The Sewol ferry tragedy was a major event in South Korea in 2014. This study examines the agenda-setting links between a Korean online newscast (Naver) and a Korean online community (Daum). Although each portal initially focused on different crisis attributes and stakeholders regarding the ferry tragedy, their agendas became more alike over time. Notably, the cross-lagged analysis shows significant influence of the online community (Daum) on the online newscast (Naver). This study also expands on Son and Weaver’s [2006, Another look at what moves public opinion: Media agenda setting and polls in the 2000 U.S. election. International Journal of Public Opinion Research, 18(2), 174–197] theoretical model for a stratified agenda, providing a more nuanced look at attribute agenda setting. 相似文献
Involving students in the co-design of educational curricula and practices can benefit both students and teachers. Students who participate in co-design may show better learning or increased agency or engagement. In the present study, we investigated what kind of science knowledge or practices can be learned by student co-designers while engaging in co-design practices and how that learning happens with six high school students. We created a model to guide the analysis of students’ learning with technology in co-designing processes. The results revealed that students learned engineering design process even if no explicit instruction on engineering learning was given. Also, our analysis suggested that co-designing with technology enabled learning of the engineering design process and potentially furthered learning of science because it promoted knowledge integration. The results have implications for understanding and enhancing engineering design and science learning through co-designing with technology.
This study attempts to uncover the beliefs regarding various aspects of creativity among trainee‐teachers in Hong Kong and Singapore. Trainee‐teachers from Hong Kong (N = 188) and Singapore (N = 127) completed a questionnaire on beliefs about creativity. The 30‐item questionnaire covering 15 aspects of beliefs regarding creativity was presented to the respondents as a set of six‐point Likert scales. Through factor analysis, creativity was found to have five dimensions: (1) physiology, (2) generality, (3) culture, (4) individuality and (5) youth. Hong Kong respondents were found to hold more rigid views of creativity than their Singaporean counterparts. In particular, Hong Kong respondents believed more strongly that creativity is dependent on birth order, effort, health, logical thinking and youth and that there is a critical period beyond which creativity may not develop. 相似文献
Prior research reveals that differential grading patterns exist among the academic disciplines. One explanation may lie in discipline-related differences in teaching goals and beliefs about the meaning grades should convey. This study examined the effects of academic discipline and teaching goals on grading beliefs. A national sample (n = 442) of undergraduate teaching faculty provided responded to a survey measuring the importance of various teaching goals and orientations toward norm-referenced or criterion-referenced grading (Frame of Reference), and beliefs about using grades to sort and select students on the basis of achievement (Gatekeeping). Both teaching goals and academic discipline were significantly related to gatekeeping beliefs, but not to beliefs about frames of reference for grading. Higher gatekeeping scores were associated with faculty in the paradigmatic fields and those who emphasized analytic skills and time management. Lower gatekeeping scores were associated with the preparadigmatic disciplines and teaching goals of synthesis and integration and developing respect for others. Faculty who identified their primary teaching role as subject matter oriented were more gatekeeping than those who identified themselves primarily as being student/personal development oriented. 相似文献
The changing forms and processes of social reproduction undertaken by Canada's elite independent schools are examined. Ideology, values, recruitment, and socialization processes and mechanisms in the member schools of the Canadian Association of Independent Schools are analysed. The focus is on reproduction theory (both the reproduction of the structure of classes and the intergenerational reproduction of families). The various forms of reproduction are examined in relation to class, ethnicity and gender. All have undergone considerable change; while the schools have remained critical agents for the reproduction of elites in Canadian society, the rise of meritocratic ideology and recruitment have had a paradoxical effect. 相似文献
Hurricane Katrina exposed to the world the side of America that is often ignored or forgotten—the side of America where people live in poverty and struggle to meet their most basic needs. This article focuses primarily on children in Mississippi and highlights the effect that poverty has on children’s well-being at an early age and future academic success. It also provides evidence for the importance of funding high-quality pre-k programs and parental training to ensure they begin the process of preparing their children for success, not only in Mississippi but in the other states that are leaving their children behind. Finally, with the reauthorization of No Child Left Behind in 2007, recommendations are made for refocusing the premise of the law from accountability and high stakes testing to meeting the needs of all children so they can truly be successful in school. 相似文献