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For students to meaningfully engage in science practices, substantive changes need to occur to deeply entrenched instructional approaches, particularly those related to classroom discourse. Because teachers are critical in establishing how students are permitted to interact in the classroom, it is imperative to examine their role in fostering learning environments in which students carry out science practices. This study explores how teachers describe, or frame, expectations for classroom discussions pertaining to the science practice of argumentation. Specifically, we use the theoretical lens of a participation framework to examine how teachers emphasize particular actions and goals for their students' argumentation. Multiple-case study methodology was used to explore the relationship between two middle school teachers' framing for argumentation, and their students' engagement in an argumentation discussion. Findings revealed that, through talk moves and physical actions, both teachers emphasized the importance of students driving the argumentation and interacting with peers, resulting in students engaging in various types of dialogic interactions. However, variation in the two teachers' language highlighted different purposes for students to do so. One teacher explained that through these interactions, students could learn from peers, which could result in each individual student revising their original argument. The other teacher articulated that by working with peers and sharing ideas, classroom members would develop a communal understanding. These distinct goals aligned with different patterns in students' argumentation discussion, particularly in relation to students building on each other's ideas, which occurred more frequently in the classroom focused on communal understanding. The findings suggest the need to continue supporting teachers in developing and using rich instructional strategies to help students with dialogic interactions related to argumentation. This work also sheds light on the importance of how teachers frame the goals for student engagement in this science practice. 相似文献
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Research has been carried out on students’ epistemological development in higher education for at least 50 years. Researchers on both sides of the Atlantic have converged on accounts that describe students’ epistemological development in terms of a sequence or hierarchy of qualitatively distinct stages or positions. The rich qualitative data obtained from longitudinal investigations do demonstrate intellectual changes, but whether the same scheme fits all students and whether the changes found are a specific result of exposure to higher education are open to debate. Well-validated quantitative instruments that could be used to measure epistemological development in large samples of students are still lacking. Unresolved issues include: whether students can adopt multiple epistemological positions; whether these are culturally and contextually specific; and whether they are mental entities, discursive practices or social constructions. 相似文献
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Ignacio Moreno Segarra 《Quarterly Journal of Speech》2019,105(2):204-228
In this article, the authors examine the political pornification of Spanish politician Teresa Rodríguez and assess the rhetorical strategies she and her supporters used to respond to the controversy. The authors theorize a “fungibility frame” within which women candidates and citizens are treated as interchangeable, violable, and devalued. Rodríguez and her supporters resisted this frame, asserting women's individuality, agency, and inherent value. This case underscores the ways in which political pornification impacts not just candidates and public figures, but also private citizens. When pornified, women are presented not as individuals with political agency but as objects which may be manipulated for political and commercial gain. Additionally, this analysis reveals the ways in which the conditions that produce political pornification may be endemic to democratic culture. 相似文献
105.
Television anchors are key public figures in the American news media, vital for the ratings success of their outlets. This study uses content analysis and framing theory to examine US network news anchors’ role at a pivotal career moment—the last minutes in the all-powerful anchor chair—their swan songs. These final words are examined for messages as anchors express gratitude, sum up careers, provide journalism insights, and pronounce final words of wisdom. The textual analysis revealed several dominant frames—becoming one with the audience, expressions of gratitude to staff and viewers, the anchors’ perception of their historical role noting predecessors and successors, and insightful wisdom about journalism’s role in society. The visual analysis showed a style reinforcing a professional presence, signaling authority, and objectivity. Each American lodestar anchor was different, yet they were similar in how they said goodbye and how they wanted to be remembered. 相似文献
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Karen McIntyre 《Journalism Practice》2019,13(1):16-34
The media contribute to compassion fatigue—or public apathy toward human tragedy—in part by failing to present solutions to the social problems ubiquitous in today’s conflict-based news coverage. Some journalists have attempted to address this issue through a style of news labeled solutions journalism. This experiment tests the effects of this increasingly popular approach. Results revealed that discussing an effective solution to a social problem in a news story caused readers to feel less negative and to report more favorable attitudes toward the news article and toward solutions to the problem than when no solution or an ineffective solution was mentioned. Reading about an effective solution did not, however, impact on readers’ behavioral intentions or actual behaviors. This suggests that solution-based journalism might mitigate some harmful effects of negative, conflict-based news, but might not inspire action. 相似文献
107.
框架效应指当决策问题的表述发生改变时,决策选择发生反转的现象。该现象体现了决策过程中问题表述对理性决策的干扰。以往研究对风险决策框架给予了高度关注,然而缺乏对其他类型决策框架以及框架效应影响因素的探讨。认知风格和性别作为重要的个体差异变量,对决策中不同类型框架效应产生了怎样的影响目前仍不清楚。本研究采用问卷调查法,对该问题进行了探讨。研究发现:(1)与男生相比,女生更容易出现框架效应;(2)认知风格与框架效应具有显著相关关系;(3)认知风格对不同类型的框架效应存在不同的影响,场依存认知风格的人更容易产生风险框架效应和目标框架效应,场独立认知风格的人更容易产生属性框架效应。 相似文献
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Lauren Rosewarne 《Sex education》2015,15(5):553-565
Since their inception, film and television have been accused of having all kinds of magical powers to alter behaviour, coerce malfeasance and encourage debauchery. Decades of media theory later, the powers of persuasion are in fact thought to be much more modest. One area where popular media is considered to be particularly influential is education, with film and television being perceived to have a role in teaching audiences about certain topics, notably sexuality. This paper focuses specifically on the education provided by film and television about anal heterosex. Screen depictions have a function in not just putting such a sex act onto the audience agenda but in guiding viewers' reception. In this paper, the use of pleasure, pain and power frames is examined to explore the specifics of the anal education provided by screen fiction. 相似文献
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Epistemological beliefs are subjective theories on the structure and acquisition of knowledge. Using data collected in the final year of high school (Time 1) and early in the college career (Time 2) as part of a large-scale longitudinal study, we examined the relationship of beliefs in the certainty of knowledge with school achievement and choice of college majors in Germany. In line with our hypothesis, students high on certainty beliefs showed lower school achievement at Time 1, even when controlling for indicators of intelligence and family background. Certainty beliefs also predicted the choice of future fields of study at college (self-selection hypothesis) and were shaped by enrolment in specific fields of study at college (socialization hypothesis). 相似文献
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《Communication monographs》2012,79(4):501-525
ABSTRACTChange is a constant feature of organizing and one that requires resilience, or the ability to effectively face challenges. Although research demonstrates important findings about resilience during chaotic change like crises, less is known about resilience in mundane situations like planned change. This study explores team-driven planned organizational change, offering insights about how team members metaphorically frame change, analyzing how their framing fluctuates over time relative to perceptions of team success. Our three theoretical contributions extend theory about metaphors and organizational change, showing how negative framings of change are endemic to teams, regardless of perceived success; generate knowledge about resilience in organizing by showing how metaphors both build and undermine resilience; and extend applied theory about stakeholder participation in bureaucratic organizations. 相似文献