Active transportation to school: findings from a national survey     

Fulton JE  Shisler JL  Yore MM  Caspersen CJ 《Research quarterly for exercise and sport》2005,76(3):352-357

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God does not play dice: causal determinism and preschoolers' causal inferences     

Schulz LE  Sommerville J 《Child development》2006,77(2):427-442

Three studies investigated children's belief in causal determinism. If children are determinists, they should infer unobserved causes whenever observed causes appear to act stochastically. In Experiment 1, 4-year-olds saw a stochastic generative cause and inferred the existence of an unobserved inhibitory cause. Children traded off inferences about the presence of unobserved inhibitory causes and the absence of unobserved generative causes. In Experiment 2, 4-year-olds used the pattern of indeterminacy to decide whether unobserved variables were generative or inhibitory. Experiment 3 suggested that children (4 years old) resist believing that direct causes can act stochastically, although they accept that events can be stochastically associated. Children's deterministic assumptions seem to support inferences not obtainable from other cues.  相似文献   

Event-Konzepte     

Ronald Hitzler  Babette Kirchner  Jessica Pahl 《Zeitschrift für Erziehungswissenschaft》2013,16(3):143-158

In view of processes of individualization and pluralization, the requirements for living in modern societies result in significantly increased complexity of social constructions of reality. Especially for individualized juvenile people new forms of communities are a constitutive feature of social lifestyle progression and rearrangement. Within events a specific type of these juvenile communalities emerges. Based on two different cases, a music festival and an improvisational theater performance, this paper emphasizes a crucial similarity of events: the use of (physical) staging as a social mechanism for integration and distinction. The process of ‘eventization’ (i.e., spectacularization) provides a framework for action, in which emotional as well as mental affiliations constitute.  相似文献   

REMOTE INDIGENOUS STUDENTS’ UNDERSTANDINGS OF MEASUREMENT     

Peter Grootenboer  Peter Sullivan 《International Journal of Science and Mathematics Education》2013,11(1):169-189

It is widely accepted that mathematical learning builds upon students’ prior knowledge and understandings, and their identities. In this study, this phenomenon is explored with indigenous students in remote community schools in outback Australia. Through one-on-one task-based interviews, it was found that these students had some clear understandings of the measurement concepts involved, although these understandings were often idiosyncratic to these students in this context. The task-based one-on-one interview gave better insights into students’ knowledge than the written form of the National Assessment Program–Literacy and Numeracy assessment. Nevertheless, the students’ conceptions provide a useful basis upon which to build subsequent knowledge, understanding and skills in the forms required by the formal mathematics curriculum.  相似文献   

Engaging Girls’ Sociohistorical Identities in Science     

Jessica Thompson 《学习科学杂志》2013,22(3):392-446

What does it mean for ethnic minority girls, who have historically been marginalized by schools, to “see themselves” in science? Schools fail to create spaces for students to engage their identity resources in the learning of science or to negotiate and enact new science-related identities. This study investigates relationships among identity, engagement, and science discourse and provides a conceptual argument for how and why underserved ethnic minority girls engage in collective identity work, with science learning as a valued byproduct. The primary context for the study was Lunchtime Science, a 4-week lunchtime intervention for girls failing their science courses. There were 4 distinct ways the girls engaged in learning during Lunchtime Science: gleaning content for outside worlds, supporting the group, negotiating stories across worlds, and critiquing science. Each pattern had a signature profile with variations in the sociohistorical narratives used as resources, the positioning of one another as competent learners, and the type of science story critiqued and constructed. These findings indicate that when the girls were given opportunities to engage their personal narratives, and when science was open to critique, ethnic minority girls leveraged common historical narratives to build science narratives. Moreover, the girls’ identity work problematizes the commonplace instructional notion of “bridging” students’ everyday stories with science stories, which often privileges the science story and the composing of “science” identities. It also challenges researchers to investigate how the construction of narratives is broader than 1 community of practice, broader than 1 individual, and broader than 1 generation.  相似文献   

