Oral Language and the Black Dialect Speaker     

Jesse Perry 《Clearing house (Menasha, Wis.)》2013,86(2):60-61

In this study, the authors investigate the impact of authoring hypermedia on English as a second language sixth- and seventh-grade students' academic English vocabulary and underlying-concept development. Analysis of data showed that students participating in hypermedia projects, as opposed to traditional science or social science curriculum, were better able to acquire content-specific concept terms. Interview data revealed that students found projects worthwhile because they allowed students to personalize their learning and accomplishments.  相似文献   

Some Effects of a Five-Year Developmental Experiment Sponsored by a Private Social Agency in a Public School     

Jesse Batley Rhinehart 《Journal of Experimental Education》2013,81(4):200-205

The present study investigated the relative validity of the conventional pretest-posttest design and the retrospective pretest-posttest design using self-report measures as outcome criteria. As predicted the experimental training in Seeing Problems Strategy was effective in improving subjects’ task performance. Traditional self-report pre-post comparison did not reflect this actual change of performance, whereas the retrospective self-report approach did. Comparison of pretest mean scores and retrospective pretest mean scores indicated that subjects initially over-estimated their performance. This result represents further evidence on the validity of the response-shift notion as introduced by Howard et al. (8) and supports earlier research in showing that the retrospective pretest is a valid means to control for this source of contamination.  相似文献   

ELEMENTARY SCHOOL TEACHERS' ATTITUDES TOWARD DIFFERENT SUBJECTS     

Jesse L. M. Wilkins 《The Teacher Educator》2013,48(1):23-36

This study investigated the favorite subject to teach and enjoyment of teaching of 490 elementary school teachers (K–5) from two rural school districts in the southeastern United States. Reading and language arts were consistently ranked among the favorite and most enjoyed subjects to teach, whereas science and writing were consistently ranked among the least favorite and least enjoyed subjects to teach. However, the complexity of teachers' attitudes was evidenced by interactions with grade level and attitude measure that existed with mathematics, writing, and social studies. Further, primary-level teachers, compared to upper elementary teachers, were found to be more subject generalists in terms of their relative enjoyment for teaching all subjects. Implications for teacher preparation and policies related to elementary school teaching assignments are discussed.  相似文献   

The Sinclair Effect: Comparing Ownership Influences on Bias in Local TV News Content     

Kylah J. Hedding  Kaitlin C. Miller  Jesse Abdenour  Justin C. Blankenship 《广播与电子媒介杂志》2013,57(3):474-493

Sinclair Broadcast Group, the largest owner of U.S. local television stations, has received recent attention due to its apparent political lean and journalistic practices. This study compared the content and quality of national political news stories at Sinclair and non-Sinclair stations in three television markets. Results indicated evidence of a “Sinclair Effect,” whereby Sinclair-owned affiliate stories exhibited more cable news-style elements. Stations generally adhered to traditional journalistic principles, regardless of ownership, but Sinclair stations produced more stories with dramatic elements, commentary, and partisan sources.  相似文献   

Academics' perceptions of their professional development needs related to leadership and management: What can we learn?     

Stephen J Marshall  Moya J Adams  Alison Cameron  Gavin Sullivan 《International Journal for Academic Development》2013,18(1):42-53

Enquiries into the governance, structure and management of higher education institutions across the globe have stimulated changes to the legislative and policy frameworks within which universities operate and to their organizational structures and processes. These changes have subsequently brought into question the proper role of academics in relation to the leadership and management of their departments/institutions. While mainstream academic staff conceive of academic leadership as being strictly associated with teaching, research and community outreach, university administrators and policy makers conceptualize it more broadly. Their definitions often include the management of change, quality, information, finance, and physical and human resources - functions that many mainstream academics perceive as being the responsibility of departmental/institutional administrative or support staff. Such differences create major challenges for academic development units. What type of training should they provide? Should they embrace activities that support these new conceptions of leadership and management? These are among the central issues explored in this paper.  相似文献   

(Re)considering Foucault for science education research: considerations of truth,power and governance     

Jesse Bazzul  Lyn Carter 《Cultural Studies of Science Education》2017,12(2):435-452

