Tools of inaction: the impasse between teaching social issues and creating social change     

Bree Picower 《Teachers and Teaching》2013,19(7):908-922

Within the field of teacher education, increased emphasis has been placed on social justice education (SJE). This qualitative study examined a group of beginning teachers who voluntarily participated in a social justice critical inquiry project (CIP). The findings indicate that while many of them were successful at teaching social issues, they provided few to no opportunities for their students to engage in social action and they themselves did not participate in activism. To explain this, the participants used the following four tools of inaction: tools of substitution, postponement, displacement, and dismissal. These tools relieved the tension of not taking action and allowed the participants to postpone, justify, or redirect the responsibility of becoming active in struggling for sustainable social change. Understanding the use of these tools can help teacher educators to understand the process of development of social justice educators.  相似文献   

Protective Factors and Compensation in Resolving Dyslexia     

Sietske van Viersen  Elise H. de Bree  Peter F. de Jong 《Scientific Studies of Reading》2013,17(6):461-477

ABSTRACT

Two explanations for resolving dyslexia were investigated, one assuming resolving underlying deficits and another assuming compensatory mechanisms based on cognitive strengths. Thirty-six Dutch gifted secondary-school students with either persistent (n = 18) or resolving (n = 18) dyslexia participated. Groups, matched on IQ, were assessed on dyslexia- and intelligence-related cognitive risk and protective factors. Findings for the risk factors showed support for both the resolving-deficit and compensatory-mechanism theories: Resolving and persistent groups were comparable on phoneme deletion and nonalphanumeric rapid automatized naming, but resolvers outperformed students with persistent dyslexia on spoonerisms and alphanumeric rapid automatized naming. For the protective factors, resolvers consistently showed more pronounced cognitive strengths in verbal areas relevant for literacy development, which is in line with the compensatory-mechanism theory. We conclude that, besides underlying deficits resolving to some extent, compensation is a plausible explanation for resolving literacy difficulties in gifted students.  相似文献   

On Replication in Communication Science     

Bree McEwan  Christopher J. Carpenter  David Westerman 《Communication Studies》2018,69(3):235-241

Replications are an important part of the research process because they allow for greater confidence in the findings of communication research. However, engaging in replications is often undervalued, replication studies can be difficult to publish, and thus it is difficult for individual scholars to devote their resources toward replication. This essay outlines the importance of replications for communication science and provides a framework for this special issue on replications. The authors also issue a call for communication scholars to consider future projects and structural changes that would incentivize future replication studies.  相似文献   

Freshmen Engagement Through Communication: Predicting Friendship Formation Strategies and Perceived Availability of Network Resources From Communication Skills     

Bree McEwan  Laura K. Guerrero 《Communication Studies》2013,64(4):445-463

First-time freshmen completed communication skills questionnaires at the beginning of a fall semester. Approximately 6 weeks later they completed another questionnaire regarding friendship formation strategies and the perceived availability of resources from their new social network. Results suggest that different profiles of communication skills predicted how much freshmen reported using group involvement, online social networking, disclosure, responsiveness, and invitations as friendship formation strategies. Communication skills and friendship formation strategies were also associated with the perceived availability of social, personal, and instrumental resources. Implications for freshmen's social integration into a new university environment are discussed.  相似文献   

Teacher Activism: Enacting a Vision for Social Justice     

Bree Picower 《Equity & Excellence in Education》2013,46(4):561-574

This qualitative study focused on educators who participated in grassroots social justice groups to explore the role teacher activism can play in the struggle for educational justice. Findings show teacher activists made three overarching commitments: to reconcile their vision for justice with the realities of injustice around them; to work within their classrooms to create liberatory space; and to work collectively against oppression as activists. To enact these commitments, they engaged in particular practices common across the teachers despite their years in the classroom or their geographic location. A framework of teacher activism is revealed through the commitments and practices of the teacher activists, which can help support other teachers who are interested in working toward equity and justice in their classrooms and in the streets.  相似文献   

The relationship between reading and listening comprehension: shared and modality-specific components     

Wolf  M. C.  Muijselaar  M. M. L.  Boonstra  A. M.  de Bree  E. H. 《Reading and writing》2019,32(7):1747-1767

This study aimed to increase our understanding on the relationship between reading and listening comprehension. Both in comprehension theory and in educational practice, reading and listening comprehension are often seen as interchangeable, overlooking modality-specific aspects of them separately. Three questions were addressed. First, it was examined to what extent reading and listening comprehension comprise modality-specific, distinct skills or an overlapping, domain-general skill in terms of the amount of explained variance in one comprehension type by the opposite comprehension type. Second, general and modality-unique subskills of reading and listening comprehension were sought by assessing the contributions of the foundational skills word reading fluency, vocabulary, memory, attention, and inhibition to both comprehension types. Lastly, the practice of using either listening comprehension or vocabulary as a proxy of general comprehension was investigated. Reading and listening comprehension tasks with the same format were assessed in 85 second and third grade children. Analyses revealed that reading comprehension explained 34% of the variance in listening comprehension, and listening comprehension 40% of reading comprehension. Vocabulary and word reading fluency were found to be shared contributors to both reading and listening comprehension. None of the other cognitive skills contributed significantly to reading or listening comprehension. These results indicate that only part of the comprehension process is indeed domain-general and not influenced by the modality in which the information is provided. Especially vocabulary seems to play a large role in this domain-general part. The findings warrant a more prominent focus of modality-specific aspects of both reading and listening comprehension in research and education.

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Word-to-text integration in English as a second language reading comprehension     

Mulder  Evelien  van de Ven  Marco  Segers  Eliane  Krepel  Alexander  de Bree  Elise H.  de Jong  Peter F.  Verhoeven  Ludo 《Reading and writing》2021,34(4):1049-1087

Reading and Writing - We assessed the relationship between word-to-text-integration (WTI) and reading comprehension in 7th grade students (n?=?441) learning English as a second language...  相似文献