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101.
“American = English Speaker” Before “American = White”: The Development of Children's Reasoning About Nationality 下载免费PDF全文
Jasmine M. DeJesus Hyesung G. Hwang Jocelyn B. Dautel Katherine D. Kinzler 《Child development》2018,89(5):1752-1767
Adults implicitly judge people from certain social backgrounds as more “American” than others. This study tests the development of children's reasoning about nationality and social categories. Children across cultures (White and Korean American children in the United States, Korean children in South Korea) judged the nationality of individuals varying in race and language. Across cultures, 5‐ to 6‐year‐old children (N = 100) categorized English speakers as “American” and Korean speakers as “Korean” regardless of race, suggesting that young children prioritize language over race when thinking about nationality. Nine‐ and 10‐year‐olds (N = 181) attended to language and race and their nationality judgments varied across cultures. These results suggest that associations between nationality and social category membership emerge early in life and are shaped by cultural context. 相似文献
102.
Katherine E. Batchelor Maria Ramos Samantha Neiswander 《Clearing house (Menasha, Wis.)》2018,91(1):29-36
LGBTQ themes are often neglected in many schools' curriculum. Currently, an LGBTQ-inclusive curriculum framework is not required in most school districts across the county. Therefore, it is important to understand how teachers regard LGBTQ issues; how they address the needs of students in the middle school and high school English classroom who identify on this spectrum or who come from LGBTQ families; and how they incorporate literature that may be considered “controversial” in their future school districts. In this study, English/Language Arts preservice teachers (PSTs) (certification 7–12) were invited to participate in a book club and self-select young adult (YA) literature centering on characters who identify on the LGBTQ spectrum. During two book club meetings, three themes emerged that embody how literature can become a mirror as well as a window for students and assist youth in identity formation and confirmation. Moreover, literature has the potential to empower readers to take action on controversial issues, especially when readers are in positions to make change (no matter how subtle). Although the data collected were from PSTs, our aim with this article is to expand these three themes as overarching messages for practicing educators today, urging the importance of a more inclusive curricula involving LGBTQ literature. 相似文献
103.
Next generation crosscutting themes: Factors that contribute to students' understandings of size and scale 下载免费PDF全文
Katherine Chesnutt Melissa Gail Jones Rebecca Hite Emily Cayton Megan Ennes Elysa N. Corin Gina Childers 《科学教学研究杂志》2018,55(6):876-900
This study examined the degree to which individual differences in students' (N = 232) concepts of size and scale are explained by factors such as students' innate sense of number, out‐of‐school science experiences, exposure to size and scale instruction, gender identities, and racial/ethnic identities. There is increasing emphasis being placed on the use of crosscutting concepts to promote deep learning in science. A multiple linear regression indicated students' racial/ethnic identities, experiences with scale outside of school, and exposure to size and scale instruction significantly added to the prediction model. Results from this study can both inform the movement toward incorporating crosscutting concepts into pedagogy as well as inform educators, administrators, and other stakeholders of the factors that may shape students' understanding of the cross‐cutting concept of scale, proportion, and quantity. 相似文献
104.
Dawn L. Sanders Amy E. Ryken Katherine Stewart 《Environmental Education Research》2018,24(8):1077-1084
Increasingly, humans are an urban species prone to ‘plant blindness’. This demographic shift and situation has implications for both individual and collective perceptions of nature, as well as for addressing ‘ecophobia’ and encouraging ‘biophilia’ through education. Contemporary humanity occupies a world in which extensive physical change, both in the landscape and its related organisms, is occurring . Education-related debates on these issues links to the noted phenomenon of a ‘bubble wrap generation’ growing up within ‘nature-deficit’ childhoods in ‘megalopolitan cities’. Indeed, some commentators consider that 'nature has already disappeared' and exists only in protected spaces. Such perceptions have consequences for education in ‘presented world’ settings such as zoos, botanic gardens and natural history museums. This editorial, and its associated collection of papers, considers the critical relationships between nature, culture and education in contemporary botanic gardens and the ways in which visitors navigate their journeys, as demonstrated by research. 相似文献
105.
106.
