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61.
Mary Hamilton David Barton 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,25(3):377-389
The paper evaluates the work of the International Adult Literacy Survey as reported in OECD 1997. It assesses its contribution to understanding literacy in terms of the perspective of the New Literacy Studies. It outlines this perspective as a basis for a critique that is mostly concerned with the validity of the test. Three criticisms of the survey are made: that it provides only a partial picture of literacy; that culture is treated as bias; and that the test items do not represent the real-life items as claimed. Finally, the paper concludes with an overall evaluation of what the IALS achieves in terms of its own aims. 相似文献
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Jamie L. Hanson Alysha D. Gillmore Tianyi Yu Christopher J. Holmes Emily S. Hallowell Allen W. Barton Steven R.H. Beach Adrianna Galván James MacKillop Michael Windle Edith Chen Gregory E. Miller Lawrence H. Sweet Gene H. Brody 《Child development》2019,90(4):1389-1401
The stressors associated with poverty increase the risks for externalizing psychopathology; however, specific patterns of neurobiology and higher self-regulation may buffer against these effects. This study leveraged a randomized control trial, aimed at increasing self-regulation at ~11 years of age. As adults, these same individuals completed functional MRI scanning (Mage = 24.88 years; intervention n = 44; control n = 49). Functional connectivity between the hippocampus and ventromedial prefrontal cortex was examined in relation to the intervention, gains in self-regulation, and present-day externalizing symptoms. Increased connectivity between these brain areas was noted in the intervention group compared to controls. Furthermore, individual gains in self-regulation, instilled by the intervention, statistically explained this brain difference. These results begin to connect neurobiological and psychosocial markers of risk and resiliency. 相似文献
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Kirstie Hartwell Silke Brandt Laura Boundy Grace Barton Bahar Köymen 《Child development》2022,93(4):1061-1071
In collaborative decision-making, partners compare reasons behind conflicting proposals through meta-talk. We investigated UK-based preschoolers’ (mixed socioeconomic status) use of meta-talk (Data collection: 2018–2020). In Study 1, 5- and 7-year-old peer dyads (N = 128, 61 girls) heard conflicting claims about an animal from two informants. One prefaced her claim with “I know”; the other with “I think”. Dyads identified the more reliable informant through meta-talk (“She said she knows”). In Study 2, 3- and 5-year-olds (N = 64, 34 girls) searched for a toy with an adult partner making incorrect proposals. Children refuted this through reporting what they had witnessed (It cannot be there because “I saw it move”, “she moved it”). In preschool period, children start using meta-talk to make rational collaborative decisions. 相似文献
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This article investigates the development of agency in science among low-income urban youth aged 10 to 14 as they participated in a voluntary year-round program on green energy technologies conducted at a local community club in a midwestern city. Focusing on how youth engaged a summer unit on understanding and modeling the relationship between energy use and the health of the urban environment, we use ethnographic data to discuss how the youth asserted themselves as community science experts in ways that took up and broke down the contradictory roles of being a producer and a critic of science/education. Our findings suggest that youth actively appropriate project activities and tools in order to challenge the types of roles and student voice traditionally available to students in the classroom. 相似文献
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Kristin M. Barton 《Communication quarterly》2013,61(2):217-235
This study explores how talent-based reality shows with different thematic content influence gratifications obtained (GO) by viewers. Participants completed surveys regarding their reasons for watching reality programs, in general, and their reasons for watching specific talent-based reality shows (American Idol, Dancing With the Stars, and America's Got Talent). Results identified 2 gratifications not previously observed in other gratifications research (TV personalities and schadenfreude), and that correlations exist between the content of talent-based programs and GO. 相似文献
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Crystal M. Ramsay Destiny D. Aman Barton K. Pursel 《Education and Information Technologies》2014,19(2):425-440
As university faculty are increasingly called upon to ‘do more with less,’ particularly to teach more students with fewer resources, technology can provide viable solutions to pedagogical dilemmas. Faculty developers are frequently tasked with introducing faculty to or coaching them in the use of technological solutions. With respect to blogs, the typical show-and-tell approach to technology awareness that our faculty development center uses seemed inadequate, given the complexity of blog design, implementation, and maintenance. Instead, we found the best way to instruct university faculty in the use of blogs is to give them an opportunity to participate in a blogging community as part of a Course in College Teaching (CCT). We experimented with two different approaches in two different sections of our CCT. This paper reports on the current blogging culture in higher education, describes our specific context for utilizing blogs, shares implementation decisions and learning affordances, and forwards a set of ‘lessons learned.’ 相似文献
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