This article is a response to Anna Danielsonn, Maria Berge, and Malena Lidar’s paper, “Knowledge and power in the technology classroom: a framework for studying teachers and students in action”, and an appeal to science educators of all epistemological orientations to (re)consider the work of Michel Foucault for research in science education. Although this essay does not come close to outlining the importance of Foucault’s work for science education, it does present a lesser-known side of Foucault as an anti-polemical, realist, modern philosopher interested in the way objective knowledge is entangled with governance in modernity. This latter point is important for science educators, as it is the intersection of objective knowledge and institutional imperatives that characterizes the field(s) of science education. Considering the lack of engagement with philosophy and social theory in science education, this paper offers one of many possible readings of Foucault (we as authors have also published different readings of Foucault) in order to engage crucial questions related to truth, power, governance, discourse, ethics and education.  相似文献   

Dreaming and immanence: rejecting the dogmatic image of thought in science education     

Jesse Bazzul  Maria F. G. Wallace  Marc Higgins 《Cultural Studies of Science Education》2018,13(3):823-835

In this article, we, a multivocal-thinking-assemblage, trouble what we feel is the dogmatic image of thought in science education. Beginning with Lars Bang’s (Cult Stud Sci Educ, 2017) dramatic and disruptive imagery of the Ouroboros as a means to challenge scientific literacy we explore the importance of dreams, thinking with both virtual and actual entities, and immanent thinking to science education scholarship. Dreaming as movement away from a dogmatic image of thought takes the authors in multiple directions as they attempt to open Deleuzian horizons of difference, immanence, and self-exploration.  相似文献   

Toward the sociopolitical in science education     

Sara Tolbert  Jesse Bazzul 《Cultural Studies of Science Education》2017,12(2):321-330

In this paper, we explore how Jacques Rancière’s (The ignorant schoolmaster: five lessons in intellectual emancipation. Stanford University Press, Stanford, 1991) notions of radical equality and dissensus reveal horizons for activism and sociopolitical engagement in science education theory, research, and practice. Drawing on Rochelle Gutiérrez’ (J Res Math Educ 44(1):37–68, 2013a. doi: 10.5951/jresematheduc.44.1.0037; J Urban Math Educ 6(2):7–19, b) “sociopolitical turn” for mathematics education, we identify how the field of science education can/is turning from more traditional notions of equity, achievement and access toward issues of systemic oppression, identity and power. Building on the conversation initiated by Lorraine Otoide who draws from French philosopher Jacques Rancière to experiment with a pedagogy of radical equality, we posit that a sociopolitical turn in science education is not only imminent, but necessary to meet twenty-first century crises.  相似文献   

The Choice Architecture of School Choice Websites     

Steven Glazerman  Ira Nichols-Barrer  Jon Valant  Jesse Chandler  Alyson Burnett 《Journal of research on educational effectiveness》2020,13(2):322-350

Abstract

We conducted a randomized factorial experiment to determine how displaying school information to parents in different ways affects what schools they choose for their children in a hypothetical school district. In a sample of 3,500 low-income parents of school-aged children, a small design manipulation, such as changing the default order in which schools were presented, induced meaningful changes in the types of schools selected. Other design choices such as using icons to represent data, instead of graphs or just numbers, or presenting concise summaries instead of detailed displays, also led parents to choose schools with higher academic performance. We also examined effects on parents’ understanding of the information and their self-reported satisfaction and ease of use. In some cases, there were trade-offs. For example, representing data using only numbers maximized understanding, but adding graphs maximized satisfaction at the expense of understanding.  相似文献   

美丽“酷刑”     

Jesse Hunter  Arony 《英语辅导》2015,(5):1+14

你照镜子时,看到了什么?你看到了最满意的自己吗?大概不会。因为我们大多数人都会不自觉地盯着自己那再熟悉不过的缺点看,我们极度希望能改变自己——眉头的皱纹和鱼尾纹,或是双眼下皮箱似的的眼袋(我个人的难看之处)。但我是个男人。男人和女人在外貌方面所承受的日常压力是不一样的。不管是广告、同辈压力还是配偶或父母的善意提点,女人的形象常常受到攻  相似文献