Focus Groups as Sites of Influential Interaction: Building Communicative Self-Efficacy and Effecting Attitudinal Change in Discussing Controversial Topics     

Theodore E. Zorn  Juliet Roper  Kirsten Broadfoot 《Journal of Applied Communication Research》2013,41(2):115-140

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Public Libraries and the Opioid Crisis,Part 2: Community-Centered Responses     

Glen E. Holt  Leslie Edmonds Holt 《Public Library Quarterly》2013,32(3):270-278

This article functions as a research critique of a short, recent IMLS report that tied early childhood success to library card holding. The authors invite a more comprehensive and evidence-based examination of the ties between library card holding, the successes of poor children in school, and the significance of sustained library services to keep kids interested in their own educational success. The article also suggests how youth use of libraries is tied to the realities of local politics, gangs, and crime.  相似文献   

Media Production     

Thomas D. Burrows  Donald N. Wood  Robert Edmonds  Charles Bensinger  Ben Brady 《Communication Booknotes Quarterly》2013,44(5):98-99

Thomas D. Burrows and Donald N. Wood's Television Production: Disciplines and Techniques (Dubuque, Iowa: Wm. C. Brown, 1978---$11.95, paper)

Robert Edmonds' Scriptwriting for the Audio-Visual Media (New York: Teachers College Press, Columbia University, 1978---$8.95, paper)

Charles Bensinger's The Home Video Handbook (Video-Info Publications, P.O. Box 1507, Santa Barbara, Calif. 93102---$8.95, paper)

Ben Brady's The Keys to Writing for Television and Film (Dubuque, Iowa: Kendall-Hunt, l978---price not given, paper)  相似文献   

Community response in disasters: an ecological learning framework     

John Preston  Charlotte Chadderton  Kaori Kitagawa  Casey Edmonds 《International Journal of Lifelong Education》2013,32(6):727-753

Natural disasters are frequently exacerbated by anthropogenic mechanisms and have social and political consequences for communities. The role of community learning in disasters is seen to be increasingly important. However, the ways in which such learning unfolds in a disaster can differ substantially from case to case. This article uses a comparative case study methodology to examine catastrophes and major disasters from five countries (Japan, New Zealand, the UK, the USA and Germany) to consider how community learning and adaptation occurs. An ecological model of learning is considered, where community learning is of small loop (adaptive, incremental, experimental) type or large loop (paradigm changing) type. Using this model, we consider that there are three types of community learning that occur in disasters (navigation, organization, reframing). The type of community learning that actually develops in a disaster depends upon a range of social factors such as stress and trauma, civic innovation and coercion.  相似文献   

Teaching young children: perceived satisfaction and stress     

Viv Moriarty  Suzanne Edmonds  Peter Blatchford  Clare Martin 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):33-46

This paper explores how early years teachers feel about their work. Responses to an open-ended questionnaire indicated that teachers found working with young children both satisfying and rewarding. However, they felt they were being impeded by external factors, such as educational change and current curriculum initiatives, which caused them stress. More specifically, teachers expressed frustration in implementing policies that they felt were contrary to their own pedagogical understandings and professional values. It is concluded that teachers need to be more actively involved with consultation processes that affect their work.  相似文献   

Commentary on: Melanie Nind and Mary Kellett (2002). 'Responding to individuals with severe learning difficulties and stereotyped behaviour: challenges for an inclusive era'     

Juliet Goldbart 《欧洲特需教育杂志》2013,28(3):283-287

The results of a study examining the psychometric quality of a pictorial scale to measure perceived physical competence, perceived cognitive competence and perceived social acceptance by peers and caregivers in individuals with intellectual disabilities are reported. The scale was administered twice to 100 subjects. The stability of the scale proved good: the test–retest correlations were sufficiently high and significant; and the internal consistency of the scale also proved good. To establish the internal validity of the scale, the correlations between the four subscales were calculated. The correlations were reasonable, which shows coherence between the four scales but also sufficient differentiation. The correlations between the two subscales for social acceptance were quite high, and it was therefore decided to combine them. To gain insight into the external validity of the pictorial scale, a Visual Analogue Scale (VAS) was constructed to measure the three domains of perceived competence from the pictorial scale in a more global manner. The VAS yielded reliable results. The correlations between the VAS and the pictorial scale were moderate to reasonable. Finally, the scores on the pictorial scale did not vary according to sex or level of functioning. All of the subscales differed according to age, however. Individuals over the age of 35 scored significantly lower than younger individuals. The results of this research show the pictorial scale to be a reliable instrument for the measurement of perceived competence and social acceptance in individuals with intellectual disabilities.  相似文献   

