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21.
Penelope Sheets David S. Domke Christopher Wells Colin J. Lingle Amanda Ballantyne Fahed Al-Sumait 《Mass Communication and Society》2013,16(6):765-786
In their public messages, United States politicians often invoke America in an attempt to unite citizens and build electoral coalitions. Such an emphasis is particularly common in presidential debates, which are climactic “media events” late in campaigns for the White House, when candidates take questions from journalists and citizens while addressing millions of voters. We analyzed the connection between (a) candidates' highlighting of national identity in presidential debates and (b) mass public opinion since 1960. We expected and found that (a) candidates increased their emphasis on the nation during times of heightened national uncertainty, (b) Democratic presidential candidates invoked the nation more often than Republican candidates, and (c) comparisons across elections among incumbents suggest that national uncertainty was more important than partisan identity in eliciting invocations of the nation. 相似文献
22.
This article uses a case study approach to explore the impact of two school environmental education programmes, from the perspective of participating students, their teachers and their parents. A total of 152 students (79 from primary schools and 73 from a secondary school), 3 teachers and 62 parents contributed their perceptions regarding the impact of the programmes. Each programme is described in detail and students' responses compared across the two programmes and across different class groups participating in each programme. It is concluded that both programmes were successful in engaging students in thinking and learning about environmental issues, although some programme features were more likely than others to lead to impacts beyond the bounds of the classroom. Recommendations are made regarding those features that need to be included in school environmental education programmes in order to maximise student and family learning outcomes. 相似文献
23.
Developing Procedures for Implementing Peer Assessment in Large Classes Using an Action Research Process 总被引：2，自引：4，他引：2
Roy Ballantyne Karen Hughes Aliisa Mylonas 《Assessment & Evaluation in Higher Education》2002,27(5):427-441
Peer assessment has been used successfully in higher education, with important benefits reported in terms of student learning. However, most of the literature has focused on its use with small groups of students taught by staff who are committed to the peer assessment process. This paper reports the development of peer assessment procedures for use in large classes, using a cyclical process of action, reflection and refined action. The project was carried out in three phases and after each phase changes were made to the procedures in response to student and staff feedback. The development of procedures is discussed in relation to assessment tasks, assessment criteria, anonymity, procedural guidelines, distribution systems, marking procedures and tutor remarking. Although there are specific difficulties associated with the use of peer assessment in large classes, this study suggests that these are outweighed by the learning benefits for students. Based on the findings of this study, recommendations are made for ways in which peer assessment might be successfully applied in large classes. 相似文献
24.
Pre-service teachers' dispositions towards diversity: Arguing for a developmental hierarchy of change 总被引：1，自引：0，他引：1
This article explores Australian pre-service teachers' beliefs about and attitudes towards diversity. Building on Garmon's [Garmon, M. A. (2004). Changing preservice teachers' attitudes/beliefs about diversity: what are the critical factors? Journal of Teacher Education, 55(3), 201–213] argument that there are three dispositional factors that influence students' likelihood of developing multicultural awareness and sensitivity in teacher education programmes, the authors explore the relationship between such dispositions as exhibited in students' autoethnographic work. In so doing, the authors posit that these dispositions may be hierarchically developed: beginning from ‘self-awareness/self-reflectiveness’; moving towards ‘openness’; and finally a ‘commitment to social justice’. After exploring the nature of this hierarchical development through the in-depth investigation of six representative student accounts, the paper concludes by discussing the implications for teacher education, including the necessity to adjust our expectations of changing the dispositions of pre-service teachers in discrete, short courses. 相似文献