Sleaze Artists: Cinema at the Margins of Taste,Style, and Politics by Jeffrey Sconce,Ed.     

Parley Ann Boswell 《Journal of American culture (Malden, Mass. : 2003)》2008,31(4):404-405

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Digital image manipulation and avatar configuration: implications for inclusive classrooms     

Jo Ann Oravec 《Journal of Research in Special Educational Needs》2012,12(4):245-251

This paper outlines concerns for inclusive classrooms involving personal digital image modifications and selections, as well as avatar configurations. Classroom interactions incorporate various dimensions of personal appearance; however, educators try to make them primarily about knowledge and wisdom. Students in environments where they can interact with each other face‐to‐face are constantly immersed in issues involving their exterior manifestations. However, the utilisations of digital media in the classroom and in the online delivery of instruction are providing new ways of manipulating the digitised images of individuals, as well as their characteristic patterns of speech and motion. The rising popularity of avatars in education (such as in Second Life) also provides a new spectrum of representational choices. Individuals who reconstitute their images so as to appear more ‘normal’ may achieve results that are more problematic than liberating, however. Fostering the development of manipulated images and avatars for the purposes of educational interaction can also be construed as an attempt to ‘erase’ stigma and in effect disempower individuals, especially those with disabilities. Likewise, image modification can be incorporated into bullying initiatives as part of efforts to ridicule and marginalise. In endeavours to mitigate these problems, faculty and staff can model the creative and empowering use of digital image and avatar technologies while celebrating (and not eradicating) their own idiosyncratic personal characteristics.  相似文献   

A national evaluation of the impact of the secondary social and emotional aspects of learning (SEAL) programme     

Michael Wigelsworth  Ann Lendrum 《教育心理学》2012,32(2):213-238

In recent years, the English education system has reflected a worldwide interest in social and emotional learning (SEL), as evidenced by the national launch of the secondary social and emotional aspects of learning (SEAL) programme in 2007. SEAL is a whole-school approach designed to positively influence a range of pupil outcomes, including increased social and emotional skills, better behaviour and reduced mental health difficulties. The aim of the current study was to examine the impact of SEAL on such outcomes. The study utilised a quantitative, quasi-experimental design with a sample of 22 schools (approximately 2360 pupils) implementing the SEAL programme, and 19 ‘matched comparison’ schools (approximately 1991 pupils), selected on the basis of similar school-level characteristics. A cohort of pupils in these schools completed annual self-rated assessments of their social and emotional skills (using the Emotional Literacy Assessment and Intervention instrument), mental health difficulties and pro-social behaviour (using the Strengths and Difficulties Questionnaire) over a two-year period. After controlling for a range of school- and pupil-level characteristics, analysis using multi-level modelling indicated marginal, non-significant effects of the SEAL programme on pupils’ social and emotional skills and mental health difficulties, and no significant effect on their pro-social behaviour. The study findings are discussed in relation to existing evidence about the effectiveness of the SEAL programme and the broader SEL evidence base.  相似文献   

Deconstructing and reconstructing lives. Auto/biography in educational settings,by Lucy Townsend and Gaby Weiner,London, Ontario,The Althouse Press, 2011, 384 pp., $42.95, ISBN 978-0-92-035469-8     

Bronwyn Davies  Ann Phoenix  Yvette Taylor 《British Journal of Sociology of Education》2012,33(5):763-773

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Service projects and women's agency in Salalah, Oman: A portrait of pre-service Dhofari English teachers     

Robin Ann Martin 《International Journal of Educational Development》2012,32(2):290-300

This research examines the service learning activities and written discourse of pre-service teachers from a cohort of 50 young women who were among the first generation in their community to complete a local university education with BA degrees in English language and literature combined with a subsequent teaching diploma to become English teachers. Based on written reports about service projects completed at the end of teacher training, the dominant theme that emerges is that of women's agency. Discourse analysis is used to create a portrait of how Dhofari women are learning to take agency and gradually developing their own unique views within student-centered learning.  相似文献   

A psychobiological perspective on working memory performance at 8 months of age     

Bell MA 《Child development》2012,83(1):251-265

Fifty 8-month-old infants participated in a study of the interrelations among cognition, temperament, and electrophysiology. Better performance on a working memory task (assessed using a looking version of the A-not-B task) was associated with increases in frontal-parietal EEG coherence from baseline to task, as well as elevated levels of frontal-occipital coherence during both baseline and task. Enhanced performance was also associated with decreased heart period (increased heart rate) from baseline to task. Infants with better working memory performance had parents who rated them high on activity level and distress to limitations. When considered collectively, EEG coherence and heart period contributed unique variance in the prediction of high and low performance groups. Implications for the study of infant cognition are discussed.  相似文献   

Museum learning via social and mobile technologies: (How) can online interactions enhance the visitor experience?     

Koula Charitonos  Canan Blake  Eileen Scanlon  Ann Jones 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(5):802-819

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Potential mediators of adjustment for preschool children exposed to intimate partner violence     

Laura E. Miller  Kathryn H. Howell  Sandra A. Graham-Bermann 《Child abuse & neglect》2012,36(9):671-675

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Implications of the International Counseling Experiences of Pioneering U.S. Professionals: Considered from an Ecological Perspective     

Mei Tang  Robert Conyne  P. Paul Heppner  Sharon Horne  Kathryn Norsworthy  John L. Romano  Rex Stockton  Rita Chi-Ying Chung  Niloufer Merchant 《International journal for the advancement of counseling》2012,34(3):242-258

The overall goal of the paper is to illuminate some of the substantial challenges, joys, issues and lessons involved with international counseling and to lend impetus to advancing its progress by embracing globally-relevant cultural principles. Five U.S. counseling professionals with extensive international experience recount aspects of their scholarship, teaching, research and service in that domain. The meaning of such experiences was analyzed from an ecological perspective. The analysis was then critiqued for its primary assertions and implications for the internationalization of counseling by two independent professional counseling commentators, both of whom have logged considerable life and work experience around the world.  相似文献   

Young People's Socialisation into Sport: A Case Study of an Athletics Club     

Ann Macphail  Trish Gorely  David Kirk 《Sport, Education and Society》2013,18(2):251-267

This paper explores young people's (9 to 15 years old) early socialisation into sport. We draw on data from an 18-month-long ethnography of the junior section of an athletics club in England, using field notes, interviews and a psychometric questionnaire. We begin by noting a trend towards increasing numbers of younger children participating in adult-organised, community-based sport. Within this context, we investigate the extent to which Siedentop's [(1995) Junior Sport and the evolution of sport cultures, Keynote presentation to the Junior Sport Forum, Auckland, New Zealand] three main goals for young people's participation in sport, i.e. the educative, public health and elite development, are met in specific, local junior sport settings such as Forest Athletics Club (FAC). We report that most of the young people participating in the Introductory Groups at FAC begin their socialisation into sport by 'sampling' a range of sports and other activities that are available to them. We note the key features of the sampling phase for these young people, including their involvement in sports and other activities in addition to athletics, their reasons for participation, the place of competition and the importance of friendship. We report that FAC created a climate for the Samplers, intentionally or not, conducive to the development of Siedentop's educative goal, and to a lesser extent the public health and elite development goals. In concluding, we note the implications of the study for community-based programmes run by clubs.  相似文献