Human Rights,Diversity, and Citizenship Education     

James A. Banks 《The Educational forum》2013,77(2):100-110

The 60th anniversary of the Universal Declaration of Human Rights is a propitious time for educators to examine its implications for educating citizens in multicultural nation states. The author argues that students must experience democratic classrooms and schools that reflect their cultures and identities to internalize human rights values, ideals, and behaviors. Schools in nations around the world make it difficult for students to acquire human rights ideals and behaviors because they pursue assimilationist goals that do not provide students civic equality and recognition. Citizenship education needs to be reformed so that it will help students to internalize human rights ideals and behaviors.  相似文献   

跨文化研究在线学习教育学——反思和比较中英高校在线学习合作项目的经验     

刘邦祥  D.麦康奈尔  V.拉利  S.班克 《开放教育研究》2006,12(4):46-50

本文旨在研究如何实现有效的跨文化协作,比较中英两国如何理解和组织在线学习。研究者依据现象解释学设计研究方法,对比和反思了参加跨文化合作开发在线学习课程的经历和体验,讨论了这一基于项目的协作交流如何促进了对在线学习的理解。最后,本文总结了一些可供开展后续相关探索活动的尝试性结论。  相似文献   

Selecting children for gifted classes: Choosing for breadth vs. choosing for depth     

Jean Dirks  Joanne Quarfoth 《Psychology in the schools》1981,18(4):437-449

This article compares and contrasts two types of multiple criteria models that can be used to select children for gifted classes: breadth models and depth models. In a breadth model, children are selected for gifted classes if they score moderately well on several assessment areas simultaneously. In a depth model, children are selected for gifted classes if they score superlatively well on any one assessment area, regardless of the level of their performance in other assessment areas. In the study, three breadth models, three depth models, and a more traditional Intelligence Test Model were applied to a population of fourth graders (N = 159) in a small town. The results indicated that children selected by the breadth models had very high classroom grades and were well thought of by their teachers. However, depth models included more students with unusually high IQ scores and more promising underachievers than did breadth models. These and other factors made depth models more advantageous than breadth models.  相似文献   

Sociology of education in the United Kingdom     

Olive Banks 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1972,18(1):95-99

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Cambridge Journal of Education,Vol.18, No.3, 1988 Employment and Training Orientations: the ESRC 16‐19 Initiative     

Michael Banks 《Cambridge Journal of Education》1988,18(3):365-375

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Coping with [R]evolution in Online Games: Vulnerability and Resilience Responses to Change in MMO Game Expansions     

Jaime Banks  Rosa Mikeal Martey 《广播与电子媒介杂志》2018,62(2):269-286

Massively multiplayer online games (MMOs) often introduce new content and mechanics to increase player retention and enjoyment. Drawing on theories of socioecological risk response, this exploratory study examines players’ in situ responses to these changes by analyzing patterns in public, in-game chat across 3 game expansions. Analysis reveals that a) change facilitates agenda setting in player chat, b) vulnerability and resilience expressions highlight tensions in player and game agencies, and c) increased semantic distance between the game and the “real” helps cope with game changes. In addition, sociotechnical affordances of MMO environments could be a mechanism for coping with change, more generally.  相似文献   

Effects of increasing and decreasing physiological arousal on anticipation timing performance during competition and practice     

Michael J. Duncan  Mike Smith  Elizabeth Bryant  Emma Eyre  Kathryn Cook  Joanne Hankey 《European Journal of Sport Science》2016,16(1):27-35

The aim of this study was to investigate if the effects of changes in physiological arousal on timing performance can be accurately predicted by the catastrophe model. Eighteen young adults (8 males, 10 females) volunteered to participate in the study following ethical approval. After familiarisation, coincidence anticipation was measured using the Bassin Anticipation Timer under four incremental exercise conditions: Increasing exercise intensity and low cognitive anxiety, increasing exercise intensity and high cognitive anxiety, decreasing exercise intensity and low cognitive anxiety and decreasing exercise intensity and high cognitive anxiety. Incremental exercise was performed on a treadmill at intensities of 30%, 50%, 70% and 90% heart rate reserve (HRR) respectively. Ratings of cognitive anxiety were taken at each intensity using the Mental Readiness Form 3 (MRF3) followed by performance of coincidence anticipation trials at speeds of 3 and 8 mph. Results indicated significant condition × intensity interactions for absolute error (AE; p = .0001) and MRF cognitive anxiety intensity scores (p = .05). Post hoc analysis indicated that there were no statistically significant differences in AE across exercise intensities in low–cognitive anxiety conditions. In high–cognitive anxiety conditions, timing performance AE was significantly poorer and cognitive anxiety higher at 90% HRR, compared to the other exercise intensities. There was no difference in timing responses at 90% HRR during competitive trials, irrespective of whether exercise intensity was increasing or decreasing. This study suggests that anticipation timing performance is negatively affected when physiological arousal and cognitive anxiety are high.  相似文献   

Computer‐based Learning in a Primary School: Differences between the early and later years of primary schooling     

Joanne Dwyer 《Asia-Pacific Journal of Teacher Education》2007,35(1):89-103

There have been increasing expectations that all primary school students and teachers actively use information and communications technologies (ICT) in their learning. In order to achieve this it is important that appropriate environments are set up to support the varying needs and potential of the different groups within the school context. However, in case studies of primary schools undertaken as part of the study Enhancing Learning Using New Technologies, also known as the E.ffects Project, our research indicated that the ICT learning environments established within schools often favoured the later primary year levels over the early primary school years. This paper will present illustrative evidence of this inequity using data extracted from the E.ffects Project case studies. It also discusses observed differences in approaches between early primary school years and later primary programs from the perspective of early childhood philosophies that underpin the first years of school.  相似文献   

Undergraduate Biotechnology Students’ Views of Science Communication     

Joanne Elisabeth Edmondston  Renato Schibeci 《International Journal of Science Education》2013,35(18):2451-2474

Despite rapid growth of the biotechnology industry worldwide, a number of public concerns about the application of biotechnology and its regulation remain. In response to these concerns, greater emphasis has been placed on promoting biotechnologists’ public engagement. As tertiary science degree programmes form the foundation of the biotechnology sector by providing a pipeline of university graduates entering into the profession, it has been proposed that formal science communication training be introduced at this early stage of career development. The aim of the present study was to examine the views of biotechnology students towards science communication and science communication training. Using an Australian biotechnology degree programme as a case study, 69 undergraduates from all three years of the programme were administered a questionnaire that asked them to rank the importance of 12 components of a biotechnology curriculum, including two science communication items. The results were compared to the responses of 274 students enrolled in other science programmes. Additional questions were provided to the second year biotechnology undergraduates and semi‐structured interviews were undertaken with 13 of these students to further examine their views of this area. The results of this study suggest that the biotechnology students surveyed do not value communication with non‐scientists nor science communication training. The implications of these findings for the reform of undergraduate biotechnology courses yet to integrate science communication training into their science curriculum are discussed.  相似文献   

Wayne A. Wiegand. Main Street Public Library: Community Places and Reading Spaces in the Rural Heartland, 1876–1956. Iowa City: University of Iowa Press, 2011. 284 pp. Paperback $25.95.     

Joanne E. Passet 《History of education quarterly》2012,52(3):462-464

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