Cyberspace, the New Frontier     

Kristina L. Miller  Robert M. McDaniels 《Journal of Career Development》2001,27(3):199-206

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Bursts of Information: Microblogging     

Kristina M. DeVoe Column Editor 《The Reference Librarian》2013,54(2):212-214

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Assessing System Thinking Through Different Concept-Mapping Practices     

Kristina Brandstädter  Ute Harms  Jörg Großschedl 《International Journal of Science Education》2013,35(14):2147-2170

System thinking is usually investigated by using questionnaires, video analysis, or interviews. Recently, concept-mapping (CM) was suggested as an adequate instrument for analysing students' system thinking. However, there are different ways with which to use this method. Therefore, the purpose of this study was to examine whether particular features of CM practices affect the valid assessment of students' system thinking. The particular features analysed were the medium (computer versus paper–pencil) and the directedness (highly directed versus nondirected) of CM practices. These features were evaluated with respect to their influence on (a) students' performance in CM and (b) the validity of different CM practices for system thinking. One hundred fifty-four German fourth graders (mean age: 9.95 years) and 93 eighth graders (mean age: 14.07 years) participated in the study following an experimental pre-test–post-test design. Three variations of CM practices were applied: (a) highly directed computer mapping, (b) highly directed paper–pencil mapping, and (c) nondirected paper–pencil mapping. In addition to the CM task, a paper–pencil questionnaire was employed to investigate the validity of the CM practices. Results showed that the computer positively influenced student performance in CM when compared with paper–pencil. By contrast, there was no difference between highly directed and nondirected mapping. Whereas the medium rarely influenced the validity of CM for system thinking, high directedness showed a positive influence. Considering the limitations and benefits of particular CM practices, we suggest highly directed and computer-based CM as an appropriate assessment tool—in particular, with regard to large-scale assessments of system thinking.  相似文献   

Civic learning: moving from the apolitical to the socially just   总被引：1，自引：1，他引：0  

Kristina R. Llewellyn  Sharon Anne Cook  Alison Molina 《课程研究杂志》2013,45(6):791-812

This study examines the knowledge and skills that characterize civic learning for young people. Building on a literature review, it reports an exploratory case study with students and teachers in four secondary schools in the Ottawa, Canada region. The perspectives of researchers co‐operating with educators and students against a backdrop of provincial government curricula and secondary literature on youth citizenship engagement provide an enriched understanding of the state and potential of civic learning. It concludes that current civic learning is primarily characterized by procedural knowledge and compliant codes of behaviour that do not envelope students in collective action for systemic understandings of political issues. This study argues for renewed efforts to put social justice at the heart of student learning. To present a convincing civic educational programme, schools should prepare students to analyse power relationships, investigate the ambiguities of political issues, and embrace opportunities for social change.  相似文献   

The Impact of High versus Low Linguistic Levels in Swedish Beginning Readers' Oral Reading of Running Texts     

Kristina Danielsson 《Scandinavian Journal of Educational Research》2013,57(4):427-457

The impact of high (e.g. syntax and semantics) and low (graphemes) linguistic levels in 50 Swedish beginners' oral reading of running texts is explored, by means of a qualitative analysis of reading errors collected in a longitudinal study. The hypothesis, based on previous quantitative results from the same data, was that the graphemic and/or lexical levels could explain some of the reading errors, but that, for example, syntactic complexity or unexpected contexts could explain others. Unfamiliar words and words with complex graphemic structures did result in many reading errors, but a relatively large number of errors seem to be caused by, for example, syntactical or contextual constraints. In the longitudinal perspective, the readers tended to advance through various phases regarding their utilisation of higher linguistic levels, revealing a possible transition from a concentration mainly on the graphemic level via a dependency on and finally a sensitivity to context.  相似文献   

Trajectories in teacher education: Recognising prior learning in practice   总被引：1，自引：0，他引：1  