Jerry R. Thomas Katherine T. Thomas Amelia M. Lee Edwyna Testerman Madge Ashy 《Research quarterly for exercise and sport》2013,84(3):264-272
Abstract In order to investigate how children remember distance (route) and location (landmark) information, two experiments were conducted in a large scale environment using jogging as the means of locomotion. In Experiment 1, thirty 4-year-old and thirty 9-year-old children were randomly assigned within age to three groups which were cued prior to the jog to remember the event, location of the event or distance to the event. Results indicated that older children reproduced the location and distance better than younger children. Cueing children to remember the location resulted in more accurate estimates than the other conditions. In Experiment 2, 5-year-old, 9-year-old, and 12-year-old children (24 children of each age) were randomly divided into step counting strategy and control groups, and asked to reproduce a criterion distance jogged. Results indicated that the three strategy groups and the 12-year-old controls estimated distance with similar accuracy, but the 9- and 5-year-old controls were different, as their error was inversely related to age. 相似文献
107.
Shreela V. Sharma Ru-Jye Chuang Katherine Skala Heather Atteberry 《Measurement in physical education and exercise science》2013,17(4):257-273
The purpose of this study is describe the initial feasibility, reliability, and validity of an instrument to measure physical activity in preschoolers using direct observation. The System for Observing Fitness Instruction Time for Preschoolers was developed and tested among 3- to 6-year-old children over fall 2008 for feasibility and reliability (Phase I, n = 67) and in fall 2009 for concurrent validity (Phase II, n = 27). Phase I showed that preschoolers spent >75% of their active time at preschool in light physical activity. The mean inter-observer agreements scores were ≥.75 for physical activity level and type. Correlation coefficients, measuring construct validity between the lesson context and physical activity types with and with the activity levels, were moderately strong. Phase II showed moderately strong correlations ranging from .50 to .54 between the System for Observing Fitness Instruction Time for Preschoolers and Actigraph accelerometers for physical activity levels. The System for Observing Fitness Instruction Time for Preschoolers shows promising initial results as a new method for measuring physical activity among preschoolers. 相似文献
108.
This paper is intended to contribute to the discussion of the meaning of open learning. The trend in higher education in Australia towards open learning is seen to be politically driven. We argue that the lack of educational debate over its meaning and implications allows us to presume that open learning is of social value, while in reality it may have the power to create anew binary divide in higher education or to re‐fashion entirely what constitutes knowledge within society. In order to ‘de‐reify’ the term we argue that a critical examination of its meaning, from a political as well as pedagogical perspective, is necessary. 相似文献
109.
Katherine A. Curry Mwarumba Mwavita Alexandra Holter Ed Harris 《Educational Assessment, Evaluation and Accountability》2016,28(1):89-104
Current high-stakes accountability mandates emphasize data use for school improvement. However, teachers often lack training for effective data use, and data is often too far removed from students to actually influence instructional practice. This qualitative case study was designed to gain a better understanding of a district-wide, teacher-centered approach to data use. Findings suggest that when data is used to “inform” instruction rather than “evaluate” instruction, teachers begin to practice reflective teaching. A common language emerged across grade levels facilitating a collaborative approach to data use. Using the theoretical framework of Self-Determination Theory, we propose a data informed instructional theoretical model that stakeholders in K-12 education systems can use to enhance instruction and learning at the classroom level. This teacher-centered model is of particular importance as a framework to build collective capacity by meeting psychological needs of teachers of autonomy, competence, and relatedness. 相似文献
110.
Katherine F. McLay 《Discourse: Studies in the Cultural Politics of Education》2019,40(6):946-961
ABSTRACTThe ‘digital imperative’ of contemporary education practice is without contention; however, much learning technology research has focused on pragmatic issues such as learning design, often founded on uncritically accepted claims about ‘digital natives’. This focus has come at the expense of learning theory. Alongside the scholarly voices calling for education research to redress this imbalance, there is increasing interest in the role played by technology not only in epistemological learning, but also in the ways technology is an identity issue. This paper explores how membership categorisation analysis opens up ways of understanding the role of technology for contemporary learner identities. Examination of student talk makes visible the diverse ways of being an iPad-using student, challenges widely-accepted constructions of contemporary learners as generationally uniform, and contributes to a more holistic conception of learning that accounts for the role played by technology in learning identity. 相似文献