Conceptual sign language as a bridge between English and Spanish     

K M Christensen 《American annals of the deaf》1985,130(3):244-249

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The Influence of Criminal Justice Major on Punitive Attitudes     

Tara O’Connor Shelley  Courtney A. Waid  Rhonda R. Dobbs 《Journal of Criminal Justice Education》2013,24(4):526-545

Students majoring in criminology and criminal justice are assumed to have more detailed and accurate knowledge about crime, criminal justice, and punishment practices than peers majoring in other disciplines. The purpose of this study was to examine if criminology/criminal justice majors were more or less punitive than students pursuing other majors at three universities using standard predictors of punitiveness that have not been consistently examined in previous research. The results indicate that criminology and criminal justice students are more punitive in the combined three‐campus sample and in two of the three‐campus samples considered separately.  相似文献   

A conjoint experiment of how design features affect evaluations of participatory platforms     

Henrik Serup Christensen 《Government Information Quarterly》2021,38(1):101538

Online participatory platforms are introduced to boost citizen involvement in political decision-making. However, the design features of these platforms vary considerably, and these are likely to affect how prospective users evaluate the usefulness of these platforms. Previous studies explored how prevalent different design features are and how they affect the success of platforms in terms of impact, but the attitudes of prospective users remain unclear. Since these evaluations affect the prospects for launching successful participatory platforms, it is imperative to assess what citizens want from such digital possibilities for participation. This study uses a conjoint experiment (n = 1048) conducted in Finland that explore the impact of seven design features: Discussion possibilities; Interaction with politicians and experts; Information availability, Aim of participation; Identity verification; Anonymous participation and Accessibility. Furthermore, it is examined whether the effects differ across use of ICTs measured by generation, time online and prior use of participatory platforms. The results suggest that most design features have clear effects on evaluations, and that deliberative features have the strongest effects. Furthermore, the effects are relatively stable across prior use although the less experienced put a stronger emphasis on verification.  相似文献   

The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research     

Herbert W. Marsh  Marjorie Seaton  Ulrich Trautwein  Oliver Lüdtke  K. T. Hau  Alison J. O’Mara  Rhonda G. Craven 《Educational Psychology Review》2008,20(3):319-350

The big-fish–little-pond effect (BFLPE) predicts that equally able students have lower academic self-concepts (ASCs) when attending schools where the average ability levels of classmates is high, and higher ASCs when attending schools where the school-average ability is low. BFLPE findings are remarkably robust, generalizing over a wide variety of different individual student and contextual level characteristics, settings, countries, long-term follow-ups, and research designs. Because of the importance of ASC in predicting future achievement, coursework selection, and educational attainment, the results have important implications for the way in which schools are organized (e.g., tracking, ability grouping, academically selective schools, and gifted education programs). In response to Dai and Rinn (Educ. Psychol. Rev., 2008), we summarize the theoretical model underlying the BFLPE, minimal conditions for testing the BFLPE, support for its robust generalizability, its relation to social comparison theory, and recent research extending previous implications, demonstrating that the BFLPE stands up to scrutiny. Quotations (associated page numbers) to the Dai and Rinn (2008) article are based on a prepublication version of the article available to the authors of this article that may have changed during the final preparation for publication. The authors would also like to express thanks to David Dai and Anne Rinn for their encouragement and assistance to us in preparation of our article, whilst still acknowledging that they might not agree will all the views expressed here.  相似文献   

Cultivating Hope Through Learning for the Common Good     

Rhonda M. McEwen  Wayne R. Herman  Brant M. Himes 《Christian Higher Education》2016,15(5):307-319

This article examines how an orientation toward hope can guide institutions of higher education in achieving their ultimate purpose of providing education for the common good of society. In today's cultural context, colleges and universities must navigate a multitude of challenges and competing philosophies, many of which question the validity of their inherent value and purpose. As society continues to press questions of market relevance, sustainability, accessibility, quality, and the value of higher education, a basic question remains: How, amid all of these challenges, can today's postsecondary institutions contribute to the cultivation of a better society? In this regard, faith-based colleges and universities can offer guidance. By carrying out their distinctive mandate of infusing their educational mission with the holistic character formation of students, these institutions can promote the common good by coupling the Gospel message of personal hope in Jesus Christ with the call to cultural influence and transformation. To demonstrate this concept, a framework is offered that describes both a starting point—a biblical foundation for understanding humanity and hope—and a pathway through learning. The application of this framework—uncommon learning for the common good—invites implications for curricular design, the facilitation of learning, and institutional leadership that faculty and administrators from across the spectrum of higher education may find timely and relevant to their own learning contexts.  相似文献   

Understanding Biological Evolution Through Computational Thinking     

Christensen  Dana  Lombardi  Doug 《Science & Education》2020,29(4):1035-1077

Science & Education - Computational thinking is a contemporary science and engineering practice that has been introduced to the US science classrooms due to its emphasis in the Next Generation...  相似文献   

Husé Torsten, Postlethwaite, Neville T., Burton R., Clark, and Neave, Guy. 1999. Education: The Complete Encyclopedia (CD-ROM). Fundamentals of Oxford:Elsevier Science.     

Gayle Christensen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(6):644-644

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Incorporating the Narrative in Career Planning     

Torben K. Christensen  Joseph A. Johnston 《Journal of Career Development》2003,29(3):149-160

The article makes a case for the construction of narratives as major focus for career planning. Narratives can be seen as an appropriate compliment to the analysis of objective test data that has dominated our practice in the past. Narrative is described as an approach for career counselors to understand clients' vocational experiences and future plans. Subjective and objective aspects of a career narrative are explored, and emphasis is placed on co-authoring a career story that is subjectively meaningful and objectively sound. The client's subjective understanding of the career story is given importance as being pivotal information that must be considered in career counseling. Five key interventions are described from a narrative perspective.  相似文献   

Share advanced courses with other schools via interactive cable television     

Rhonda S. Robinson  Keith M. Collins  Peter C. West 《TechTrends》1985,30(2):17-17

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《教育技术的含义》译文     

彭绍东  刘嘉  蒋玲玲  刘光义  王斌  王焱华 《现代教育技术》2005,15(3):70-78

教育技术是通过创造、使用、管理适当的技术性的过程和资源,以促进学习和改善绩效的研究与符合道德规范的实践。这是美国教育传播与技术协会(AECT)2004年在《教育技术的含义》文献中提出的关于教育技术概念的新定义。该文献包括背景、定义、定义的元素、与教育技术概念的关系、与绩效技术概念的关系、定义背后的假设、目的和受众、历史上的早期定义、结论、参考文献十个部分。  相似文献