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51.
Lauren B. Adamson Roger Bakeman Deborah F. Deckner P. Brooke Nelson 《Child development》2014,85(3):941-955
This research traces the development of symbol‐infused joint engagement during mother–child interactions into the preschool years. Forty‐nine children, who had been previously observed as toddlers (L. B. Adamson, R. Bakeman, & D. F. Deckner, 2004 ), were systematically observed during interactions with their mothers at ages 3½, 4½, and 5½ during activities related to the past and future, internal states, and graphic systems. Although the amount of symbol‐infused joint engagement reached a ceiling by 3½, its focus continued to become more complex and its form more balanced. Individual differences in children's symbol‐infused joint engagement were stable across 4 years. These findings highlight both how joint engagement is transformed as conversational skills develop and how it remains rooted in earlier interactions and supported by caregiver's actions. 相似文献
52.
This article provides a comparative analysis of citizenship education in the Philippines and Singapore. Through an analysis of historical contexts, citizenship education policy and curriculum, it examines Makabayan in the Philippines and National Education in Singapore. It identifies particular policy and curriculum trajectories as responses to national and global imperatives to demonstrate how countries are redefining the kinds of knowledge, skills and values deemed necessary for national citizenship in global contexts. This comparative case study illustrates some of the tensions and contradictions facing citizenship education in new global contexts and highlights the different ways countries try to manage these tensions through citizenship education policies and curricula. Findings point to different factors that shape and constrain the implementation of citizenship education programmes in both countries. 相似文献
53.
Jasmine B. Ulmer 《International journal of qualitative studies in education》2017,30(9):832-848
The posthuman turn has radically–and rapidly–shifted what is possible in research methodology. In response, my aim in this conceptual paper is to suggest entry points into posthuman educational research methodology. I outline aspects of posthumanism while recognizing its multiplicity: there are many posthumanisms and each offers different twists, turns, and ways of thinking about methodology. In unfolding the potentials thereof, I locate posthumanism within our current epoch, which some scholars have suggested be renamed the Anthropocene to account for the impact of humanity on the planet. Then, I describe how posthumanism situates, processes, and affirms knowledge in interconnected and material contexts. Next, I consider how non-representational research imagines and animates methodologies that think differently. I conclude by discussing a postdisciplinary future for more-than-critical inquiries. Significantly, this article addresses recent advancements in posthuman research and engages with ongoing theoretical, methodological, and ethical debates. 相似文献
54.
This article examines how conversations during design reviews in which 8th-grade mathematics students shared population models with visiting specialists expanded the disciplinary expertise of the classroom. Re-contextualizing is a conversational exchange that visiting specialists initiated to invite groups to consider their models in novel contexts. Analysis of 14 design reviews in 2 classrooms showed that re-contextualizing resulted in both the elaboration of ideas students already understood and new contributions to students' understandings of mathematical aspects of population modeling. This article presents case studies of 2 groups that differed in terms of their interest in the curricular task and the level of conceptual integrity of their population models. Despite these differences, the re-contextualizing exchanges that emerged in their design reviews led to new insights for both groups and provided them with opportunities to try on ways of thinking and acting like population biologists. 相似文献
55.
Timothy L. Sellnow Matthew W. Seeger Robert R. Ulmer 《Journal of Applied Communication Research》2013,41(4):269-292
This study applies chaos theory to a system-wide analysis of crisis communication in a natural disaster. Specifically, we analyze crisis communication during the 1997 Red River Valley flood in Minnesota and North Dakota. This flood, among the worst in modern American history, consumed entire metropolitan areas, displacing thousands of people. The conditions and decisions leading to the disaster, and the subsequent reactions are retraced. Communication related to river crest predictions (fractals), the shock at the magnitude of the crisis (cosmology episode), novel forms of reorganizing (self-organization), and agencies that aided in establishing a renewed order (strange attractors) are evaluated. Ultimately, we argue that preexisting sensemaking structures favoring rationalized, traditional views of a complex system led officials to make inappropriately unequivocal predictions and ultimately diminished the effectiveness of the region's crisis communication and planning. 相似文献
56.
