Are the seeds of violence sown in schools?     

Marina Camargo Abello 《Prospects》1997,27(3):446-465

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Identification of visual dimensions in photographs using multidimensional scaling techniques     

Marina Stock Mclsaac  Mary Lou Mosley  Naomi Story 《Educational technology research and development : ETR & D》1984,32(3):169-179

An examination of underlying visual dimensions commonly perceived in photographs was conducted using multidimensional scaling techniques. Fifteen male and female university graduate students individually examined 34 photographs chosen to represent a broad range of visual topics. Similarity judgments between photographs were used for multidimensional scaling, while subject interview data were used to describe meaningful visual concepts. Results indicate that pictures were grouped in clusters along three observable dimensions. Life, nature, and culture emerged as the dimensions of primary importance to viewers. This suggests the existence of universal meaning systems in visuals for communicating denotative and connotative meaning and presents experimental variables for future hypothesis testing. We gratefully acknowledge David Lancy’s inspiration and Ed Greenberg’s significant contribution to this work.  相似文献   

Spatial Ability Mediates the Gender Difference in Middle School Students' Science Performance     

Colleen M. Ganley  Marina Vasilyeva  Alana Dulaney 《Child development》2014,85(4):1419-1432

Prior research has demonstrated a male advantage in spatial skills and science achievement. The present research integrated these findings by testing the potential role of spatial skills in gender differences in the science performance of eighth‐grade students (13–15 years old). In 2 (N = 113), the findings showed that mental rotation ability mediated gender differences in physical science and technology/engineering test scores. In 3 (N = 73,245), science performance was examined in a state population of eighth‐grade students. As in 2 , the results revealed larger gender differences on items that showed higher correlations with mental rotation. These findings underscore the importance of considering spatial training interventions aimed at reducing gender differences in the science performance of school‐aged children.  相似文献   

Youth Protests against Education Privatization Reforms in Post-Soviet States     

Iveta Silova  Viktoriia Brezheniuk  Marina Kudasova  Olga Mun  Nikolai Artemev 《欧洲教育》2014,46(3):75-99

This article examines youth protests against education privatization in the post-Soviet countries of Latvia, Russia, and Ukraine. Drawing on a sample of online sources and scholarly articles, this study uses critical discourse analysis and visual methodologies to examine why and how post-Soviet university students have organized to protest against education privatization reforms. The study also critically analyzes visual and discursive representations of youth protests by government officials, mass media, and academia in the post-Soviet education space. The study reveals that while student protesters are deeply concerned about the future of public education, the messages (and images) generated by youth protesters are reappropriated in various ways by mass media, often beyond the control of protesters themselves.  相似文献   

Examining between‐group and within‐group effects of a peer‐assisted reading strategies intervention          下载免费PDF全文

Vanessa A. Völlinger  Marina Supanc  Joachim C. Brunstein 《Psychology in the schools》2018,55(5):573-589

The present study sought to evaluate the effects of a reading strategy instructional program on the reading competence of third‐grade students. Students were instructed in fluent and strategic reading by trained research assistants in whole class settings and subsequently worked on expository text material together with peers. Their reading competence was assessed continuously: in the baseline phase prior to the intervention (4 times), while the intervention was in place (8 times), and after the end of the intervention (4 times). Additionally, reading competence in the wait list control students was assessed 8 times during the same time period. Accordingly, within‐ and between‐group comparisons of students’ test scores were conducted on the data, with both resulting in significant positive effects on the reading competence of intervention students. This research provides an example of how to strengthen the validity of quasiexperimental intervention research through the addition of design features like multiple measurement points.  相似文献   

Arzneimittelinteraktionen im Überblick     

Katharina Ocko  Marina Zakhari  Martina Anditsch  Gunar Stemer 《Wiener klinische Wochenschrift Education》2018,13(1-4):13-27

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Leading for social justice in challenging school contexts     

Cristina Moral  Marina García-Garníca  Estefanía Martínez-Valdivia 《International Journal of Leadership in Education》2018,21(5):560-579

This article is part of the International Successful School Principalship Project (ISSPP) and aims to analyse the success factors of two Spanish secondary school principals working in the line of social justice in challenging contexts. The factors are arranged in traits and beliefs of principals and in the strategies they used to bring successful leadership. The article concludes by showing a model of leadership that emphasizes both personal and professional characteristics of principals and their central role as agents of social change.  相似文献   

Factors related to successful transition planning for adolescents on the autism spectrum          下载免费PDF全文

Megan Hatfield  Marina Ciccarelli  Torbjörn Falkmer  Marita Falkmer 《Journal of Research in Special Educational Needs》2018,18(1):3-14

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Untangling the conflation of ‘young adults’ and ‘young people’ in STI and sexual health policy and sex education     

Natalie A. Hendry  Marina Carman  Jeanette Ellard  Jack Wallace  Gary W. Dowsett 《Sex education》2018,18(5):527-540

Young adults, aged 18–30 years, are disproportionally mentioned in sexually transmissible infection surveillance data both in Australia and internationally. This contributes to categorising young adults as an ‘at risk’ group in health policy. How young adults are framed in policy, and what informs this, have direct implications for policy priorities and responses, including the development of health promotion programmes. In this paper, we provide a case study of Australia’s National Strategies for Blood Borne Viruses and Sexually Transmissible Infections from 2005 to 2017. We identify how ‘young adults’ as a population are masked by, and subsumed within, the broader category of ‘young people’ within these strategies. As a result, young adults become framed by default as a ‘risk category’ that requires education to correct its deficits, regardless of personal experience. For health promotion to advocate, mediate and enable better sexual health outcomes, a policy environment is needed that reflects the changing social and cultural contexts and sexual independence that young adults experience. Sexual health policies should reflect the complexity and opportunities of young adulthood if we are to offer an enabling policy environment for innovative and nuanced health promotion strategies, including adult appropriate health education.  相似文献   

Does speed-reading training work,and if so,why? Effects of speed-reading training and metacognitive training on reading speed,comprehension and eye movements     

Marina Klimovich  Simon P. Tiffin-Richards  Tobias Richter 《Journal of Research in Reading》2023,46(2):123-142

Background

Commercial speed-reading training programs are typically marketed with the promise to dramatically increase reading speed without impairing comprehension. From the perspective of reading psychology, it seems quite unlikely that speed-reading training can indeed have such effects. However, research on the effectiveness of modern speed-reading training programs on reading performance in typical readers is sparse. The present study had two goals. First, we sought to extend prior research on speed-reading by assessing the effects of a speed-reading application on reading performance in a pre-training and post-training design with a control group. Second, we aimed to identify the mechanism underlying speed-reading training programs.

Methods

We assessed reading speed, comprehension and eye movements of 30 German-speaking undergraduates (M_age = 22.77 years, SD_age = 3.41 years) before and after they received a commercial, app-based speed-reading training, a metacognitive training or no training.

Results

Results revealed higher reading speed in the speed-reading condition and metacognitive condition compared with the control condition, although not to the extent claimed in the application. Eye-movement data indicated that the increase in reading speed was due to fewer and shorter fixations in measures reflecting late but not early lexical processing. No differences in comprehension performance were observed between the three conditions.

Conclusions

We discuss our findings in support of the idea that the increase in reading speed was not caused by a change in basic characteristics of participants' reading behaviour, but rather by an increase in their awareness of their own reading process. Further research is needed to investigate whether the observed effects are maintained over time.

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