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121.
Jessica Ching‐Sze Wang 《Educational theory》2009,59(4):409-425
As democratic citizenship education gains importance worldwide, one wonders whether common civic education practices in the United States, such as mock elections, are adequate models for other countries, or whether they fall short of realizing the goal of promoting democracy in different regions and cultures. Despite various controversies, one fundamental question remains: How should we teach democracy? Should we teach it as a system of government or as a way of life? Jessica Ching‐Sze Wang finds inspiration in Dewey's life and works. She draws on Dewey's experience during the First World War and his insights into the connection between democracy and education to reconstruct a culturally and morally robust form of democratic education, as opposed to the politically dominated one currently being practiced. Wang concludes that Deweyan democratic education thus reconstructed can help us better realize democracy as a way of life for our globalizing world. 相似文献
122.
Cognitive biases in the interpretation of autonomic arousal: A test of the construal bias hypothesis
Keith D. Ciani Matthew A. Easter Jessica J. Summers Maria L. Posada 《Contemporary educational psychology》2009
According to Bandura’s construal bias hypothesis, derived from social cognitive theory, persons with the same heightened state of autonomic arousal may experience either pleasant or deleterious emotions depending on the strength of perceived self-efficacy. The current study tested this hypothesis by proposing that college students’ preexisting efficacy beliefs may affect how physiological arousal during exams is construed as a valence of positive emotion. Survey data were collected from 172 students in a statistics course at a large research university in the Midwest. Students provided self-reported intensity of autonomic arousal during previous exams, statistics self-efficacy, and positive affect toward a proximal final exam. The construal bias hypothesis was supported by a significant interaction between autonomic arousal and self-efficacy on the dependent variable positive affect. Results revealed that as autonomic arousal increased, so did the moderating effect of self-efficacy. Specifically, as physiological arousal intensified, students with high or low self-efficacy reported divergent levels of positive emotion. Implications for theory, research, and practice are discussed. 相似文献
123.
The purpose of this case study was to determine the feasibility of delivering a course on-campus and in real time, simultaneously
transmitting it to students who were remotely accessing the same course. In future years, it is anticipated that universities
will have inadequate physical facilities to meet the demands of an increasing student population. Additionally, with warnings
of impending pandemics, universities need to be prepared to deliver courses in alternative ways to ensure continuity of instruction.
Thus, this pilot project was designed to deliver a course to a large section of students while also allowing off-campus students
access to the course in real time. The planning and delivery of the course is described, including the technology used, the
support provided by the university and technology support staff, the course that was used for the pilot project, and how students
were selected to participate as the off-campus students. The perspectives of the instructor, teaching assistant, students
(both on- and off-campus), and technology support personnel are summarized. 相似文献
124.
Developmental intergroup theory would predict that children develop fewer or weaker stereotypes about toys that have less distinguishable gender attributes than those that are clearly associated with a gender. The purpose of this study was to investigate the role of neutral and ambiguous toys in 31 three‐ to five‐year‐old children’s play behaviour and understanding about gender. Overall, children did not categorise more perceptually salient (ambiguous) toys than less distinguishable (neutral) toys to their own gender. Colour was the most frequently used reason for the toys’ gender assignment. The findings also showed that with age, girls’ play complexity increased linearly, whereas boys’ scores did not. A play substitution scale measuring play creativity or maturity showed no gender differences. The discussion highlights the role of perceptual salience in sex‐dimorphic toy preferences and behaviour and their application to educational issues. 相似文献
125.
Normative cruelties and gender deviants: The performative effects of bully discourses for girls and boys in school 总被引:1,自引:0,他引:1
Since the 1990s the educational community has witnessed a proliferation of ‘bullying’ discourses, primarily within the field of educational developmental social psychology. Drawing on ethnographic and qualitative interview data of primary and secondary school girls and boys, this article argues that the discourse ‘bullying’ operates to simplify and individualise complex gendered/classed/sexualised/racialised power relations embedded in children's school‐based cultures. Using a feminist post‐structural approach, this article critically traces the discursive production of how the signifiers ‘bully’ and ‘victim’ are implicated in the ‘normative cruelties’ of performing and policing ‘intelligible’ heteronormative masculinities and femininities. It shows how these everyday gender performances are frequently passed over by staff and pupils as ‘natural’. The analysis also illustrates how bully discourses operate in complex racialised and classed ways that mark children out as either gender deviants, or as not adequately performing normative ideals of masculinity and femininity. In conclusion, it is argued that bully discourses offer few symbolic resources and/or practical tools for addressing and coping with everyday school‐based gender violence, and some new research directions are suggested. 相似文献
126.
