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151.
152.
Carla C. Johnson 《Journal of Science Teacher Education》2013,24(4):693-715
Enactment of federal educational policy has direct implications for states and local school districts across the nation, particularly in the areas of accountability and funding. This study utilized constructivist grounded theory to examine the impact of policy on science education reform in a large, urban school district over a 5-year period. The existence and interaction between macro and micro, and explicit and implicit policies created educational turbulence. Findings further extend upon Fullan’s (Change theory: a force for school improvement, 2006) change theory adding high-stakes accountability as a prevalent distractor issue and the need for quad-level, rather than tri-level engagement in reform. Suggestions for addressing educational turbulence are provided. 相似文献
153.
Jeffrey Liew Audrea Y. Johnson Tracy R. Smith Felix Thoemmes 《Early education and development》2013,24(4):549-573
Research Findings: Parental expressivity, child physiological regulation (indexed by respiratory sinus arrhythmia suppression), child behavioral regulation, and child adjustment outcomes were examined in 45 children (M age = 4.32 years, SD = 1.30) and their parents. With the exception of child adjustment (i.e., internalizing and externalizing problems and adaptive skills), which were assessed with parents' ratings, all variables were observed behaviorally or physiologically. A 3-path mediation path model was tested with the relations between parental expressivity and child adjustment outcomes mediated through child physiological regulation and behavioral regulation. Despite low power to detect the mediated effect, there was evidence to suggest that physiological regulation and behavioral regulation were 2 mediating mechanisms by which parental high positive/low negative expressivity may influence adaptive skills. Thus, parental expressivity may shape children's physiological regulation. And physiological regulation may be 1 mechanism by which effortful control becomes manifested as behavioral regulation that becomes apparent to others who then make evaluations about individuals' adaptive skills. Practice or Policy: The results have implications for interventions aimed at parent training or parental coaching of emotion as well as interventions aimed at enhancing children's social-emotional or behavioral regulation to improve children's adaptive skills. 相似文献
154.
Fanni Liu Coward Doug Hamman Leah Johnson Matthew Lambert John Indiatsi Li Zhou 《Teaching Education》2013,24(2):196-221
Professional identity has emerged as a common theme in teacher development research, and the student-teaching practicum is often identified as foundational to identity development. In the context of the student-teaching practicum, interactions with cooperating teachers and pupils are believed to comprise the press for professional identity development, though theory-based explanations are often neglected in the literature, and findings are not always consistent. To address this issue, we used grounded theory to articulate a model explaining the relations among three constructs important to the process of identity development of student teachers (n = 14). Our findings are organized around a model that highlights the phenomenon of “negotiating who I am as a teacher,” which helps us describe differences between student teachers who changed identity vs. those that did not, and psychological and contextual reasons for renegotiation of identity. Discussion focuses on comparisons with previous models and possible implications for teacher education. 相似文献
155.
Genevieve Marie Johnson 《Interactive Learning Environments》2013,21(3):298-308
In educational discourse on human learning (i.e. the result of experience) and development (i.e. the result of maturation), there are three fundamental theoretical frameworks, – behaviourism, cognitivism and constructivism, each of which have been applied, with varying degrees of success, in online environments. An ecological framework of human learning and development in interactive learning environments is proposed. Such an inclusive paradigm organizes the fundamental theoretical assumptions of behaviourism (i.e. automated learning), cognitivism (i.e. recall, understanding, analysis, synthesis, evaluation, creativity, problem solving) and constructivism (i.e. private and shared meaning). Based on review of the literature, behaviourism is best conceptualized as a learning theory; constructivist theoretical assumptions are best applied to cognitive development including private online experience (cognitive constructivism) and shared online experience (social constructivism). Cognitivism is a particularly relevant theoretical orientation in understanding both human learning and development in interactive learning environments. 相似文献
156.
Clare Johnson 《Teaching in Higher Education》2013,18(2):215-224
This paper investigates the Quality Assurance Agency and the potential problems in applying its criteria to a Fine Art undergraduate degree programme. Starting with a suspicion that such a generic criteria cannot account for some of the attributes valued in Fine Art, the paper suggests that the QAA strategy needs to be addressed at the level of discourse. In the light of a general discourse of public accountability in Higher Education, I argue that the QAA experience naturalises certain forms of knowledge and marginalises others, some of which pertain in particular to Fine Arts education. In raising questions about what counts as knowledge and which 'skills' count as 'key', I argue that, contrary to appearances, the QAA structure is far from neutral as a measuring strategy. 相似文献
157.
Greg Conderman Toni Van Laarhoven Jesse Johnson Lisa Liberty 《Support for Learning》2021,36(4):664-677
Students with disabilities typically experience academic, social, and behavioural challenges in school. Some of these students also often experience anxiety and stress associated with school situations and events. Wearable technologies are an emerging innovation in the United States that can support students with disabilities during stressful academic or social situations. This article discusses issues associated with wearables, offers questions to consider when considering a wearable device for a student, and describes several wearable technologies for students with disabilities. 相似文献
158.
Paul Elliott Johnson 《Critical Studies in Media Communication》2017,34(1):14-28
This essay situates the television show Breaking Bad (BB) and its critical reception in the context of American politics following the economic and political events of 2008. Reading the show as an allegory, I demonstrate that it offered a pathway for viewers to maintain investments and commitments to a toxic, white masculinity threatened by 2008’s economic and political dislocations. Taking the show up for its capacity to allegorize the human experience, Breaking Bad’s critically acclaimed status among viewers from widely divergent political positions suggests that the investment in raced and gendered ideas of individual freedom crosses partisan lines, indicating that American national identity and white masculinity share a mutually sustaining incoherence. Understanding the cultural roots of American victimage evident in post-2008 America helps explain how BB distinguished itself from similar masculine “anti-hero” dramas. 相似文献
159.
Early home experiences of a group of 32 2-week old infants, equally divided according to social class, birth order, and sex, were studied. Naturalistic observations were taken on 2 consecutive days for a total of 6 hours. Compared with later-borns, firstborns received significantly more caretaker interaction on all variables studied. Compared with lower-SES infants, those from higher-SES homes received significantly more direct verbal interaction although the 2 groups did not differ on total periods of other types of caretaking interaction. The findings are consistent with birth order and social class differences reported in home environments of older infants and children. 相似文献
160.
Miriam J. Johnson 《Publishing Research Quarterly》2017,33(2):131-146
The concept of the citizen author is defined and explored within the publishing industry. In order to understand what positions the citizen author currently, and potentially could, hold it begins with a historical view of their rise, including concepts of their eighteenth century antecedents. But the focus of this research is on their growth alongside that of social media platforms. This allows for drawing out relationships between genre fiction, publishers, and the citizen author, which provides a more full understanding of the power dynamics involved when publishers, social media, and the citizen authors mix in the current industry climate. 相似文献