Brooke Erin Duffy 《The Communication Review》2013,16(3):132-154
Discourses of authenticity are symptomatic of an era of destabilized communication hierarchies, participatory media, and reality television programming. Women's magazines are an apt site to examine articulations of authenticity given the genre's traditional emphases on aspirational consumption and “making up” the external self. This study explores constructions of authenticity in the advertising and editorial content of two top-ranked publications, Glamour and Cosmopolitan. Drawing on a qualitative textual analysis of these magazines, the author conceptualizes three overlapping tropes of authenticity: (a) promoting natural, organic products; (b) the celebration of ordinary-looking women; and (c) the encouragement of inner-directed self-discovery. These striations of real products, real external beauty, and real internal beauty, respectively, allow authenticity to seep throughout the texts without fundamentally disrupting their traditional commercial function. 相似文献
57.
Tenko Raykov Brooke C. Schneider George A. Marcoulides Peter A. Lichtenberg 《Structural equation modeling》2013,20(2):318-324
A 2-stage procedure for estimation and testing of observed measure correlations in the presence of missing data is discussed. The approach uses maximum likelihood for estimation and the false discovery rate concept for correlation testing. The method can be used in initial exploration-oriented empirical studies with missing data, where it is of interest to estimate manifest variable interrelationship indexes and test hypotheses about their population values. The procedure is applicable also with violations of the underlying missing at random assumption, via inclusion of auxiliary variables. The outlined approach is illustrated with data from an aging research study. 相似文献
58.
Brooke E. E. Montgomery S. Alexandra Marshall Sharon E. Sanders Martha M. Phillips Michelle Cline Max Snowden 《American journal of sexuality education》2018,13(1):18-39
There is a strong relationship between experiencing violence and participating in behaviors that increase the risk of contracting sexually transmitted infections. Sexual health education (SHE) tailored to the unique needs of female survivors of violence is needed. This paper presents findings from 40 surveys and 33 accompanying interviews with stakeholders representing 31 agencies in the violence advocacy community in Arkansas to investigate the feasibility, acceptability, and perceived need of a SHE program for female survivors of violence. Data also explore the role and preferences of community agencies in the design and implementation of such a program. Interviews with stakeholders revealed three themes: intervention concerns, content, and structure. 相似文献
59.
Jonathan H. Ohrt Jennifer D. Deaton Kathryn Linich Jessie D. Guest Brooke Wymer Brittany Sandonato 《Psychology in the schools》2020,57(5):833-846
Teachers are in a unique position to identify and support students who experience mental health concerns. The purpose of this systematic review was to (a) identify current available evidence-based teacher training programs related to students' mental health, (b) review the content and delivery methods of the training, and (c) evaluate the quality of the research designs and evaluation methods of the training. Most training programs are delivered face-to-face and include interactive discussion and content knowledge. Content varied among the training programs. Most studies found improved knowledge among teachers; however, no studies found improvement in effective communication. 相似文献
60.
Janise S. Parker Avery Amabile Emily Oliver Jasmine Garnes Ashwini Sarathy 《Psychology in the schools》2020,57(8):1289-1308
We conducted four focus group interviews with 24 high school youth to examine facilitators and barriers to African American high school students' expression of various self-determination skills (e.g., choice/decision making, self-advocacy, goal setting, and attainment etc.). The majority of our research participants were African American, with one student identifying as multiracial (African American and White). Key findings revealed that personal (e.g., desire to graduate from school) and contextual factors (e.g., school counselor and teacher support) influenced the participants' expression of multiple self-determination skills. We also found that some of the participants' motives for utilizing or not utilizing specific skills were influenced by what they perceived as racist, punitive, and restrictive school practices (e.g., teachers holding negative perceptions about African American students and school counselors restricting their access to advanced courses). Findings from this study support ongoing calls for educators to consider students' cultural backgrounds and lived experiences when promoting their expression of self-determination skills. 相似文献