更新公民教育

本文认为,现在到了恢复美国高等教育丢失的使命的关键时刻。在简要回顾了公民教育三要素——思想、道德和行动后,本文详细描述了公民教育在美国大学的衰落和针对公民教育真空的四种反应,最后提供了若干建议作为把思想、道德和行动等不同角色结合起来的对话框架。     

A method for analyzing the coherence of high school biology textbooks

Because textbooks have the potential to be powerful catalysts for improving science teaching and learning, having reliable methods for analyzing important textbook features, such as their coherence, is essential. This study reports on the development of a method in which trained reviewers, following a set of guidelines defining the ideas to be learned and connections among those ideas drawn from relevant maps published by the American Association for the Advancement of Science in the Atlas of Science Literacy (2001), were able to analyze the degree to which four widely used high school biology textbooks provided students and teachers with a coherent account of the important topic of matter and energy transformations in living systems. The study method was found to produce consistent results across reviewers and textbooks and can serve those who evaluate, design, and use science curriculum materials. This work represents an important first step in meeting the need for methods to measure, characterize, and, ultimately, to improve textbook coherence. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 47–70, 2010     

Seeking Balance: The Importance of Environmental Conditions in Men and Women Faculty’s Well-being

Faculty retention is of increasing importance in the current economic climate. We examined the role of an institution’s environmental conditions (e.g., climate, collegiality, and administration) in faculty well-being (i.e., job satisfaction, intent to leave, emotional and physical health). Women reported significantly lower well-being and a more negative perception of all environmental conditions than men. Intriguingly, for both men and women, the more institutional support perceived by faculty members for work-life integration, the more positive their well-being. Policies that support work-life integration, often viewed as merely a “women’s issue,” may encourage the retention of both men and women faculty members.     

Making the Rice: Latina Performance Testimonios of Hybridity,Assimilation, and Resistance

This performance testimonio is the result of collaboration between two U.S. Latina graduate students/ university instructors: a Latina of Puerto Rican descent and a white Chicana. It is a dialogue in which the authors “come together to engage our differences, face-to-face, and work to find common ground” (The Latina Feminist Group, 2001 The Latina Feminist Group. 2001. Telling to live: Latina feminist testimonios, Durham, NC: Duke University Press. [Crossref] , [Google Scholar], p. 1). We offer this performance testimonio to interrogate and be accountable for our performances of hybrid/assimilated identities, as we strive to recognize the ways we produce, maintain, and resist dominant and oppressive cultural paradigms. To do this, we draw on the models of resistance found in Latina/Chicana feminist discourse and performance autoethnography. The text was created to be performed before an audience.     

Early development among dual language learners: The roles of language use at home,maternal immigration,country of origin,and socio-demographic variables

Using nationally representative data from the ECLS-B, we examined children's outcomes and growth from 9 to 65 months as a function of language used in the home at 24 months (English only n = 7300; English and another language n = 1500; other language only n = 400). We also examined whether demographic variables moderated the effects of DLL status in predicting child outcomes. Results revealed substantial variation within the DLL population within and across language groups in immigration status, heritage country, child outcomes, and family socioeconomic risk. DLL status was associated with differential outcomes, gains over time, and processes in complex ways. Maternal birth outside of the U.S., child gender, and parental education moderated relations between home language and child outcomes. Use of the heritage language at home served as a protective factor for children of immigrant families for a few outcomes. Gender and parental education were more strongly associated with child outcomes among English-speaking households than among DLLs.     

Digital natives: Where is the evidence?

Generational differences are seen as the cause of wide shifts in our ability to engage with technologies and the concept of the digital native has gained popularity in certain areas of policy and practice. This paper provides evidence, through the analysis of a nationally representative survey in the UK, that generation is only one of the predictors of advanced interaction with the Internet. Breadth of use, experience, gender and educational levels are also important, indeed in some cases more important than generational differences, in explaining the extent to which people can be defined as a digital native. The evidence provided suggests that it is possible for adults to become digital natives, especially in the area of learning, by acquiring skills and experience in interacting with information and communication technologies. This paper argues that we often erroneously presume a gap between educators and students and that if such a gap does exist, it is definitely possible to close it.     

Modeling reading vocabulary learning in deaf children in bilingual education programs

The acquisition of reading vocabulary is one of the major challenges for deaf children in bilingual education programs. Deaf children have to acquire a written lexicon that can effectively be used in reading. In this paper, we present a developmental model that describes reading vocabulary acquisition of deaf children in bilingual education programs. The model is inspired by Jiang's model of vocabulary development in a second language (N. Jiang, 2000, 2004a) and the hierarchical model of lexical representation and processing in bilinguals (J. F. Kroll & E. Stewart, 1988). We argue that lexical development in the written language often fossilizes and that many words deaf readers acquire will not reach the final stage of lexical development. We argue that this feature is consistent with many findings reported in the literature. Finally, we discuss the pedagogical implications of the model.     

Teaching students how to publish communication research

Courses: This semester-long assignment can be featured in undergraduate or graduate communication courses that include a major writing assignment such as research methods, capstone classes, senior thesis sections, or advanced courses on topics such as interpersonal, intercultural, and interracial communication. This assignment is suitable for face-to-face, online, and blended courses.

Objectives: By completing this assignment, students should be able to (a) outline and draft a full research paper or comprehensive literature review on a course-related topic, (b) tailor their papers to meet the requirements of an editor’s call for papers, (c) peer review and provide constructive feedback on classmates’ scholarly papers, and (d) revise and resubmit their original research papers to a mock journal.