The social field(s) of arts education today: living vulnerability in neo-liberal times     

Greg Dimitriadis  Emily Cole  Adrienne Costello 《Discourse: Studies in the Cultural Politics of Education》2009,30(4):361-379

The arts are often seen as peripheral to the ‘real business’ of school and schooling. While this has been the case for some time now, the increasing pressures of high-stakes testing and ever-more draconian public funding schemes (particularly in the wake of 9/11) have created something of a ‘perfect storm’ for those working in the arts. Arts proponents today live and operate within a culture of scarcity, having to justify their increasingly marginalized vocations while competing for continually shrinking resources. The result is an often deep-bodied sense of vulnerability, one which saturates the social field (both micro and macro) of arts education in ways not often publicly acknowledged. In this article, I explore this notion of ‘vulnerability’ as a framework for understanding qualitative data which emerged from a three-year arts and education project I conducted in a large, northeast city in the USA beginning in 2003. In so doing, I look to open up a broader discussion about the oft-ignored intersection(s) between the material and aesthetic in arts and education – a discussion which is sober about the future of such work in times of economic scarcity and conservative retrenchment.  相似文献   

Effectiveness of school‐based psychotherapy: A meta‐analysis of dissertation research     

Robert J. Reese  H. Thompson Prout  Emily H. Zirkelback  Charlotte R. Anderson 《Psychology in the schools》2010,47(10):1035-1045

A meta‐analysis was conducted with 65 school‐based psychotherapy and counseling dissertations over the last 10 years (1998–2008) to assess if a file‐drawer problem (i.e., studies conducted but not published that, as a whole, have different results than studies in the same area published) exists in the school‐based outcome literature. An overall mean effect size of 0.44 was found for 73 treatment interventions. This effect size is comparable to Prout and DeMartino's 1986 meta‐analysis conducted with published school‐based studies and approximately half a standard deviation smaller than Prout and Prout's 1998 meta‐analysis of school‐based intervention studies. A bias does appear to exist but seems to be smaller than the bias found in the general child and adolescent psychotherapy outcome literature. Most of the dissertation studies evaluated group interventions and used a cognitive–behavioral or skills training intervention. Skills training and interventions with elementary‐school students yielded the largest effect sizes. Comparisons of the current study with previous school‐based intervention meta‐analyses are discussed as are suggestions for future research. © 2010 Wiley Periodicals, Inc.  相似文献   

Next generation crosscutting themes: Factors that contribute to students' understandings of size and scale          下载免费PDF全文

Katherine Chesnutt  Melissa Gail Jones  Rebecca Hite  Emily Cayton  Megan Ennes  Elysa N. Corin  Gina Childers 《科学教学研究杂志》2018,55(6):876-900

This study examined the degree to which individual differences in students' (N = 232) concepts of size and scale are explained by factors such as students' innate sense of number, out‐of‐school science experiences, exposure to size and scale instruction, gender identities, and racial/ethnic identities. There is increasing emphasis being placed on the use of crosscutting concepts to promote deep learning in science. A multiple linear regression indicated students' racial/ethnic identities, experiences with scale outside of school, and exposure to size and scale instruction significantly added to the prediction model. Results from this study can both inform the movement toward incorporating crosscutting concepts into pedagogy as well as inform educators, administrators, and other stakeholders of the factors that may shape students' understanding of the cross‐cutting concept of scale, proportion, and quantity.  相似文献   

Effects of a Brief Mindfulness Based Group Intervention On College Students     

Jason Parcover  Mary Jo Coiro  Esther Finglass  Emily Barr 《Journal of College Student Psychotherapy》2018,32(4):312-329

Increases in the number of college students seeking mental health services require counseling centers to explore innovative strategies to provide effective and efficient treatments. Group interventions offer an alternative to traditional individual counseling, allowing centers to serve more students with fewer clinical staff (Burlingame et al., 2016). Of current group modalities, mindfulness-based interventions (MBIs) have been growing in popularity as an effective approach for addressing college students’ increasingly complex needs. This study describes the evaluation of a three-session mindfulness-based intervention on students’ mindfulness, symptoms, and stress. Compared to a comparison group of 109 students not seeking counseling center services, 78 students who received the intervention reported increased mindfulness, and decreased symptoms of depression, anxiety, and stress at the end of the group. Furthermore, improvements in mindfulness mediated intervention effects on symptoms of depression and anxiety. These gains were generally maintained 3 weeks later. These findings support the benefits of brief group interventions for college students. Suggestions for modifications to the intervention and for future research are discussed.  相似文献   

Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom     

Jamie L. Jensen  Emily A. Holt  Jacob B. Sowards  T. Heath Ogden  Richard E. West 《Journal of Science Education and Technology》2018,27(6):523-535

In a flipped classroom model, learning of basic content is shifted before class while in-class time is used for concept application. Empirical and controlled research studies are lacking on the best strategies to provide the necessary pre-class content instruction. In this study, we tested three methods of pre-class content learning—interactive online tutorials, video lectures, and textbook-style readings—while holding the content and the in-class application activities constant. Identical introductory, non-majors biology classes were manipulated at both a public, open-enrollment institution and a private, highly selective institution. We found that video lectures offer a small advantage to overall student learning over interactive tutorials or textbook-style readings. Although our two populations differed in their ability to effectively learn from pre-class activities, through a student-centered flipped classroom approach, students at both institutions demonstrated equal learning gains by the final assessment. Potential reasons for some observed differences are suggested.  相似文献   

Shifting Lenses to Deepen Reflection and Connection in Human Sexuality Education     

Lauren F. Lichty  Emily A. Parks  Amy Nelson 《American journal of sexuality education》2018,13(2):232-244

