturity. This seemed to enable internalization of different aspects of sex and relationships. Learning about sex and relationships can create meaning for youth and generate progress by fostering autonomy and identity, correcting misconceptions, counteract prejudices, not in isolation rather in society in a defined culture. 相似文献