Book reviews     

Johanna Wyn  Zita M. Unger  Marian C. Stone  Judith Gill  Patrick Slattery  Maurice Robson  Christine Halse 《The Australian Educational Researcher》1994,21(2):107-124

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Effects of text-belief consistency and reading task on the strategic validation of multiple texts     

Johanna Maier  Tobias Richter 《European Journal of Psychology of Education - EJPE》2016,31(4):479-497

In the comprehension of multiple controversial scientific texts, readers with strong prior beliefs tend to construct a one-sided mental representation that is biased towards belief-consistent information. In the present study, we examined whether an argument in contrast to a summary task instruction can increase the resource allocation to and strategic validation of belief-inconsistent information which should be positively related to comprehension. Undergraduate students read one belief-consistent and one belief-inconsistent text about a controversial scientific issue either with an argument or a summary task instruction. The use of strategic validation and memorization strategies was assessed with think-aloud protocols, and a verification task was used to investigate comprehension outcomes. As predicted, readers following a summary task read belief-consistent information longer and used more memorization strategies for such information. Readers following an argument task spent similar time reading both text types and used more validation strategies when reading the belief-inconsistent text. In addition, the use of strategic validation during reading the belief-inconsistent text improved comprehension for this text type but hindered the comprehension of the belief-consistent text.  相似文献   

Livelihood and Social Division     

Bruce Wilson  Johanna Wyn 《British Journal of Sociology of Education》1985,6(3):273-288

The struggle for livelihood has always been of central concern to working class people. In Australia today the concentration of unemployment raises issues which must be seen as part of an historical process, involving the reconstruction of social division and the struggle for the right to subsistence. These issues are examined in this article, with particular attention to the social and economic changes which have produced this threat to livelihood. Our research has shown that the responses of working class young people to this situation bring into sharp relief the complex social processes through which social division is produced. The evidence suggests that the cultural perspectives of working class males and females in Australia still have a force and significance which represent a potential challenge to the present pattern of restructuring of the economy which has resulted in such widespread unemployment. This raises particular questions about the growth in local employment initiatives in Australia (as in Europe) and its implications for curriculum development in schools in working class neighbourhoods.  相似文献   

Convergence and divergence in reports of maternal support following childhood sexual abuse: Prevalence and associations with youth psychosocial adjustment     

Johanna Bick  Kristyn Zajac  M. Elizabeth Ralston  Daniel Smith 《Child abuse & neglect》2014

This study examined the convergence and divergence in mothers’ and children's reports of maternal support following disclosures of childhood sexual abuse (CSA). One hundred and twenty mothers and their children (ages 7–17 years) reported on two aspects of support following CSA disclosures: mothers’ belief in the child's disclosure and parent–child discussion of the abuse incident. Whereas 62% of mothers’ and children's reports on mothers’ belief of the disclosure positively converged (i.e., both reported that mothers “completely believed” the child's disclosure), 37% of mothers’ and children's reports diverged, and the remaining 1% negatively converged (i.e., both reported that the mother only believed the child “somewhat”). Positively convergent responses were associated with youths’ lower risk for tobacco and illicit drug use. Forty-four percent of mothers’ and children's reports on whether details of the CSA were discussed positively converged (i.e., both reported that details were discussed), 33% diverged, and 23% negatively converged (i.e., both reported that details were not discussed). Relative to other patterns of reporting, negatively convergent responses were associated with higher levels of trauma symptoms. Findings have implications for identifying high-risk mother–child dyads based on patterns of informant reporting following CSA.  相似文献   

The Family Business: Entertainment Products and the Network Morning News Shows     

Johanna Cleary  Terry Adams-Bloom 《Mass Communication and Society》2013,16(1):78-96

The morning news programs provide an excellent forum for television broadcast networks to benefit from “corporate synergy,” but do they simultaneously compromise the intent of the social responsibility theory of the press? This study measured the entertainment content of the three network morning shows and correlated that to the ownership of the programs and the products being promoted. Results show the morning programs fill their daily news hole at least 20% of the time with entertainment and sports topics, that the entertainment products covered are more likely to have been produced by the networks' parent companies, and that the coverage of entertainment topics is almost certain to be favorable. The results are further evidence in support of calls for revision and update of the Social Responsibility Theory of the Press. The authors suggest that the adoption of the concept of stakeholder theory, applied in the business literature, offers a framework for making responsible editorial decisions in an atmosphere of corporate synergy.  相似文献   

Expanded Assessment Study Examining the Citation Patterns from Traditional and Nontraditional Institutions and Their Effect upon the Quality of Doctoral Dissertation Reference Lists     

