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31.
The teaching of media and digital literacies has gained increased attention in the 20 years following the New London Group’s landmark publication. From approaches urging the study of popular culture to calls for youth led social media revolution, there is no shortage of approaches. Yet scant attention is offered toward articulating a new and comprehensive theory of pedagogy and production that acknowledges the changing tools and technologies at young people’s disposal, conceptualizes young people as media producers, and applies these developments to today’s complex classroom context. We aim to articulate a new critical theory of multiliteracies that encompasses 4 types of digital engagement: (a) critical digital consumption, (b) critical digital production, (c) critical distribution, and (d) critical digital invention. We make the argument that a new critical theory of multiliteracies needs to account for each of these types of digital engagement but that, ultimately, we must move beyond theorizing our youth as passive consumers or even critical users of digital technologies toward the project of facilitating youth communities of digital innovation. 相似文献
32.
Post-secondary educational institutions are characterized by their seemingly inherent resistance to the nontraditional. Understanding ways of thinking about the future, however, will help the educator who has nontraditional ideas to plan and implement these ideas more effectively. This article presents different orientations to thinking about the future and employs futures analysis techniques for discussing some of the major ideas in the previous articles in this special journal issue. 相似文献
33.
Lyle V. Jones Tanja Bekhuis Ernest C. Davenport Jr. 《Research in higher education》1985,23(3):319-331
College enrollments are shown to have increased since the 1970s for majors in computer science, engineering, and business, and to have decreased for the biological and social sciences, the humanities, and education. In both the 1970s and the 1980s, high average levels of high-school achievement are observed for declared college majors in science and engineering fields. Education and business majors display records of relatively low average levels of achievement in high school, as do college dropouts, whatever their college major. 相似文献
34.
Patrick T. Terenzini Leonard Springer Ernest T. Pascarella Amaury Nora 《Research in higher education》1995,36(1):23-39
This study estimates the relative and unique effects on changes in critical thinking of three dimensions of students' college experience: curricular exposure, formal classroom and instructional experiences, and out-of-class experiences. Students' classroom/instructional and out-of-class experiences both make positive, statistically significant, and unique contributions to gains in critical thinking above and beyond students' precollege characteristics and level of critical thinking. Theoreticians have long speculated that students' academic and nonacademic experiences jointly influence change, and this study supports that belief. The design and instruments in this study may be of interest to persons involved in assessment or the study of college impact.Paper presented at the meeting of the Association for Institutional Research, New Orleans, LA, May 1993.The National Center on Postsecondary Teaching, Learning, and Assessment is funded by the U.S. Department of Education, Office of Educational Research and Improvement (OERI), under Grant No. R117G10037. The opinions herein do not necessarily reflect the position or policies of OERI, and no official endorsement should be inferred. 相似文献
35.
36.
Marilyn A. Sheerer Ernest Dettore Jennifer Cyphers 《Early Childhood Education Journal》1996,24(2):99-102
Early childhood teachers can plan developmentally appropriate classrooms through a fusion of thematic and emergent curriculum
approaches. Ernie, a preschool teacher/university professor working in a campus laboratory setting, designed and implemented
a space theme which was relevant to young children, allowed them many opportunities to demonstrate their knowledge and skills
and expand upon them in significant ways, and incorporated a variety of materials and resources. Overall, the use of this
theme reflected the initial and emergent interests of both the teachers and children, as they interacted in the social environment. 相似文献
37.
Previous research notes the importance of understanding racial/ethnic differential prediction of college grades across multiple institutions. Institutional variation in selection indices is especially important given some states' laws governing public institutions' admissions decisions. This paper employed multilevel moderated multiple regression to study the variation of selection indices across 30 institutions and the accuracy of selection indices in predicting college grades for students of different racial/ethnic backgrounds. Several benefits of multilevel models for cross-institutional differential prediction studies were described and include: controlling for institutional differences in range restriction, providing reliability estimates of least squares estimates, and adjusting criterion scores for differences in coursework difficulty. The findings from this study provide evidence of institutional variation in selection indices, which challenges current laws aimed at standardizing them. Specifically, there was evidence that the predictor slope coefficients varied across institutions, in addition to the estimates that measured intercept differences for African and Asian American students. Across universities, the results mirrored previous findings: high school grade point average (GPA) differentially predicted grades for African Americans, SAT verbal scores differentially predict grades for Asian Americans, and SAT math scores were better predictors of Asian Americans' grades. 相似文献
38.
Ernest F. Talarico Jr. 《Anatomical sciences education》2010,3(2):77-82
As human cadavers are widely used in basic sciences, medical education, and other training and research venues, there is a real need for experts trained in anatomy and dissection. This article describes a program that gives individuals interested in clinical and basic sciences practical experience working with cadavers. Participants are selected through an open application process and attend sessions focused on anatomical terminology, gross anatomy and radiography, and some of the educational applications of human cadavers. Dissection skills are honed during an intensive, two‐day cadaver dissection and orthopedic workshop. Participants communicate the knowledge they gain through table‐side discussions, reflect upon the experience during a memorial service, and submit written program evaluations. Additionally, the dissection and preparation of cadaveric materials accomplished in this course are used in the medical school gross anatomy course during the next academic year. From 2004 through 2008, the annual number of applicants increased from 40 to 167, and the number of participants increased from 25 to 43 per year. Program participants have represented diverse ethnic, educational, and professional backgrounds. Feedback from participants has been remarkably positive, including comments on the large amount of learning that takes place during the sessions, the positive impact the program has had on career choice, and the desire for program expansion. This program, which could be replicated at other institutions, teaches anatomy, prepares cadaveric prosections for teaching and training others, and encourages participants to pursue careers in anatomical and biomedical sciences. Anat Sci Educ 3: 77–82, 2010. © 2010 American Association of Anatomists. 相似文献
39.
Ernest D. Michael Jr. Arthur Gallon Adran Adams 《Research quarterly for exercise and sport》2013,84(3):382-388
Abstract Members of the 1958–59 varsity basketball team at Santa Barbara and a control group of physical education majors not in training were tested each three weeks during a 17-week season of basketball competition on their response to a step test and to a cold pressor test. The results indicated that significant step test recovery pulse rate changes were made by the basketball players after three weeks of training. Maximum changes were found to occur after 17 weeks of training. The diastolic pressure response to the cold pressor test increased significantly (7 mmHg.) after six weeks of training and this was maintained for 17 weeks. The results indicated that a possible increased sensitivity or tone of the peripheral vessels resulted from physical training. 相似文献
40.
Patrick T. Terenzini Leonard Springer Patricia M. Yaeger Ernest T. Pascarella Amaury Nora 《Research in higher education》1996,37(1):1-22
This study sought answers to three questions: (1) Do the precollege characteristics of first-generation students differ from those of traditional students? (2) Do first-generation students' college experiences differ from those of other students? (3) What are the educational consequences of any differences on first-year gains in students' reading, math, and critical thinking abilities? Answers come from 2,685 students (825 first-generation and 1,860 traditional students) who entered 23 diverse institutions nationwide in Fall 1992 and who completed one year of study. First-generation students differ from their traditional peers in both entering characteristics and college experiences. Although traditional students make greater net gains in reading during their first year, the two groups gain to about the same degree in math and critical thinking skills. Those gains, however, appear to result from somewhat different experiences. 相似文献