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171.
172.
从“媒介系统依赖”到“传播机体”——“媒介系统依赖论”发展回顾及新概念 总被引:5,自引:0,他引:5
祝建华 :本文描述的“传播机体”理论是“媒体依赖”理论在全球化和新媒体时代的继承和发展 ,用于分析媒体、个人、社群乃至社会各层面之互动关系。陈力丹 :鲍尔 -洛基奇是前任《传播学研究》的两主编之一 ,她与德弗勒的合著《大众传播诸论》1 5年前就在中国出版了中译本 ,因而被我国传播学界知悉。她在理论传播学方面与时俱进 ,现在已经将她早年论证的“媒介依赖论” ,以美国洛杉矶不同文化区域的传播生态作为研究对象 ,发展到了现在的“传播机体论”。本期发表的是她发言的理论部分。 相似文献
173.
Jung Cheol Shin 《Higher Education》2009,57(2):247-266
The purpose of this study was to classify higher education institutions according to institutional performance rather than
predetermined benchmarks. Institutional performance was defined as research performance and classified using Hierarchical
Cluster Analysis, a statistical method that classifies objects according to specified classification factors. In the analysis,
47 Korean universities with doctoral programs were classified as research universities (seven universities), research active
universities (14 universities), and doctoral universities (26 universities). In the detailed discussions, profiles of each
group were analyzed and discussed; and, disciplinary classifications were conducted in engineering, natural science, and social
science and humanities. In addition, to validate the classifications, the research performances of these categories were compared
with those of U.S. peers. In the comparisons, the research performance of Korean universities was similar to that of U.S.
peers. From the analysis, the classification results emerging from the performance-based approach were shown to be equivalent
to that of conventional classifications using predetermined benchmarks.
相似文献
Jung Cheol ShinEmail: |
174.
As new venues of information and tools for information access are emerging, people's online information seeking behavior is dramatically evolving. While a majority of well-established and classical models of information seeking and behavior are still valid, there is a growing need to study and explain novel information sources and information seeking behaviors that are unique to these sources. One emerging domain is social question and answer (Q&A). This article develops a research agenda for social Q&A, reviewing recent studies and identifying core issues, questions, and challenges. 相似文献
175.
Jung Chih Chen Barbara J. Reys Robert E. Reys 《International Journal of Science and Mathematics Education》2009,7(5):1013-1031
This study analyzes measurement learning expectations involving area and volume in grades 1–8 across several U.S. states and
high-performing TIMSS Asian countries, including Singapore, Taiwan, and Japan. Based on a review of official curriculum documents,
results of this study indicate that the mathematics content, grade placement, and cognitive level of learning expectations
related to selected measurement topics vary markedly across states and countries. This variability in learning expectations
results in striking differences in students’ opportunity to learn. 相似文献
176.
Shin Ji Kang Seoyoon Jung Kyungwha Lee 《Diaspora, Indigenous, and Minority Education》2018,12(2):70-81
This paper articulates the challenges of the South Korean education system through a co-constructed narrative, employing duoethnographic methodology. The authors offer critical and contextualized perspectives on their personal and professional observations on the dysfunctional aspects of South Korean education including dehumanization and overachievement. Drawing upon the framework of education for sustainable development, the authors suggest implications for educational reform both at the micro and macro, and practical and conceptual levels. This study is significant in that it considers voices of educators with socio-political backgrounds often marginalized in South Korean society. 相似文献
177.
The authors review and integrate certain diverse theories to explain and suggest appropriate interventions for difficulties in socioemotional functioning experienced by many deaf persons. These diverse perspectives include a hierarchical circular systems approach, psychosocial stage theory, social learning theory, and representational models, or evolving expectancies of others. These perspectives, which can facilitate understanding of social behaviors and development and lead to improved interventions, provide background for a 3-level model proposed in the article. The model focuses on the relationship between the deaf person and the proximal social environment. The model's first level takes into account intrapsychic processes such as self-concept; the second highlights reciprocal interactions between the person and the social environment. The third describes the resulting memories and expectancies that develop and evolve and that influence the person's previous intrapsychic thoughts, feelings, and perceptions. These, in turn, affect social interactions, in a recurrent, spiraling fashion. This hierarchical model can be used as a framework for concurrent or sequential interventions with Deaf people. 相似文献
178.
AbstractNew preferential policies in China promise to increase the number of rural students entering top-tier universities, where there is a wider path to a higher social status. While a substantial body of literature has investigated rural students’ trajectories to university, there is a dearth of systematic empirical studies on the academic success of rural students in colleges and universities. This study seek to address this gap by examining the academic achievement of representative samples of students entering an elite university in China, including their place of origin, family background, school experience, and the characteristics that align with their academic performance. The data suggest no significant difference in academic performance obtained by urban and rural students with respect to average grade point average (over four years). It also suggests that fathers’ occupations may not be associated with the academic achievements of students from different families. However, the data suggest a relatively clear school effect on the academic performance of students at University S.1 The study enriches the discussions of the inequality issue in China’s higher education sector. It also enriches the literature in sociology of education by looking at the relative strength of the relationship between the possible causes and outcomes of schooling. 相似文献
179.
Partnership with teachers for professional development has been considered beneficial because of the potential of collaborative work in the teacher’s own classroom to be relevant to practice. From this perspective, both teachers and researchers can draw on their own expertise and work as authentic partners. In this study, we address the need for such collaboration and focus on how a teacher and a researcher performed their roles when collaboratively implementing mathematical modeling tasks within a context of in situ professional development. Using multi-tier design-based research, as a framework, a researcher worked in a teacher’s classroom to implement a series of research-based mathematical modeling activities. A broad corpus of data from this interaction was analyzed, including audio recordings of interviews with the teacher, video recordings of three mathematical modeling lessons, researcher field notes and journal reflections, instructional materials, and students’ written work using the principles for designing activities for teachers. The emerging roles and relationships between the teacher and the researcher were documented, as (1) the researcher implemented the professional development, (2) the teacher shared her concerns, (3) the researcher responded to the teacher’s challenges, and (3) the teacher reflected on student development. As a case study of collaboration, the participants’ roles and strategies to overcome challenges and achieve shared objectives can benefit teachers and researchers who plan to collaboratively implement modeling in the classroom. The study supports the value and viability of this form of in situ professional development, indicating that significant changes in teachers’ thinking about their students’ mathematical model development can occur in relatively short periods of time. 相似文献
180.
To engage in the practices of science, students must have a strong command of science academic language. However, content area teachers often make academic language an incidental part of their lesson planning, which leads to missed opportunities to enhance students’ language development. To support pre-service elementary science teachers (PSTs) in making language planning an explicit part of their science lessons, we created the Academic Language Planning Organizer (ALPO). The purpose of this study was to determine the effectiveness of the ALPO on two levels: first, by examining participants’ interactions with the ALPO as they identified academic language features, objectives and supports; and second, by exploring the ways that participants translated identified language supports to planned science activities. Findings indicated that, when using the ALPO, PSTs identified clear language functions and relevant vocabulary terms, and also frequently developed clear, observable and measurable language objectives. When lesson planning, PSTs were largely successful in translating previously identified language supports to their lesson plans, and often planned additional language supports beyond what was required. We also found, however, that the ALPO did not meet its intended use in supporting PSTs in identifying discourse and syntax demands associated with specific academic language functions, suggesting that revisions to the ALPO could better support PSTs in identifying these academic language demands. Implications for supporting PSTs’ planning for and scaffolding of science academic language use are presented. 相似文献