Per Andersson  Kristina Hellberg 《Asia-Pacific Journal of Teacher Education》2009,37(3):271-282

This article analyses the trajectories into teacher education of a group of child minders who are studying to become pre-school teachers. The specific focus is what impact their prior experiences and learning from pre-school have on their trajectories, and how these experiences and learning are recognised in the first year of teacher education. A situated learning perspective is applied, with a focus on participation and trajectories in the two communities of practice in which teacher education is situated – the university and the pre-school. The data consist of transcribed interviews with ten student teachers, and additional data are gathered from stakeholders in the program. The results show that prior experiences and learning are given implicit and indirect recognition. In the practice of the pre-school, the trajectory means a shift in identity, from child minder to student teacher and pre-school teacher. In the practice of the university, prior experiences and learning help students in their trajectories from peripheral to fuller participation.  相似文献   

Preparing early childhood preservice teachers for science teaching: aligning across a teacher preparation program     

Christine N. Lippard  Kristina Tank  Melissa C. Walter  Jackie Krogh  Karen Colbert 《Journal of Early Childhood Teacher Education》2018,39(3):193-212

In early childhood education and early childhood teacher preparation, science is often a challenging academic content area. However, young children are primed for science learning, and early science learning is important for later science achievement. The current study presents an embedded case study of one early childhood teacher preparation program that undertook a process of infusing and aligning science teaching preparation across a curriculum preparing preservice teachers to work with children ranging in age from birth through third grade. Major themes fell into the three categories—motivation for change; the process of improving and aligning across a program; and science attitudes, beliefs, and experiences in the midst of change. Implications are discussed in terms of improving preparation for teaching early science and aligning across courses in early childhood teacher preparation.  相似文献   

Dorsomedial Prefrontal Activity to Sadness Predicts Later Emotion Suppression and Depression Severity in Adolescent Girls          下载免费PDF全文

Veronika Vilgis  Kristina L. Gelardi  Jonathan L. Helm  Erika E. Forbes  Alison E. Hipwell  Kate Keenan  Amanda E. Guyer 《Child development》2018,89(3):758-772

The present study used cross‐lagged panel analyses to test longitudinal associations among emotion regulation, prefrontal cortex (PFC) function, and depression severity in adolescent girls. The ventromedial and dorsomedial PFC (vmPFC and dmPFC) were regions of interest given their roles in depression pathophysiology, self‐referential processing, and emotion regulation. At ages 16 and 17, seventy‐eight girls completed a neuroimaging scan to assess changes in vmPFC and dmPFC activation to sad faces, and measures of depressive symptom severity and emotion regulation. The 1‐year cross‐lagged effects of dmPFC activity at age 16 on expressive suppression at age 17 and depressive symptomatology at age 17 were significant, demonstrating a predictive relation between dmPFC activity and both suppression and depressive severity.  相似文献   

Intervening with care – varying outcomes of a training and development programme in elderly care in Sweden     

Esther Hauer  Kristina Westerberg  Annika M. Nordlund 《Journal of Vocational Education & Training》2017,69(4):617-636

Awareness of the mechanisms underlying training and development (T&D) programmes is crucial in creating sustainable learning conditions in organisations. The organisational and psychosocial aspects of the work environment in Swedish elderly care is the focus of this longitudinal study, and the relation between process and results of a T&D programme is investigated. A mixed-methods design enabled exploration of the content of the quality improvement efforts, followed by an examination of how aspects of the work environment are influenced. The perceived learning climate, workload and resource adequacy are shown to be influenced differently by different contents. Insights into the complexity surrounding T&D programmes are then offered. It is concluded that even if a seemingly sound method of quality improvement is implemented, this is not enough to guarantee success. Also, it is apparent that changes may sometimes be at the expense of employees’ work environment, which may hamper continuous learning.  相似文献   

Art and architecture separated. Homeless art: The case of a wallpainting by Victor Vasarély     

Kristina Brakebusch 《文物保护研究》2016,61(3):267-268

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