Johanna Tuñón  Bruce Brydges 《图书馆管理杂志》2013,53(1-2):137-159

ABSTRACT

This study used citation analysis in conjunction with a subjective rubric with five validated criteria to assess the quality of a purposive sample of 452 education dissertation reference lists produced at a nontraditional institution from six doctoral programs. These programs used a variety of distance education models. The citations were then compared with the 100 reference lists selected from doctoral education programs at 10 traditional institutions. Criteria included the breadth of resources, depth of the literature review as shown through the citing of critical historical and theoretical works, depth as demonstrated through the scholarliness of citations chosen, currency, and relevancy. The study discusses how the expanded sample of traditional reference lists continued to demonstrate consistent patterns. In contrast, although the sample of reference lists from distance education programs was much expanded, the patterns of the subsets of reference lists at the nontraditional institution were significantly diverse. The patterns of 35 doctoral reference lists from another for-profit, nontraditional institution known for providing distance education were also examined to compare the results of the two nontraditional programs. Possible reasons for differences in citation patterns by traditional and nontraditional programs are discussed, and the possible role of distance education and program criteria are examined for insights they offer into the use of citation analysis as an assessment tool of the library research skills of doctoral students.  相似文献   

The impact of a systematic and explicit vocabulary intervention in Spanish with Spanish-speaking English learners in first grade     

Johanna Cena  Doris Luft Baker  Edward J. Kame’enui  Scott K. Baker  Yonghan Park  Keith Smolkowski 《Reading and writing》2013,26(8):1289-1316

This study examined the impact of a 15-min daily explicit vocabulary intervention in Spanish on expressive and receptive vocabulary knowledge and oral reading fluency in Spanish, and on language proficiency in English. Fifty Spanish-speaking English learners who received 90 min of Spanish reading instruction in an early transition model were randomly assigned to a treatment group (Vocabulary Enhanced Systematic and Explicit Teaching Routines [VE-SETR]) or a comparison group that received general vocabulary instruction using the standard reading curriculum with general strategies designed to increase the explicitness of instruction (General Systematic and Explicit Teaching Routines). Results indicated a statistically significant difference in depth of student Spanish vocabulary knowledge favoring the VE-SETR group. Differences on language proficiency in English, general vocabulary knowledge in Spanish, and oral reading fluency in Spanish were not statistically significant. Implications for future research are discussed.  相似文献   

Stimulating Inquisitiveness: Teachers at Orthodox Protestant Schools about their Roles in Religious Socialization     

Johanna Janna Markus  Gerdien D. Bertram-Troost  A. de Kock  A. de Muynck  Marcel Barnard 《Religious education (Chicago, Ill.)》2013,108(4):513-527

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Foster Mother–Infant Bonding: Associations Between Foster Mothers' Oxytocin Production,Electrophysiological Brain Activity,Feelings of Commitment,and Caregiving Quality     

Johanna Bick  Mary Dozier  Kristin Bernard  Damion Grasso  Robert Simons 《Child development》2013,84(3):826-840

This study examined the biological processes associated with foster mother–infant bonding. In an examination of foster mother–infant dyads (N = 41, mean infant age = 8.5 months), foster mothers' oxytocin production was associated with their expressions of behavioral delight toward their foster infant and their average P3 response to images of all infant faces in the first 2 months of the relationship. Three months later, foster mothers' oxytocin production was still associated with delight toward their foster infant and was also specifically associated with their P3 response to an image of their foster infant. Similar to biologically related mothers and infants, oxytocin appears to be associated with foster mothers' brain activity and caregiving behavior, with patterns suggestive of bond formation.  相似文献   

Comprehending conflicting science-related texts: graphs as plausibility cues     

Maj-Britt Isberner  Tobias Richter  Johanna Maier  Katja Knuth-Herzig  Holger Horz  Wolfgang Schnotz 《Instructional Science》2013,41(5):849-872

When reading conflicting science-related texts, readers may attend to cues which allow them to assess plausibility. One such plausibility cue is the use of graphs in the texts, which are regarded as typical of ‘hard science’. The goal of our study was to investigate the effects of the presence of graphs on the perceived plausibility and situation model strength for conflicting science-related texts, while including the influence of readers’ amount of experience with scientific texts and graphs as a potential moderator of these effects. In an experiment mimicking web-based informal learning, 77 university students read texts on controversial scientific issues which were presented with either graphs or tables. Perceived plausibility and situation model strength for each text were assessed immediately after reading; reader variables were assessed several weeks prior to the experiment proper. The results suggest that graphs can indeed serve as plausibility cues and thus boost situation model strength for texts which contain them. This effect was mediated by the perceived plausibility of the information in the texts with graphs. However, whether readers use graphs as plausibility cues in texts with conflicting information seems to depend also on their amount of experience with scientific texts and graphs.  相似文献