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141.
Stephan Dutke Anna Christina Grefe Claudia Leopold 《European Journal of Psychology of Education - EJPE》2016,31(4):499-513
In an experiment with 65 high-school students, we tested the hypothesis that personalizing learning materials would increase students’ learning performance and motivation to study the learning materials. Students studied either a 915-word standard text on the anatomy and functionality of the human eye or a personalized version of the same text in which 60 definite articles (e.g., “the eye”) were replaced with 60 second-person possessive pronouns (e.g., “your eye”). Afterwards, participants answered comprehension and transfer questions. One week later, the participants were asked to restudy the text and to answer the same questions again with the aim to improve their performance. In the personalized text condition, students showed higher transfer performance, spent more time on restudying the text, and reported being more motivated than students in the standard text condition. However, only duration of restudying (not self-reported motivation) mediated the effect of personalization on transfer performance. 相似文献
142.
Claudia G. Interiano Jae Hoon Lim 《International journal for the advancement of counseling》2018,40(3):310-325
This study explored the interplay between a multidimensional model of acculturation and professional identity development among eight foreign-born doctoral students in U.S. counselor education. Themes generated through an interpretive phenomenological analysis revealed that the participants, while trying to adapt to the Euro-American cultural context of their counselor programs, experienced a sense of conflict, loss, and grief, resulting in what they called a “chameleonic” professional identity. Findings illustrated that for international counseling students, professional identity development is an arduous and complex process deeply intertwined with their acculturation experiences. Implications for counselor programs and future research are further discussed. 相似文献
143.
The purpose of this paper is to examine the relationship between news media and political education within consumer society. We argue that political education today needs to be understood as part of consumerism and media culture, in which individuals selectively expose themselves to and scrutinize various media representations not only of political issues, but also of political subjectivity and action. Individuals learn about how they might become political and act politically through their engagements with the news, in the context of the characteristics of liquid modernity, namely consumer culture, individualization, and choice. When examined through a lens of public pedagogy, political education becomes intertwined with consumer culture and the role of media in the education and socialization of political subjectivity. In this paper, we look at one example of the relationship between news and the education of political subjectivity by drawing from a larger research study, which examined the role of mainstream and alternative media in citizens’ political mobilization on climate change. We argue that news consumption is part of a public political pedagogy through which individuals negotiate becoming liquid subjects, that is, citizens who take a critical, monitorial, and individualistic consumer approach to becoming political and taking part in social change. 相似文献
144.
Claudia Fernández-Limón Juan Manuel Fernández-Cárdenas Alma Adrianna Gómez Galindo 《师资教育杂志》2018,44(1):71-89
AbstractTeacher education can benefit directly from experiences in non-formal settings. This article presents a research study with elementary teachers who were teaching in public schools in the state of Nuevo León, México, and participated in a STEM Continuous Professional Development (CPD) workshop. The workshop provided a platform for teachers to interact with scientists and disseminators of science, allowing the appropriation of scientific knowledge applied to everyday activities and settings. Participants improved the quality of their teaching practices in classrooms and gained a new understanding of STEM subjects, enabling them to promote inspiring learning experiences with their students, where dialogue, experimentation and elucidation became an important part of their lessons. The study was carried out using ethnographic tools for analysing recorded videos, 15 sets of field notes, and 49 questionnaires. The sequential analysis of talk and gestures in their participation in the CPD workshop demonstrated high levels of involvement, creativity, and collaborative solution of STEM problems. 相似文献
145.
Objective: Present US parents' perceptions about factors leading to early intercourse and strategies for overcoming them. Methods: Conducted analysis of eight focus groups with 78 male and female African‐American and Hispanic caregivers of fifth‐graders and sixth‐graders (ages 10–12). Results: Participants gave the following primary reasons for early sexual activity: lack of structured activities, adult supervision, and communication; and influence of peers, society, and media. They suggested strategies targeting these reasons, and the need for parents, schools, and the community to work together. Conclusion: Incorporating parents' perspectives would help tailor interventions to the needs of the target population and increase parental support. 相似文献
146.
