The dark side of the exceptional: On moral exemplars,character education,and negative emotions     

Maria Silvia Vaccarezza  Ariele Niccoli 《Journal of moral education》2019,48(3):332-345

ABSTRACT

This article focuses on negative exemplarity-related emotions (NEREs) and on their educational implications. In this article, we first argue for the nonexpendability of negative emotions broadly conceived by defending their instrumental and intrinsic role in a good and flourishing life. We make the claim more specific by focusing on the narrower domain of NEREs and argue for their moral and educational significance by evaluating whether they fit the arguments provided in the previous section. We go on to propose three educational strategies to foster NEREs’ positive moral role. In conclusion, we point out that an exemplarist approach to character education would greatly benefit from a more fine-grained account of the emotions involved in the educational process and from a broader perspective on which of these emotions should be taken as valuable for educational purposes.  相似文献   

Does the Music Matter? Examining Differential Effects of Music Genre on Support for Ethnic Groups     

Heather L. LaMarre  Silvia Knobloch-Westerwick  Gregory J. Hoplamazian 《广播与电子媒介杂志》2013,57(1):150-167

Using data from a post-test only experiment with random assignment, this article examines whether differing music genres influence socially relevant decisions made by listeners. A sample of White college students was exposed to1 of 3 music genres during an ostensible waiting period, and was then asked to allocate funding to projects for different ethnic groups. Three music conditions—radical White power rock, mainstream rock, and Top 40 pop music—were examined to determine whether differential allocations to ethnic groups would emerge following music exposure. As expected, Top 40 pop music exposure led to equal allocations to the various ethnic groups. After listening to mainstream rock, participants allocated significantly higher budgets to White Americans compared to all other race groups. After listening to radical White power rock music, participants also allocated significantly higher budgets to White Americans, but changes in allocations to ethnic minority groups also emerged. Namely, African Americans and Arab Americans received particularly low funding from participants exposed to radical White power rock music.  相似文献   

A Multidimensional Finite Mixture Structural Equation Model for Nonignorable Missing Responses to Test Items     

Silvia Bacci  Francesco Bartolucci 《Structural equation modeling》2013,20(3):352-365

We propose a structural equation model, which reduces to a multidimensional latent class item response theory model, for the analysis of binary item responses with nonignorable missingness. The missingness mechanism is driven by 2 sets of latent variables: one describing the propensity to respond and the other referred to the abilities measured by the test items. These latent variables are assumed to have a discrete distribution, so as to reduce the number of parametric assumptions regarding the latent structure of the model. Individual covariates can also be included through a multinomial logistic parameterization for the distribution of the latent variables. Given the discrete nature of this distribution, the proposed model is efficiently estimated by the expectation–maximization algorithm. A simulation study is performed to evaluate the finite-sample properties of the parameter estimates. Moreover, an application is illustrated with data coming from a student entry test for the admission to some university courses.  相似文献   

Contributions from citizen science to science education: an examination of a biodiversity citizen science project with schools in Central Europe     

Julia Kelemen-Finan  Martin Scheuch  Silvia Winter 《International Journal of Science Education》2013,35(17):2078-2098

ABSTRACT

Despite the rising popularity of Citizen Science (CS) projects, there is little empirical evidence for effects on learning outcomes, particularly when young people are involved. It is also often not clear how CS projects are linked to science education (SE) research. The aim of this study was to examine biodiversity CS projects in an outdoor school class context and to measure the effects on individual learning outcomes (ILOs) with a perspective for SE. Five learning outcomes considered important for CS were tested: interest, self-efficacy/mastery, motivation, behaviour and attitude. These ILOs were measured via eight different scales and tested in an evaluation study of a large CS project with 428 students aged 8–18. Students recorded hedgehogs, wild bee activity, birds and butterflies in gardens. Results showed that students’ interest and motivation, as well as perceived mastery increased during the project. Most remarkably, positive attitudes towards wild animals, natural gardens and biodiversity rose significantly. For most ILOs there were significant differences between age groups: Primary school students showed the highest ILOs and also provided most database entries. The authors describe how well biodiversity CS projects contribute to SE aims and how discrepancies between educational and scientific aims in CS projects may be addressed.  相似文献   

Knowledge,its Application,and Attitudes Associated with the Reading of Diverse Genres of Science Texts     

Rogerio Gonçalves Nigro  Silvia Frateschi Trivelato 《International Journal of Science Education》2013,35(16):2529-2564

The purpose of this article is to assess the knowledge, application of knowledge, and attitudes associated with the reading of different genres of expository science texts. We assigned approximately half of a sample consisting of 220 students 14–15 years of age, chosen at random, to read an excerpt from a popular scientific text, and the other half to read an excerpt from a textbook addressing the same topic. Readers took knowledge and application tests immediately after the reading and again 15 days later. Students also took knowledge and reading proficiency pre-tests, and attitude tests related to the selected texts. Overall, girls scored higher than boys and readers of the popular scientific text scored higher than their colleagues who read the textbook excerpt. We noted interaction between ‘reader gender’ and ‘genre of the text read’ in terms of long-term learning based on the reading. Attitude regarding the text read appears as an important factor in explaining behavior of boys who read the popular scientific text. Surprisingly, knowledge and application test scores were not statistically different among girls with different degrees of reading proficiency who read the textbook excerpt. In addition, on the application tests, among the boys who read the popular scientific text, good readers scored lower than their colleagues who read the textbook excerpt. In our opinion, this study can serve to show that ‘reading in science education’ is not a trivial matter and we feel that the subject merits more in-depth investigation.  相似文献   