Photovoice, a participatory action research method, supports deep, personal reflection through the use of photography, personal narrative development, and group discussion. This lesson plan describes the use of Photovoice as a pedagogical tool in an undergraduate human sexuality course. The goal of this activity is to encourage students to 1) think beyond the texts presented in class, 2) make critical connections to their own lived experience and community context, and 3) deepen reflection through sharing and discussing with others. The lesson plan describes the process of bringing Photovoice into the classroom as well as student insights on the activity.  相似文献   

Evaluation of the Physical Activity and Public Health Course for Practitioners     

Kelly R. Evenson  David R. Brown  Emily Pearce  Ricky Camplain  Jan Jernigan  Jacqueline Epping 《Research quarterly for exercise and sport》2013,84(2):207-213

Purpose: From 1996 to 2013, a 6-day Physical Activity and Public Health Course for Practitioners has been offered yearly in the United States. An evaluation was conducted to assess the impact of the course on building public health capacity for physical activity and on shaping the physical activity and public health careers of fellows since taking the courses. Method: An evaluation quantified time that fellows spent in different course offerings and surveyed fellows. Results: From 1996 to 2012, 410 fellows attended the course, and in 2013, 186 participated in the Web-based survey (56% response rate). The number of fellows attending the course ranged from 15 to 33 yearly. From 1996 to 2012, the course averaged 38 hr of instructional time that included topics on interventions and environment/policy work to increase physical activity, program evaluation, public health research, and health disparities. The course included consultations, collaborative work, and field-based experiences. Fellows who participated in the survey agreed that the course had a positive impact on the physical activity research or practice work they did (98%), met their expectations (96%), helped them with research/practice collaborations with other physical activity professionals (96%), assisted them in conducting higher-quality interventions/programs (95%), helped increase their professional networking in the field (93%), and had a positive impact on other work they did (91%). Following the course, 66% and 56% had further contact with faculty and other fellows, respectively. Conclusion: The Physical Activity and Public Health Course for Practitioners made important contributions toward building the capacity of physical activity and public health practitioners.  相似文献   

‘What about the community impact?’: The Corpus Christi ‘hook’     

Emily S. Sparvero  Stacy Warner 《Sport Management Review》2013,16(4):524-532

This case study draws on theory in the following areas (1) public financing of sport facilities and in particular, the method of bonds and the impact on and involvement of local taxpayers, (2) community impact of minor league sport teams, and (3) leveraging of sport teams and facilities. This case is centered on Justin Drew, the president of the Corpus Christi Hooks, who must work with city officials to ensure that his minor league baseball team does not lose local support. The city of Corpus Christi helped finance the Hooks’ stadium a few years prior, and now with new members on City Council, tough economic times, and a history of folded professional sports teams in the city, Drew must be proactive in seeing that the Hooks do not meet a similar fate.The case presents a common challenge confronted by communities that host professional sport teams. In many cases, cities must provide some level of public financing for sport facilities in order to attract or retain a team. To gain public support, various promises are made about the potential for the team to transform the community. However, once public funding is secured and a team and facility is in place, it is unclear who has the responsibility for delivering on these promises. The situation presented in this case is not unique. In fact, similar claims are made about the impact of a sports team, regardless of the size of the host community or the type of team. This case gives students the opportunity to measure impact and also think critically about how to leverage a sports team to create value for the community. Although the characters in the case are fictitious the case draws upon actual facts and data from public records regarding Corpus Christi and their minor league baseball team, the Hooks; thus, providing students with a realistic dilemma to consider. The case is intended for use in Sport Finance/Economics and Sport Policy courses, but could also be adapted for other courses such as Sport Marketing, Sport Communication, Facilities and Event Management or even Research Methods.  相似文献   

A longitudinal investigation of reading development from kindergarten to grade eight in a Spanish-speaking bilingual population     

Ryan P. Grimm  Emily J. Solari  Michael M. Gerber 《Reading and writing》2018,31(3):559-581

This longitudinal study used latent growth curve modeling to investigate English literacy development in a sample of Spanish-speaking language minority students from third through eighth grade. This study also compared the sample’s literacy development to the entire population of California students using state standardized test data. Second, this study examined the contributions of a variety of bilingual measures of kindergarten letter knowledge, phonological awareness, word reading, and vocabulary to literacy development. Results demonstrated the present sample scored below average in literacy compared to the overall population of California students across years, but made slight gains to narrow the achievement gap. The greatest gains were obtained between fourth and fifth grade, but plateaued thereafter. Results concerning the second research questions showed that the third grade literacy intercept was predicted by kindergarten English letter knowledge, Spanish onset, Spanish word reading, and English vocabulary. However, English literacy development through eighth grade was only predicted by kindergarten English and Spanish vocabulary. Findings support arguments for educational efforts to target oral language instruction for these students in early elementary and instruction in both languages may provide the greatest benefit. Instructional implications are discussed.  相似文献   

Creative Knowledge: The Centrality of Creativity in Teachers’ Conceptions of Subject English     

Emily Frawley 《Changing English: An International Journal of English Teaching》2020,27(3):295-304

ABSTRACT

This paper examines the notion of creativity as a core concept in English teachers’ knowledge and valuing of their subject. It draws on research from a broader investigation into teachers as writers and discusses one of the key findings of the study: that creativity is not only crucial to how teachers approach their pedagogy and subject content, but that contexts in which creativity is minimised in English teachers’ lives results in struggle or even a departure from the profession. The paper concludes with a call for teachers and bureaucrats to affirm creative knowledge as foundational to English teachers and their profession, and the ability of teacher narratives to offer a powerful contribution to debates in English teaching.  相似文献