Online discussion in schools: Towards a pedagogical framework     

Kristina Love  Alyson Simpson 《International Journal of Educational Research》2005,43(7-8):446-463

In this paper, we draw on Bernstein's [1996. Pedagogy, symbolic control and identity: Theory, research, critique. London: Taylor and Francis] notion of framing of pedagogical communication to propose a framework for use in specific literacy contexts. Here, we illustrate how this framework has emerged from an examination of text response online discussions in the English/Language Arts curriculum in primary and secondary school contexts ostensibly concerned with the development of critical literacies. We focus on the selection of the literary texts and the prompts around those, the pacing and sequencing of the discussion, and the way in which responses are negotiated online. Using this framework in two specific contexts, we find that the more mediated, but less interactive framing in one institutional context tends to support the development of desired critical literacy practices, while the less mediated but more interactive framing of the online discussions in the second context is less supportive of such literacy practices. We suggest that this analytical framework could be adapted for use in a range of online contexts in order to make more visible the extent to which the intended forms of literacy are realised and which interactional affordances are exploited in the process.  相似文献   

Chemosensory-based contextual conditioning inHermissenda crassicornis     

Ronald F. Rogers  Kristina M. Schiller  Louis D. Matzel 《Learning & behavior》1996,24(1):28-37

In two experiments, the marine molluskHermissenda crassicornis was exposed to context discrimination training. In one context, defined by the presence of a diffuse chemosensory stimulus (shellfish extract A), brief, unsignaled, unconditioned stimuli (USs; high-speed rotation) were presented; in a second context, defined by the presence of shellfish extract B, no USs were presented. Animals were then tested (at both 1.5 and 24 h) by exposing them to small pieces of the shellfish meat used to define the two contexts. The latency to strike at the meat served as an index of the context-US association. In Experiment 1, the latency to strike at the cue associated with rotation was reduced relative to both preconditioning strike latencies and the associatively neutral cue. However, in a two-choice test where the animals could approach the conditioned or neutral stimulus, the animals regularly avoided the stimulus paired with rotation. Moreover, if, following conditioning, the animals were presented with an unsignaled rotation in the conditioned context or the neutral context, the animals exhibited more effective defensive clinging (an unconditioned reflex normally elicited by rotation) in the conditioned context, suggesting that it “prepared” the animal for the aversive US. In total, these results demonstrate thatHermissenda is capable of making associations to diffuse background (contextual) stimuli. Moreover, the results suggest that pairing the chemosensory cue with an aversive US elicits a strike response inHermissenda when the animal is placed in forced contact with the cue and an active avoidance response when the animal can choose between that cue and a neutral cue.  相似文献   

播客在高等教育中的应用(英文)   总被引：1，自引：0，他引：1  

克里斯蒂娜·基利安  雪伦多亚·多迪·刘易斯 《开放教育研究》2008,14(5):57-63

播客已经成为高等教育领域一种流行的教学形式,然而,目前关于播客有效性的经验研究却很少。本研究的目的在于考查,对于高校学生来说,播客是否是一种有效的学习工具。研究关注教学播客所呈现内容的类型,以及这些播客所使用的教学方法。此外,我们还调查了学生所认为的有效的教学播客的特征,以及他们认为应该将播客用于哪些内容。我们分析了内容分析的结果,以及对学生的问卷调查结果,了解到教学播客作为高等教育学习工具的有效性,并明确了播客的未来研究方向。  相似文献   

Gender and physics: feminist philosophy and science education     

Kristina Rolin 《Science & Education》2008,17(10):1111-1125

Physics education reform movements should pay attention to feminist analyses of gender in the culture of physics for two reasons. One reason is that feminist analyses contribute to an understanding of a ‘chilly climate’ women encounter in many physics university departments. Another reason is that feminist analyses reveal that certain styles of doing science are predominant in the culture of physics. I introduce recent philosophical work in social epistemology to argue that the predominance of certain styles of doing science is not good for science. Scientific communities would benefit from greater diversity in styles of doing science.

Kristina RolinEmail:

  相似文献   

Efficacy of the Check & Connect Mentoring Program for At-Risk General Education High School Students     

Jessica B. Heppen  Kristina Zeiser  Deborah J. Holtzman  Mindee O'Cummings  Sandra Christenson  Angie Pohl 《Journal of research on educational effectiveness》2018,11(1):56-82

Although graduation rates are rising, the high school dropout problem remains a national crisis, and evidence-based information about interventions for at-risk students is critically needed. Prior research shows that Check & Connect, an individualized mentoring program, has positive effects on school persistence and progression for students with disabilities. This study examined the efficacy of Check & Connect with general education students who showed early warning signs of risk for dropping out of high school in a large urban district. The sample included 553 students with the lowest predicted probabilities of on-time graduation based on attendance, behavior, and course performance in Grades 8 and 9. Students were randomly assigned to receive a Check & Connect mentor for three years, starting in the summer after Grade 9, or not. Findings suggest the program was implemented with fidelity, except with students who left district schools. Check & Connect did not have any statistically significant impacts on measures of engagement, academic progress, the likelihood of dropping out, or graduation. These results are discussed in the context of other literature on mentoring and dropout prevention.  相似文献   

Learning to Count: Structured Practice With Spatial Cues Supports the Development of Counting Sequence Knowledge in 3-Year-Old English-Speaking Children     

Kristina Dunbar  Aala Ridha  Ozlem Cankaya  Carolina Jiménez Lira 《Early education and development》2017,28(3):308-322

Research Findings: Children who speak English are slower to learn the counting sequence between 11 and 20 compared to children who speak Asian languages. In the present research, we examined whether providing children with spatially relevant information during counting would facilitate their acquisition of the counting sequence. Three-year-olds (n = 54) who played a 1–20 number board game in which numbers were grouped by decade into 2 rows learned significantly more of the counting sequence than children who played a linear version of the game or those who were in the control group. Both the row and linear versions of the game helped children improve their performance on an object counting task. Children’s performance on a number line task did not show an effect of either game intervention. Practice or Policy: These results suggest that counting practice that includes spatially informative cues can facilitate young English-speaking children’s learning of the challenging number sequence from 11 to 20.  相似文献   

Variation in education doctoral students’ conceptions of university teaching     

Mike Mimirinis  Kristina Ahlberg 《British Educational Research Journal》2021,47(3):557-578

  相似文献   

Estimate of students’ workload and the impact of the evaluation system on students’ dedication to studying a subject in first-year engineering courses     

Mikel Garmendia  Jenaro Guisasola  J. I. Barragués  Kristina Zuza 《European Journal of Engineering Education》2008,33(4):463-470

In order to adapt current subjects to the ECTS credits system, it is necessary to estimate how much time a student has to invest in learning a subject. The Polytechnic Engineering School of the University of the Basque Country has made an initial study to investigate this matter in several subjects. A weekly questionnaire design was used for all the students in the class, supplemented, when necessary, by an individual interview, with student collaboration. The results indicate that the study rhythm and the number of hours are strongly conditioned by the evaluation system.  相似文献   

Neuroscience as a Contemporary Science Domain to Contextualize Nature of Science Instruction     

Hopkins  Kristina 《Science & Education》2021,30(3):463-500

Science & Education - The purpose of this exploratory study was to investigate if neuroscience, a contemporary example of science-in-the-making, provides a useful domain for contextualized...  相似文献   

Analysis of journals that did not meet selection criteria for inclusion in the National Library of Medicine collection but have manuscripts in PubMed Central     

Ada Cornell  Barbara Bushman  Kristina Womack 《Journal of the Medical Library Association》2011,99(2):168-170

  相似文献