147.
Katharina Steinhart Andreas von Kaenel Stella Cerruti Pedro Chequer Rebeca Gomes Claudia Herlt 《Sex education》2013,13(6):630-643
In 2007, six countries (Argentina, Brazil, Chile, Paraguay, Peru and Uruguay) commenced work on a project to harmonise public policy on school sexuality education (SE) and the prevention of HIV. Inter-sectoral management committees for SE involving ministries of education, ministries of health and civil society were established, national policies and work plans were formulated and implemented, and SE/HIV prevention activities were carried out. The strengths and weaknesses of implementation were assessed. After this, the beginnings of a community of practice were created, with national focal points. This paper analyses the above process using qualitative data generated through semi-structured questionnaires and interviews, with a focus on the perceived contribution of regional collaboration to the development of national policies, national curricula and implementation. Overall, the initiative reached 83,000 teachers and 1,500,000 pupils. Training materials and national curricula and policies were developed, introduced and implemented. Regional collaboration improved political institutionalisation, information exchange, inter-sectoral collaboration, civil society participation, programme legitimacy and the perception of SE as a young person's right. The initiative offers a model for other countries, with regional collaboration helping to establish the case for SE both normatively and institutionally at the political level, mitigate obstacles in the context of such a politically sensitive topic as SE and provide a forum for discussion and the exchange of information which in turn helped legitimise and operationalise national SE policies. 相似文献
148.
Claudia L. Hale 《亚洲交流杂志》2013,23(2):188-214
Organizational communication scholars have paid scant attention to the motivations of people who choose careers in social service organizations. This study examined organizational identification in the context of two Thai social service organizations: government-run Community Development Department (CDD) and non-governmental Population and Community Development Association (PDA). The degree to which CDD members identified with CDD and PDA members identified with PDA was assessed by using the Organizational Identification Questionnaire constructed by George Cheney (1982). Comparison of CDD and PDA scores on Cheney's OIQ provided findings that mirror those of previous studies of organizational identification. Specifically, the level of organizational identification among employees who work for the non-governmental privately-run social-cause organization (PDA) was significantly higher than for employees who work for the government organization (CDD). Thus, the non-governmental organization appears to be more effective than the government organization in fostering employee identification. Interestingly, a factor analysis of Thai responses to the Cheney instrument revealed three dimensions that were different from the three dimensions theorized by Cheney (1982). While Cheney's conceptualization of identification included employees sense of membership, similarity, and loyalty to their organization, the Thai dimensions reflected life values (‘pride in membership’), social values (‘fit with organization’), and personal values (‘comfort zone’). These findings hold important implications for communication scholars who study employee motivation in non-Western organizational contexts. 相似文献
149.
The focus of the present study is on the developmental antecedents of domain-general experimentation skills. We hypothesized that false-belief understanding would predict the ability to distinguish a conclusive from an inconclusive experiment. We conducted a longitudinal study with two assessment points (t1 and t2) to investigate this hypothesis. As language, executive functioning, working memory, and intelligence have been discussed as potential influencing factors in theory of mind and scientific reasoning development, we included measures of these abilities as control variables. We recruited 161 preschool children (73 girls and 88 boys); we administered a false-belief task, an experimentation task, and the control variables at t1 when the children were 4 years old. We repeated the false-belief and experimentation tasks at t2 when the children were 5 years old. Our results show that children who solved the false-belief task correctly at age 4 were more likely to solve the experimentation task correctly at age 5, but not vice versa, even after controlling for the influence of language, executive functioning, working memory, and intelligence. The implications of these results on theories about the development of scientific reasoning and for science education concepts for young children are briefly discussed. 相似文献
150.
Jon E. Crossno Claudia H. DeShay Mary Ann Huslig Helen G. Mayo Emily F. Patridge 《Journal of the Medical Library Association》2012,100(3):171-175