This ethnographic interview study examines the factors, challenges, people and events that impacted the teaching lives of new language arts teachers. Participants taught in urban, diverse, and underserved schools. We examine our findings related to the reputation of the school, the role of the school leaders, the role of other new teachers, teacher identity, and the impact of teacher preparation programs, which emerged as clear patterns from their interviews. Data on the school culture and personnel also revealed important information on the obstacles these teachers face and supports that sustain them. This study leads to potential future research to broaden our understanding of how to attract, support, and retain new teachers in the field of language arts education. 相似文献
127.
Impact and educational outcomes of a small group self‐directed teaching strategy in a clinical neuroscience curriculum 下载免费PDF全文
Thomas I. Nathaniel Jordan C. Gainey Jessica A. Williams Bianca L. Stewart Michael C. Hood Leanne E. Brechtel Rakiya V. Faulkner Jasmine S. Pendergrass Leigh‐Ann Black Scott K. Griffin Christopher E. Troup Jayne S. Reuben Asa C. Black Jr. 《Anatomical sciences education》2018,11(5):478-487
The complexity of the material being taught in clinical neuroscience within the medical school curriculum requires creative pedagogies to teach medical students effectively. Many clinical teaching strategies have been developed and are well described to address these challenges. However, only a few have been evaluated to determine their impact on the performance of students studying clinical neuroscience. Interactive, 2‐hour, self‐directed small‐group interactive clinical case‐based learning sessions were conducted weekly for 4 weeks to integrate concepts learned in the corresponding didactic lectures. Students in the small groups analyzed cases of patients suffering from neurological disease that were based on eight learning objectives that allowed them to evaluate neuroanatomical data and clinical findings before presenting their case analysis to the larger group. Students’ performances on the formative quizzes and summative tests were compared to those of first‐year medical students in the previous year for whom the self‐directed, small‐group interactive clinical sessions were not available. There was a significant improvement in the summative performance of first‐year medical students with self‐directed clinical case learning in the second year (Y2) of teaching clinical neuroscience (P < 0.05) when compared with first‐year students in the first year (Y1) for whom the self‐directed learning approach was not available. Student performance in the formative assessments between Y1 and Y2 was not significantly different (P = 0.803). A target of ≥70% student scoring above 80% in the final summative examination was met. The current study revealed evidence for the impact and educational outcomes of a self‐directed, clinical teaching strategy in a clinical neuroscience curriculum for first‐year medical students. Anat Sci Educ 11: 478–487. © 2017 American Association of Anatomists. 相似文献
128.
Elizabeth C. Paul Rena Pazienza Kieran J. Maestro Ashley Flye Paula Mueller Jessica L. Martin 《Journal of College Counseling》2018,21(2):139-152
The authors explored how college students’ disordered eating behaviors affect their peers. Participants were 8 undergraduate students from a northeastern university with a peer who currently or previously engaged in eating disorder (ED) behaviors. Results from a consensual qualitative analysis provided preliminary evidence that students’ EDs negatively affect peers. Outreach and interventions such as cognitive behavior therapy could be used to assist peers of students with EDs. Researchers should investigate the impact of students’ ED behaviors on peers’ health and academic performance. 相似文献
129.
To increase science literacy and appreciation among nonscience majors, we offered a course in which 20 non-STEM (science, technology, engineering, math) undergraduates participated in a unique, two-semester research experience. Each student isolated and characterized his or her own bacteriophage from soil samples. One bacteriophage was selected for sequencing and together, the class annotated the genome of the newly sequenced bacteriophage. The class produced a group poster and gave PowerPoint presentations, and one student presented the joint work at a science symposium. 相似文献
130.
Morgan E. Chaffin Kris E. Berg Jessica R. Meendering Tamra L. Llewellyn Jeffrey A. French Jeremy E. Davis 《Research quarterly for exercise and sport》2013,84(4):693-701
The purpose of this study was to determine if a difference in interleukin-6 (IL-6) and delayed onset muscles soreness (DOMS) exists in two different phases of the menstrual cycle. Nine runners performed one 75-min high-intensity interval running session during the early follicular (EF) phase and once during the midluteal (ML) phase of the menstrual cycle. Estrogen and progesterone levels were significantly reduced in the EF phase when compared to the ML phase. IL-6 levels increased from pre- to postexercise in the EF and ML phases (p < .001). There was no relationship between the IL-6 level and DOMS. The results suggest that menstruating female runners need not vary training throughout the month to reduce DOMS. 相似文献