Interpretation and the Role of the Viewer in Museums of Modern and Contemporary Art     

Pamela Carter‐Birken 《Curator: The Museum Journal》2008,51(2):171-178

Abstract What does the term “interpretation” mean when it's encountered in museums of modern and contemporary art — and is something missing? Studies conducted by the Phillips Collection in Washington, D.C., the Walker Art Center in Minneapolis, and the University of Leicester in England reveal that visitors want more information about art. In this article, interviews with the directors of the Phillips and the Walker (as well as other museum professionals and academics) examine interpretative practices today and suggest plans for tomorrow. When preparing future interpretive materials, the author advocates that museums expose visitors to the idea that they make their own meaning when viewing art.  相似文献   

Teachers' Attitudes Toward Technology in a Two-Way Dual-Language Program     

Ricardo González-Carriedo  Pamela Esprívalo Harrell 《学校用计算机》2018,35(2):111-133

This study examined the attitudes of nine teachers in a two-way dual-language program in regard to using technology to support the linguistic and academic development of emergent bilinguals. Using a phenomenological, multiple case-study approach, teachers' perceptions about using technology in education and the potential of technology to advance the students' bilingualism and biliteracy were analyzed. Results showed that teachers had a positive outlook about the potential of technology as a tool to support the academic and linguistic growth of the students. However, several significant challenges were identified, most notably among them the scarcity of technological hardware at the school and the shortage of Spanish-language educational resources. The teachers' perception was that a greater availability of digital technologies, including resources in the Spanish language, would greatly enhance student learning.  相似文献   

eSport: Construct specifications and implications for sport management     

George B. Cunningham  Sheranne Fairley  Lesley Ferkins  Shannon Kerwin  Daniel Lock  Sally Shaw  Pamela Wicker 《Sport Management Review》2018,21(1):1-6

The purpose of this article is to add to the conceptual discussion on eSport, analyze the role of eSport within sport management, and suggest avenues for future eSport research. The authors suggest that debates surround the degree to which eSport represents formal sport, and disagreements likely stem from conceptualizations of sport and context. Irrespective of one’s notion of eSport as formal sport, the authors suggest the topic has a place in sport management scholarship and discourse. Such a position is consistent with the broad view of sport adopted by Sport Management Review, the perspective that eSport represents a form of sportification, and the association among eSport and various outcomes, including physical and psychological health, social well-being, sport consumption outcomes, and diversity and inclusion. Finally, the authors conclude that eSport scholarship can advance through the study of its governance, marketing, and management as well as by theorizing about eSport.  相似文献   

Physical Education Preservice Teachers’ Perceptions About Preparation for Comprehensive School Physical Activity Programs     

Ja Youn Kwon  Pamela Hodges Kulinna  Hans van der Mars  Mirka Koro-Ljungberg  Audrey Amrein-Beardsley  Jason Norris 《Research quarterly for exercise and sport》2018,89(2):221-234

  相似文献   

Fractionated Reaction Time Responses to Auditory and Electrocutaneous Stimuli     

Pamela J. Hoyes Beehler  Gary Kamen 《Research quarterly for exercise and sport》2013,84(4):298-307

Abstract

It is well documented that simple reaction time (RT) varies inversely with stimulus intensity, but there is disagreement as to which stimulus modality produces the fastest simple RT. An investigation was conducted to equate two stimulus modalities, auditory (A) and electrocutaneous (EC), using varying stimulus intensities in a simple RT protocol. A second investigation was then conducted to examine neuromotor characteristics of stimulus-evoked responses using previously equated A and EC stimuli of varying intensity from the first investigation. Results showed that RT, premotor time (PMT), and motor time (MT) were all inversely related to stimulus intensity, while maximum displacement (MAXD) was directly related to stimulus intensity, and movement time was not affected by stimulus intensity. We conclude that: (a) both central and peripheral components of RT are altered by varying stimulus intensities, and (b) rapid movements are enhanced by increasing stimulus intensity.  相似文献   

Teachers' Perspectives on the Challenges of Teaching Physical Education in Urban Schools     

Nate McCaughtry  Sara Barnard  Jeffrey Martin  Bo Shen  Pamela Hodges Kulinna 《Research quarterly for exercise and sport》2013,84(4):486-497

The purpose of this study was to analyze how the challenges of urban schools influence physical education teachers' emotional understanding and connections with their students and the implications on their teaching. Sixty-one elementary physical educators from an urban school district in the midwestern U.S. were interviewed multiple times (N = 136) over 3 years using interpretive methodology. Teachers reported five unique challenges that significantly shaped their thinking about students and their careers, along with strategies they used to overcome or manage those challenges. The challenges were: (a) insufficient instructional resources, (b) implementing culturally relevant pedagogy, (c) dealing with community violence, (d) integrating more games in curricula, and (e) teaching in a culture of basketball. Implications centered on the guilt-inducing nature of urban teaching, developing an informed and realistic vision of urban physical education, and the role of teacher preparation and professional development.  相似文献   