Navigating the complexity of qualitative research in postmodern contexts: assemblage,critical reflexivity,and communion as guides     

Silvia Cristina Bettez 《International journal of qualitative studies in education》2013,26(8):932-954

For graduate students and other emerging qualitative researchers, the ever-evolving and sometimes conflicting perspectives, methodologies, and practices within various post-positivist frameworks (e.g. feminist, critical, Indigenous, participatory) can be overwhelming. Qualitative researchers working within postmodern contexts of multiplicity and ambiguity are tasked with working through challenges – related to methods, interpretation, and representation – throughout the research process. Through examining related literature and incorporating my own experiences, I explore ethical dilemmas that social justice-oriented qualitative researchers may encounter as a result of conflicting multiplicities of difference among researcher(s), participants, and readers. Such dilemmas include incongruent interpretations between participants and researchers, and participants’ and researchers’ conflicting desires about what should be shared, intercultural (mis)interpretations, rapport issues, and conflicts between research life and home life. I consider how combining the practices of attending to assemblages, engaging in critical reflexivity, and centralizing communion may be useful in navigating relationships and ethical dilemmas in qualitative research.  相似文献   

Fostering Community Life and Human Civility in Academic Departments Through Covenant Practice     

Carol A. Mullen  Silvia C. Bettez  Camille M. Wilson 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3):280-305

Creating desirable academic departments for individuals’ well-being and quality scholarship is an important effort as well as a novel idea. The focus of this reflective article is twofold: (a) We present a social capital theory of social justice covenants as a product and process of community building, and (b) we share the multiple lived experiences of three scholars within the context of our department's covenant ideology and practice. We explore how faculty can promote community and civility by not only developing but also enacting an internally generated covenant while operating within a larger institutional context that produces tension. As related to our purposes, we examined the relevant literature on social capital, capacity building, workplace environments, and organizational covenants to frame our discussion of community-driven action in education. We include an extended application of a covenant that guides our departmental faculty's social outlook, interpersonal behavior, scholarly work, and communal activism. Although our focus is on change-oriented, grassroots activity within higher education, the public schooling context is considered.  相似文献   

Stereotypes of Older Lesbians and Gay Men     

Sara L. Wright  Silvia Sara Canetto 《Educational gerontology》2013,39(5):424-452

This study examined stereotypes of older lesbians and gay men. Key findings are that older lesbians and gay men were perceived as similar to older heterosexual women and men with regard to aging stereotypes, such as being judicious. At the same time, sexual minorities were targets of unique stereotypes. Consistent with the implicit inversion theory, lesbians were conceived as similar to heterosexual men, and gay men similar to heterosexual women with regard to gender-stereotypic traits, and regardless of age. These findings suggest the persistence into late adulthood of the belief that lesbians and gay men are inverted females and males.  相似文献   

Investing in skills to overcome the crisis? Low-skilled workers in Italy: European strategies,policies and structural weaknesses     

Silvia Zanazzi 《International Journal of Lifelong Education》2018,37(2):216-233

A skilled workforce is a prerequisite for productivity and a stepping stone for innovation. This is the reason why education and investment in skills have been made the foundations of Europe 2020, Europe’s strategy to overcome the economic crisis and boost growth. The propensity for developing skills is consistently present in European countries and concerns all educational levels. However, differences between countries are often considerable, in particular with regard to skills and educational attainment. There are countries, such as Italy, which have not been successful thus far at decreasing the number of low-skilled workers. This article aims to describe the situation of low-educated and low-skilled workers in Italy and the impact of the economic crisis on this particularly vulnerable group. The work is based on official data issued by national and international institutions, as well as on results from a narrative analysis of 15 biographical interviews with low-skilled adults in Italy conducted within a Cedefop project. Drawing on both types of sources, the article will offer a perspective on the relationship between structural constraints in regard to access to and participation in lifelong learning in Italy, specifically for low-skilled workers, and individual strategies adopted to cope with these constraints.  相似文献   

Inquiry-Based Learning and Undergraduates’ Professional Identity Development: Assessment of a Field Research-Based Course     

Silvia Gilardi  Edoardo Lozza 《Innovative Higher Education》2009,34(4):245-256

Innovative strategies in inquiry-based learning are recognized as improving the quality of higher education learning, but there is a need to explore whether and how these strategies promote the development of professional identity among undergraduates. In this article we describe an inquiry-based course, situated in a European context, which is designed to support students’ professional identity development through reflective practice; and we present the assessment of students’ learning outcomes. Results highlight the key roles of field research, peer groups, and a narrative approach in promoting positive student attitudes toward reflecting on their production of knowledge and in developing their professional identity.  相似文献