Post-critical writing praxis as a qualitative researcher     

Juliet Henderson 《International journal of qualitative studies in education》2018,31(6):535-544

The intention of this paper is to unsettle our habits of scholarly writing and reading, from within the grids of intelligibility of Western, rationalist materiality, so as to make visible what we/I no longer often see: the academic writing and publishing constraints that discipline our assemblages of knowledge. Taking poststructuralist articulations of the ‘critical’ and ‘ethical’ as heuristics for developing a praxis of critical deconstructive authoring, where agency is coterminous with, not external to, the event of writing, it puts to work Foucault’s perspective that the subject is a form, not a substance, (Foucault, 1984 Foucault, M. (1984). The ethics of the concern of the self as a practice of freedom. In P. Rabinow (Ed.), (2000) Essential works of Michel Foucault 1954-1984 – Vol. 1 ethics, subjectivity and truth (pp. 281–302). London: Penguin [Google Scholar], p. 290) to explore one way of crafting ‘an academic subject yet to come’ (Ball, 2016 Ball, S. (2016). Neoliberal education? Confronting the slouching beast. Policy Futures in Education, 14(8), 1046–1059.10.1177/1478210316664259[Crossref], [Web of Science ®] , [Google Scholar], p. 2). Beginning with a brief consideration of the normative mechanisms that govern scholarly writing, it then uses some of the conceptual tools of Foucault, Derrida and Spivak to unfold and vindicate spaces in the grids of governance for reforming the subject.  相似文献   

Implementing Basic Education: An African Experience   总被引：2，自引：0，他引：2  

Kingsley Banya  Juliet Elu 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1997,43(5-6):481-496

This paper analyses some of the difficulties involved in implementing the recently approved Basic Education Program for primary and secondary education in Sierra Leone. Among some of the problems and difficulties that are discussed and analysed are funding, training and retention of teachers, curriculum reform, language development, equipment and supplies, and evaluation. To effectively implement the new program, teachers' conditions of service, salary, and allowances need to be carefully examined. This analysis will attempt to examine such issues based on empirical data. The article also makes a critical examination of the new continuous assessment system. The paper concludes that political stability is an important factor in the implementation of basic education.  相似文献   

Improving science inquiry with elementary students of diverse backgrounds     

Peggy Cuevas  Okhee Lee  Juliet Hart  Rachael Deaktor 《科学教学研究杂志》2005,42(3):337-357

This study examined the impact of an inquiry‐based instructional intervention on (a) children's ability to conduct science inquiry overall and to use specific skills in inquiry, and (b) narrowing the gaps in children's ability among demographic subgroups of students. The intervention consisted of instructional units, teacher workshops, and classroom practices. The study involved 25 third‐ and fourth‐grade students from six elementary schools representing diverse linguistic and cultural groups. Quantitative results demonstrated that the intervention enhanced the inquiry ability of all students regardless of grade, achievement, gender, ethnicity, socioeconomic status (SES), home language, and English proficiency. Particularly, low‐achieving, low‐SES, and English for Speakers of Other Languages (ESOL) exited students made impressive gains. The study adds to the existing literature on designing learning environments that foster science inquiry of all elementary students. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 337–357, 2005  相似文献   

An instructional intervention's impact on the science and literacy achievement of culturally and linguistically diverse elementary students     

Okhee Lee  Rachael A. Deaktor  Juliet E. Hart  Peggy Cuevas  Craig Enders 《科学教学研究杂志》2005,42(8):857-887

This research examined the impact of the first‐year implementation of an instructional intervention to promote achievement and equity in science and literacy for culturally and linguistically diverse elementary students. The research addressed three areas: (a) overall science and literacy achievement, (b) achievement gaps among demographic subgroups, and (c) comparison with national (NAEP) and international (TIMSS) samples of students. The research involved 1,523 third‐ and fourth‐grade students at six elementary schools in a large urban school district. Significance tests of mean scores between pre‐ and posttests indicate statistically significant increases on all measures of science and literacy at both grade levels. While achievement gaps widened with third graders on some of the measures, the gaps tended to narrow with fourth graders. The results based on item‐by‐item comparisons with NAEP TIMSS samples of students indicated overall positive performance of the students in the research at the end of the school year. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 857–887, 2005  相似文献