Efficacy of Fast ForWord training on facilitating acquisition of reading skills by children with reading difficulties—A longitudinal study     

Pamela E. Hook  Paul Macaruso  Sandra Jones 《Annals of dyslexia》2001,51(1):73-96

We explored the effects of Fast ForWord (FFW) training on reading and spoken language skills in children with difficulties in phonemic awareness and word identification. Gains were examined both immediately after treatment and over a period of two years. In the short term, children who received FFW training were compared to children who received Orton Gillingham (OG) training. The FFW group was also compared to a matched longitudinal control group (LC); all participants in the FFW and LC groups received similar multisensory structured language instruction over two academic years. The FFW and OG groups made similar gains in phonemic awareness. However, the children who received FFW training did not show significant gains in word identification or word attack whereas the children who received OG training made significant gains in word attack. Immediately after treatment, the FFW group showed significant gains in speaking and syntax, but these gains were not maintained over two years. The FFW group did not differ significantly from the LC group in any areas over the two years. Children in both groups made significant progress in phonemic awareness and reading.  相似文献   

Agencies,educators, communities and wildfire: partnerships to enhance environmental education for youth     

Martha C. Monroe  Heidi L. Ballard  Annie Oxarart  Victoria E. Sturtevant  Pamela J. Jakes  Emily R. Evans 《Environmental Education Research》2016,22(8):1098-1114

We studied seven programs that engage youth from 10 to 18 years old in wildfire risk reduction in their communities in the United States through in-depth interviews to examine the nature and role of community-school partnerships in resource-focused environmental education. While the programs use a variety of strategies, from Scout badge to summer school, they exhibit several common dimensions: they all engage youth in community projects; they all arise from partnerships between resource agencies, community organizations, and educators; they all began when people familiar with both wildfire and youth education saw an opportunity to improve the community and educate youth through action; and all partners are able to contribute to the common program yet retain their individual identity as they meet their own mission-based goals. We use themes and quotes to illustrate these common dimensions for establishing community-school partnerships that could build action competence through environment-based education projects.  相似文献   

Maternal Responses to Infant Distress: Linkages Between Specific Emotions and Neurophysiological Processes     

Nastassia J. Hajal  Pamela M. Cole  Douglas M. Teti 《Parenting, science and practice》2017,17(3):200-224

Objective. The goals of the current article were to test the presence of an association between mothers’ neural activity (measured by frontal cortical alpha asymmetry) and their specific emotions (measured by observed facial expressions) in response to infant distress and the moderation of this relation by mothers’ appraisal processes (measured by sense of parenting efficacy). Design. Mothers of 5- to 8-month-olds (n = 26) watched videos of their own infants expressing distress while their brain activity was recorded via electroencephalogram and their facial expressions were videotaped for later microcoding. Mothers also completed a questionnaire measure of parenting efficacy. Results. Greater neurophysiological withdrawal in response to infant distress videos, indexed by frontal alpha asymmetry, was associated with longer sad and tense expressions in mothers with average or below average parenting efficacy, but not in those with above average efficacy. Conclusions. Previous research showing that patterns of parents’ brain activity in response to child stimuli are associated with parenting behavior often interpret results in relation to parental emotion, but rarely measure specific concurrent emotions. The current study helps fill this gap in the literature by showing that maternal neurophysiological withdrawal (together with parenting efficacy) was associated with simultaneously measured facial expressions of negative emotion in response to infant distress stimuli.  相似文献   

Adolescents' and Parents' Conceptions of Parental Authority and Personal Autonomy   总被引：9，自引：0，他引：9  

Judith G. Smetana  Pamela Asquith 《Child development》1994,65(4):1147-1162

Conceptions of parental authority and ratings of adolescent-parent conflict were assessed in 68 sixth, eighth, and tenth graders and their parents. Boundaries of adolescent personal jurisdiction and conflict over these boundaries were examined. Participants judged the legitimacy of parental authority and rated the frequency and intensity of conflict regarding 24 hypothetical moral, conventional, personal, multifaceted (e.g., containing conventional and personal components), prudential, and friendship issues. Adolescents and parents agreed that parents should retain authority regarding moral and conventional issues. Parents treated multifaceted, friendship, prudential, and personal issues as more contingent on parental authority than did adolescents, based on conventional, prudential, and psychological reasons, whereas adolescents treated these issues as under personal jurisdiction, based on personal concerns. Personal reasoning and judgments increased with age. Multifaceted issues were discussed more than all other issues, but moral and conventional conflicts were more intense than all other conflicts. The findings are discussed in terms of previous research on parental authority and adolescent-parent conflict during adolescence.  相似文献