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This paper centers on the process of conducting research on children’s social development through a partnership between university‐based researchers and teachers and students in an urban New England school district. It does so through the eyes of its first author, a second year graduate student who is negotiating the dual roles of researcher and teacher. In the process of investigating more about young children’s perceptions of teasing in conjunction with her research team, this student learns that theories about children’s social awareness developed in university settings virtually always require modification when examined in the real world. Ultimately, she concludes that the partnership between theorists and practitioners leads to a fine‐tuning of research protocols that elicit more complicated and variable responses from students, and that classroom climate factors, temporary or longstanding, may either facilitate or prevent effective data collection and analysis. 相似文献
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Shira Eve Epstein 《The Urban Review》2010,42(1):39-57
In this paper, I explore the experiences of fourth and fifth grade students engaged in Beyond Today, an urban after school
program, that aimed to enact a social reconstructionist multicultural curriculum. The program gathered White, Black, and Latino/a
youth to explore issues of discrimination and social justice and develop leadership towards social change. This paper focuses
on the complex nature of students’ responses to a multicultural curriculum that foregrounded conversations about race and
inequity. Students were seen to build ties of friendship across racial lines and develop activist skills of social critique.
On other occasions, they maintained borders, distancing themselves from students of different races. After an overall review
of the students’ varied reactions to the Beyond Today curriculum, I highlight specific vignettes that show how these tensions
can simultaneously emerge within particular incidents. This research can be of use to teachers and teacher educators when
envisioning and planning for student responses to multicultural curriculum. 相似文献
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Shira Dvir Gvirsman 《Mass Communication and Society》2014,17(1):74-97
Today audiences can select content that is consonant with their political notions, and they take advantage of this opportunity. Such partisan selective exposure to media outlets has been identified as one of the reasons for attitude polarization. Little research attention, however, has been devoted to the processes underlying this phenomenon. This article advances the understanding of selective exposure by testing whether its effect on attitude polarization is attributable to people's familiarity with arguments that reinforce or challenge their own opinions. A sample of politically engaged extremists (N = 440) was subjected to a structured interview. As hypothesized, users of partisan media were more familiar with arguments reinforcing their views and, as a result, more prone to polarization. Knowledge of challenging arguments, however, was not affected by consumption of partisan media, nor did it promote depolarization. Results are discussed in light of two conflicting theories: the persuasion and the motivational-reasoning model. 相似文献
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Ofra Backenroth Shira D. Epstein Helena Miller 《Religious education (Chicago, Ill.)》2013,108(4):467-480
This article explores how arts-based learning can facilitate understandings of Jewish religious texts. Through practical examples drawn from our own research, from the worlds of dance, drama, and the visual arts in education, we demonstrate the ways in which arts can allow for the transmission of information and knowledge, as well as offer a “transformative” learning experience; a student can bring the text to life while bringing the text into his or her life. We stress the primary importance and centrality of sacred text within Jewish tradition and assert that the written text should serve in Jewish education as the starting point. The ultimate goal, however, is to enable learners' personal connection with texts. We argue that learning through the arts opens up opportunities for multiple shared interpretations of text, as well as accentuation of the “affective” dimensions of Jewish textual learning. By becoming more aware of the varied possible paths for generating learning activities, educators might choose learning strategies that enable an integration of both the cognitive and affective domains. The examples of Arts Reflective learning demonstrate possibilities for the structuring of “teaching towards transformation.” 相似文献
16.
Abstract Understanding visitors is a necessary and complex undertaking. In this article, we present K‐means cluster analysis as one strategy that is particularly useful in unpacking the complex nature of museum visitors. Three questions organize the article and are as follows: 1) What is K‐means cluster analysis? 2) How is K‐means cluster analysis conducted? 3) Most importantly: What are the applications of K‐means cluster analysis for museum practitioners? To answer these questions, we present five steps that are vital to conducting a K‐means cluster analysis. We also present three cases studies to demonstrate differences among the results of three K‐means cluster analyses and provide practical applications of the findings. 相似文献
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This research investigated pedagogical beliefs of teachers of “sacred” school subjects, curricular topics that the school community deems culturally valued, unassailable and inviolate. Two hundred and fifty-five teachers of girls only who taught sacred or secular subjects in Jewish modern religious high schools responded to questionnaires focusing on the discipline, on students and their learning and on the teacher role and 15 were interviewed. Results reflected systematic differences between teachers of sacred and secular subjects caused by multiple factors, some internal and some external to the underlying discipline. Variation among different sacred subjects was contingent mainly on external factors. 相似文献
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Randi Korn 《Curator: The Museum Journal》2007,50(2):255-264
Abstract Museums that strive for excellence by continually clarifying their purpose and realigning all practices and resources to achieve that purpose are operating holistically within a cycle of intentionality. Working within a cycle of intentionality means that a museum, among many other activities, carefully writes intentions that reflect and describe the essence of the museum and its unique value and potential impact. Intentions represent staff members' deepest passions and meld together their hopes and expectations with community needs. A museum that works within a cycle of intentionality has created an inclusive, process‐oriented infrastructure so it can write a purposeful mission and measurable intentions, and can demonstrate the value of the museum in people's lives and in its community through repeated assessment, while offering continuous learning opportunities for all staff. 相似文献
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I. Korn 《Journal of The Franklin Institute》1974,297(3):153-167
We consider in this paper a stochastic process which is generated in a network which is composed of a source, two loads and a switch which alternates randomly between the two loads. We compute the probability density, the joint probability density, the average and autocorrelation of the generated process. The results of this paper may have applications to electric power systems. 相似文献