Teachers' framing of argumentation goals: Working together to develop individual versus communal understanding

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.     

Do Black Lives Matter?

This study employs content analysis to examine how the New York Times and St. Louis Post-Dispatch framed “Black Lives Matter” protests in the aftermath of the shooting of unarmed black teenager Michael Brown. The researchers examine all New York Times and St. Louis Post-Dispatch articles dealing centrally with the Michel Brown protests during three separate time periods corresponding to heavy protest activity. The coding scheme measured dominant frame direction, article length, sourcing, and mention of protester crimes. Contrary to expectations, the papers provided overwhelmingly sympathetic coverage of “Black Lives Matter” protests. In describing the protests, both newspapers were much more likely to employ a “positive” frame suggesting peacefulness and order than a “negative” frame suggesting lawlessness and deviance. Neither newspaper over-emphasized protester-perpetrated crimes, with both papers making relatively infrequent mention of looting, arson, assault, and gunfire, respectively. Importantly, both newspapers directly quoted protesters much more often than they quoted police officers and other government officials.     

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��[Purpose/significance] We adopted experiment and questionnaires to investigate the difference in the change of health risk perception and health behavior change decision of individuals at different stages of the healthy behavior change process after receiving different framed information, in order to determine which information can more effectively improve their awareness of risks and promote the formation of change decisions, and to provide a basis for the longitudinal information intervention of adverse behavior change in the next step.[Method/process] Based on the theoretical model proposed in the previous study, we selected eating breakfast on time as the special case of the study, conducted cross-sectional investigation and study on the subjects by using the self-made questionnaire, and conducted statistical analysis on the data obtained, and analyzed and discussed the results with statistical differences, so as to obtain feasible intervention opinions.[Result/conclusion] In the early stages of the health behavior change (i.e. the precontemplation and the contemplation), negative frame information more helps individuals to increase risk perception and promote the formation of behavior change decision, and positive framework information more helps individuals feel tendency of decision-making of entering to the next stage in the mid-late in health behavior change while there is no difference in the impact of the frame on health risk perception (i.e. the preparation and the action).But the individual is not susceptible to the influence of the framed information at end-stage phase of health behavior change (the maintenance).     

How metaphorical framings build and undermine resilience during change: A longitudinal study of metaphors in team-driven planned organizational change

ABSTRACT

Change 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.     

从框架理论视角解读美国“英雄”形象

框架理论是一个语义研究的新视角,语言信息和词汇语义可以唤起框架;框架的构建有助于我们对语言表达的理解。本文从框架理论视角分析二战后美国总统就职演说中自由民主主题下的语言表达,发现美国总统使用一些特定语言词汇成功构建一个"英雄"框架来塑造美国的"英雄"形象,并把美国推广自由民主价值观的行为框定为"正义"与"邪恶"之战。     

课改背景下师范生内隐个体认识信念的研究

本研究采用整群抽样法抽取三年级师范生133名,运用ST—IAT方法探讨他们内隐的个体认识信念。研究发现,师范生内隐个体认识信念未表现出显著的建构主义取向。教师教育理论知识对其内隐个体认识信念影响较小,而学科的影响较大,文科师范生认为知识是离散的,知识来自个人探索。相对男性而言,女性师范生内隐个体认识信念更倾向于知识是离散的,知识来自个人探索,学习是快速的,学习是不可控的。     

The bad guy is one of us: framing comparison between the US and Korean newspapers and blogs about the Virginia Tech shooting

This study examines cross-national and cross-media differences in framing, particularly regarding the salience of collectivistic storytelling, based on the US and Korean newspapers and blogs about the Virginia Tech campus shooting incident. Although collectivistic storytelling is a common practice of news domestication, the degree of its salience is affected by a nation's orientation toward collectivism. Cross-media level of difference also exists because journalistic perspectives and the public's interpretation of those perspectives, as reflected in newspapers and blogs, are different. Findings indicate that while there are some consistent framing patterns, the degree of collectivism was different between the two nations and between the two media.     

Global risk,domestic framing: coverage of the North Korean nuclear test by US,Chinese, and South Korean news agencies

Comparative framing analysis on coverage of the North Korean nuclear test in the US Associated Press, Chinese Xinhua, and South Korean Yonhap news agencies identified four major media packages. First, a common ‘threat’ frame dominated coverage by all news agencies, represented by reconfiguration of geopolitics and an emphasis on global cooperation in both perception and resolution of the nuclear test. Second, with each nation positioning itself differently in the world power system, the issue was notably domesticated in the news, with Associated Press connecting the nuclear test to the broader ‘War on Terror’ framework found frequently in US media, Xinhua promoting a negotiation principle in handling the issue, and Yonhap framing the test with a ‘Cold War’ perspective. In all three cases, national political interests exerted important impacts on the construction of frames. The compatibility of the seemingly opposite packages (globalizing vs. domesticating) signifies both intensification of worldwide social relations and reassertion of national stands. This finding lends support to the transformationalist view of globalization, which suggests that the nation state still matters in a globalized world, but is being recontextualized in a more complex world of politics and culture.     

Framing controversy over language policy in Malaysia: the coverage of PPSMI reversal (teaching of mathematics and science in English) by Malaysian newspapers

In 2003, the Malaysian Government announced the policy of Teaching of Mathematics and Science in English [ETeMS or better known by its Malay acronym, Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris (PPSMI)]. The policy has, however, caused a furore, with both Malay nationalists and Chinese educationists treating the decision as an attack on their identity. Later in July 2009, the Malaysian Government announced to reverse the PPSMI policy starting from 2012. Researchers have long understood news as an artefact of a socially constructed reality. In making news, journalists shape a reality that reflects the political economic and ideological boundaries within which they work. By employing framing as the theoretical framework and content analysis as the research method, this study examined what pictures newspapers have created for citizens' understanding of the reversal of PPSMI policy. It was found that the mainstream newspapers framed the issue in similar ways, which was to explain and justify the reversal. Meanwhile, the alternative newspaper reflected what was mostly left outwhile the alternative newspaper reflected what was mostly left out and provided a counter-hegemonic discourse.     

Effects of entertainment media framing on support for gay rights in China: Mechanisms of attribution and value framing

This study investigates the framing effects of gay-themed entertainment media in China. Specifically, the study explores the mechanisms underlying attribution framing and value framing, through two separate experiments. The results of the first experiment indicate that exposure to attribution frames had considerable influence on the participants' perceptions of the controllability of homosexuality and their emotional responses. In addition, fictional entertainment media's framing of the origin of homosexuality indirectly influenced the participants' opinion through anger. Those participants exposed to a program homosexuality as a type of ‘controllable’ sexuality were likely to express anger and thus were not likely to support gay rights. The results of the second experiment indicate that the core values reflected in a gay-themed program affected the participants' opinions by changing their perception of the importance of value-related beliefs. Those participants exposed to a frame reflecting family values were likely to consider beliefs about family values to be important, which facilitated their support for gay people's personal dignity and equal rights to jobs, housing, and freedom of expression, among others.