Missing the Mark: The Neglect of Stalking and Cyberstalking in Introductory Criminology Textbooks     

Jessica Huffman  Angela Overton 《Journal of Criminal Justice Education》2013,24(2):200-217

Textbooks are an essential component of student education, often forming the basis for all information presented in a given class. Introductory texts cannot possibly cover all relevant material, but what is included speaks volumes. Given the prevalence of stalking and cyberstalking in society, this is an important issue for inclusion in introductory criminology and criminal justice classes. An analysis of 20 criminology and 12 criminal justice textbooks is done to determine what students are learning about this prevalent social problem. Specifically, we aim to evaluate whether stalking and cyberstalking are covered, determine the theories associated with the issues, and assess the textbook location in which the issue is covered. Results indicate slight coverage of stalking and cyberstalking in introductory texts.  相似文献   

Using a Retrospective Pretest to Measure Learning in Professional Development Programs     

Leila González Sullivan  Karen J. Haley 《Community College Journal of Research & Practice》2013,37(3-4):346-362

Millions of dollars are spent annually on professional development, and designers of training events recognize they must demonstrate to all stakeholders the value added by these programs. The purpose of this study was to measure the learning that occurred during professional development seminars for community college academic department chairs. The research question was the following: What increases in knowledge and skills did program participants attribute to their training experience? Using Alliger and Janak's model for levels of learning as a conceptual framework, data were collected through a preliminary questionnaire on learning needs, session and overall evaluations, and a retrospective pretest addressing 35 knowledge and skill areas. Statistical analysis of retrospective pretest results for six areas identified by participants as priorities indicated that participants felt learning had occurred as a result of the seminar (significant at .0001 level). The retrospective pretest instrument was deemed an effective tool for evaluating learning in continuing education offerings, higher education professional development events, and similar settings.  相似文献   

Tolerance for Diversity of Beliefs: Learning about Tolerance and Liking It Too     

Sandra Wood  Kristina Thalhammer  John L. Sullivan  Karen Bird  Patricia G. Avery  Kate Klein 《Review of Education, Pedagogy & Cultural Studies》2013,35(3-4):349-372

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Knowledge Orientations of Prospective Early Childhood Teachers: A Study of Students' Scientific Versus Subjective Orientations in Teacher Education Courses in Germany     

Christoph Mischo  Stefan Wahl  Janina Strohmer  Jessica Hendler 《Journal of Early Childhood Teacher Education》2013,34(2):144-162

Recent changes in the system of early childhood teacher education in Germany raise the question of whether different academic levels of early childhood teacher education lead to different beliefs and orientations. In this study, prospective early childhood teachers' orientations to scientific knowledge and to research were explored. A questionnaire addressing orientations to the utility of research, educational and psychological theories versus orientations to intuitive theories and personal experience was completed by 712 prospective early childhood teachers. In a latent profile analysis, two types of orientation profiles could be identified: (a) an orientation towards subjective theories, lay theories, and subjective experience, and (b) an orientation towards scientific theories and research results. Results are discussed from the perspective of professionalization in early childhood teacher education.  相似文献   

Kawaii Killers and Femme Fatales: A Textual Analysis of Female Characters Signifying Benevolent and Hostile Sexism in Video Games     

Jessica E. Tompkins  Teresa Lynch  Irene I. Van Driel  Niki Fritz 《广播与电子媒介杂志》2020,64(2):236-254

ABSTRACT

Game developers potentially convey socio-cultural values about gender through design choices. This study interpreted the designs of 11 purposively selected female game characters, developed by studios located in the United States and Japan, through the lens of ambivalent sexism. This social psychological theory posits that sexism consists of hostile and benevolent attitudes about women. Two themes emerged across characterizations: bodies as objects, bodies as weapons and (in)dependence. Both consisted of empowering qualities paired with problematic beliefs about women. This analysis contributes to interdisciplinary literature by using an empirical perspective to interpret gender representations in video games.  相似文献