Fashions in children's fiction     

Gillian Avery 《Children‘s Literature in Education》1973,4(3):10-19

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The Public Broadcasting Act of 1967: Radio’s Real Second Chance     

Robert K. Avery 《Journal of Radio & Audio Media》2017,24(2):189-199

This introductory essay serves to frame this special public radio symposium that commemorates the 50th anniversary of the Public Broadcasting Act of 1967, on November 7, 2017. Drawing from his earlier writings on public broadcasting history, the author tells the story of how educational radio got its start and continued to struggle for survival until the fledgling enterprise could be reborn as public radio, a result of what may be the most significant piece of communications legislation of the second half of the 20th century. The author argues that despite the enterprise’s marginalized roots and repeated political attacks that span a half century, public radio, in one form or another, will survive well into the future.  相似文献   

At the bridging point: tutoring newly arrived students in Sweden     

Helen Avery 《International Journal of Inclusive Education》2017,21(4):404-415

In Sweden, tutoring in the mother tongue is a special support measure primarily intended for newly arrived students to facilitate their transition into the Swedish school system. Tutoring is premised on the collaboration between the class teacher, responsible for subject-related expertise, and the tutor, who contributes with knowledge of the student’s mother tongue and previous context of studies. In this case study of class teachers’ and mother tongue tutors’ conditions for collaboration at a multi-ethnic primary school, six mother tongue tutors and six class teachers were asked about the purpose of their work, how it was organised, and what could be done to improve working conditions. Interviews with head teachers, and data on work organisation from observations, document study, and participation in meetings for a period of one and a half years supplemented the teacher interviews. The analysis focuses on whether tutors and teachers belong to the same or different Communities of Practice, based on shared concerns and opportunities for collaboration, as well as looking at the relative positioning of languages and teaching roles. Findings suggest that the degree of collaboration between tutors and teachers was not sufficient to allow tutoring to function in the way it is envisaged by national steering documents. Tutoring was instead based on the tutors’ own knowledge of the subjects they taught. Recruitment of suitable tutors was difficult. However, conditions for collaboration and more effective tutoring in the schools could be improved with relatively simple support structures at the level of the municipality.  相似文献   

Developing ecological literacy in a forest garden: children’s perspectives     

Maria Hammarsten  Per Askerlund  Ellen Almers  Helen Avery  Tobias Samuelsson 《Journal of Adventure Education & Outdoor Learning》2019,19(3):227-241

Today, cities become more dense, green spaces disappear and children spend less time outdoors. Research suggests that these conditions create health problems and lack of ecological literacy. To reverse such trends, localities are creating urban green spaces for children to visit during school time. Drawing on ideas in ecological literacy, this study investigates school children’s perspectives on a forest garden, a type of outdoor educational setting previously only scarcely researched. Data were collected through walk-and-talk conversations and informal interviews with 28 children aged 7 to 9. Many children in the study expressed strong positive feelings about the forest garden, the organized and spontaneous activities there, and caring for the organisms living there. We observed three aspects of learning in the data, potentially beneficial for the development of children’s ecological literacy: practical competence, learning how to co-exist and care, and biological knowledge and ecological understanding.  相似文献   

Queering Tactical Technical Communication: DIY HRT     

Avery C. Edenfield  Steve Holmes  Jared S. Colton 《Technical Communication Quarterly》2019,28(3):177-191

Given the barriers for transgender people to access affordable gender-transition care, online environments have witnessed a rise in user-generated instruction sets providing direction on the self-administration of hormone therapy. These ethical forms of tactical technical communication demonstrate the need to consider a new materialist approach to queer theory, which refuses to align queer agency with stable identities. Drawing directly from these user-generated instructions, this article articulates a theoretical framework for queer, tactical technical communication.  相似文献   

Mapping undergraduate chemistry students' epistemic ideas about models and modeling     

Katherine Lazenby  Avery Stricker  Alexandra Brandriet  Charlie A. Rupp  Kathryn Mauger-Sonnek  Nicole M. Becker 《科学教学研究杂志》2020,57(5):794-824

Developing and using scientific models is an important scientific practice for science students. Undergraduate chemistry curricula are often centered on established disciplinary models, and assessments typically provide students with opportunities to use these models to predict and explain chemical phenomena. However, traditional curricula generally provide few opportunities for students to consider the epistemic nature of models and the process of modeling. To gain a sense of how introductory chemistry students understand model changeability, model multiplicity, the evaluation of models, and the process of modeling, we use a construct-mapping approach to characterize the sophistication of students' epistemic knowledge of models and modeling. We present a set of four related construct maps that we developed based on the work of other scholars and empirically validated in an undergraduate introductory chemistry setting. We use the construct maps to identify themes in students' responses to an open-ended survey instrument, the models in chemistry survey, and discuss the implications for teaching.  相似文献   

Education and Political Tolerance in the United States: The Mediating Role of Cognitive Sophistication,Personality, and Democratic Norms∗     

John L. Sullivan  Patricia G. Avery  Kristina Thalhammer  Sandra Wood  Karen Bird 《Review of Education, Pedagogy & Cultural Studies》2013,35(3-4):315-324

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Collection Assessment and New Academic Programs     

Alison M. Bobal  Margaret Mellinger  Bonnie E. Avery 《资料收集管理》2013,38(4):288-301

At Oregon State University, the library is included in the review process for each new program proposal. Historically, this inclusion has taken the form of a mandatory statement regarding the adequacy of the library collection to support the new program. The level of assessment undertaken to justify these statements has changed and become more rigorous over time. These assessments also provide a basis for including collections as a component of the cost of university support for new programs but seldom result in sufficient increased funding. Their true value may be in the opportunity for dialogue on the future of scholarly communication.  相似文献   

Testing the Feasibility of Fidelity Evaluation in a Multisite,Multiprogram Initiative     

Disa Lubker Cornish  Mary E. Losch  Mitchell Avery 《American journal of sexuality education》2016,11(2):138-148

Monitoring fidelity of implementation is a critical task when initiating evidence-based programs. This pilot study sought to identify best practices in a fidelity monitoring process and determine the feasibility of continuing a fidelity monitoring process with a multisite, multiprogram initiative. A fidelity log was created for each of 11 curricula, and data were entered online directly by educators. Analysis included 173 fidelity logs representing five curricula; qualitative and quantitative data were analyzed. Overall fidelity scores were promising and results indicate that fidelity monitoring in such a large program is feasible and was generally well-received by participants.  相似文献   

A Theoretical and Empirical Exploration of Intrinsic Problems in Designing Inquiry Activities     

Daniel Z. Meyer  Allison Antink Meyer  Keith A. Nabb  Margaretann G. Connell  Leanne M. Avery 《Research in Science Education》2013,43(1):57-76

A central concern in science education is promoting inquiry activities, and a significant amount of research in science education has addressed what inhibits this goal. However, this research has tended to be focused on implementation issues. Levels of implementation are correlated with extrinsic barriers such as time, resources and teacher knowledge, but the internal structure of inquiry remains unexamined. However, are there also some ways in which inquiry based instruction is intrinsically difficult? That is, given perfect conditions for implementation, is devising inquiry activities a non-trivial matter, and are there patterns to the difficulties in doing so? The aim of this paper is to provide both a theoretical and empirical basis for the intrinsic problems associated with the construction of inquiry activities. We present a theoretical framework that connects contemporary studies of science to the classroom context. We then examine a case study of teacher education students designing inquiry-based instruction to demonstrate empirical evidence of intrinsic problems. Our ultimate goal is to improve our ability as teacher educators to guide science teachers in fulfilling this central task of their work.  相似文献