Civil Interactivity: How News Organizations' Commenting Policies Explain Civility and Hostility in User Comments     

Thomas B. Ksiazek 《广播与电子媒介杂志》2015,59(4):556-573

The digital transformation of journalism enables new modes of interactivity with the news. While user comments are nearly ubiquitous across news Web sites, there is little understanding about how to improve the quality of discussion spaces that many characterize as hostile and vitriolic. This study uses a keyword content analysis of user comments across 20 news Web sites to understand the organizational policies that encourage more productive dialogue. The findings show that specific policies regarding user registration, moderation of comments, and reputation management systems are effective facilitators of civil discussion.  相似文献   

A Century of John and Evelyn Dewey's Schools of To-morrow: Rousseau,Recorded Knowledge,and Race in the Philosopher's Most Problematic Text     

Thomas Fallace  Victoria Fantozzi 《Educational Studies A Journal of the American Educational Studies Association》2015,51(2):129-152

A century ago, John Dewey and his daughter Evelyn published Schools of To-morrow to nearly universal acclaim. However, over the course of the 20th century, critics of Dewey have drawn upon Schools of To-morrow to accuse him of being an uncritical disciple of French philosopher, Jean Rousseau, of being opposed to the transmission of content to students, and most recently of endorsing a curriculum that patronized Black students. As a result, the text has become John Dewey's most controversial and problematic. In this historical study, we seek to place Schools of To-morrow in its historical, intellectual, and social context. The first part of the study traces the writing and publication of the text, as well as its changing reception over the past century. The second part of the study directly responds to the three criticisms previously cited: that Dewey was a disciple of Rousseau, that Dewey was opposed to the transmission of content knowledge, and that Dewey endorsed the racially segregated school system of Indianapolis depicted in the text. Drawing upon Dewey's other writings, his course syllabi, his personal correspondence, and lecture notes, we argue that the first two accusations are unfounded, but the third is partially accurate, although incomplete. We conclude that Schools of To-morrow is an undervalued text in the Dewey cannon that warrants closer study.  相似文献   

The differentiation of adaptive behaviours: evidence from high and low performers     

Harrison Kane  Thomas David Oakland 《教育心理学》2015,35(6):675-688

Background: Professionals who use measures of adaptive behaviour when working with special populations may assume that adaptive behaviour is a consistent and linear construct at various ability levels and thus believe the construct of adaptive behaviour is the same for high and low performers. That is, highly adaptive people simply are assumed to have a higher level of adaptive behaviour than their less adaptive peers (i.e. individuals with special need, including intellectual disability). This study examines the viability of this assumption and poses an alternative hypothesis: adaptive behaviour is qualitatively different for high and low performers. Methods: Portions of the Adaptive Behaviour Assessment System-II’s standardisation sample were used to examine the structure of adaptive behaviour in high and low performers. Results. Results of factor analysis indicated that the amount of variance attributable to a general factor of adaptive behaviour declines at lower levels of adaptive ability, indicating that adaptive behaviours are not organised in the same manner across the spectrum of adaptive ability. Conclusions: Additionally, knowledge of an individual’s adaptive skills, not merely their general adaptive composite, seemingly is especially important when working with special needs children and youth who display deficits in adaptive behaviour.  相似文献   

The Power of Examples: Illustrative Examples Enhance Conceptual Learning of Declarative Concepts     

Katherine A. Rawson  Ruthann C. Thomas  Larry L. Jacoby 《Educational Psychology Review》2015,27(3):483-504

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Research–Practice Partnerships to Support the Development of High Quality Mathematics Instruction for All Students     

Brooks A. Rosenquist  Erin C. Henrick  Thomas M. Smith 《Journal of Education for Students Placed at Risk》2015,20(1-2):42-57

The gap in achievement in mathematics between at-risk students and their more advantaged counterparts is a persistent problem of the U.S. education system. Although some research-based curricula and pedagogy have demonstrated promise in supporting students from diverse backgrounds to develop conceptual understanding and procedural fluency in mathematics, scaling up instructional change across a district organization is a significant challenge. The Middle School Mathematics and the Institutional Setting of Teaching (MIST) Project is a research–practice partnership seeking to understand how large urban school districts can support the development of rigorous and equitable middle-school mathematics instruction at scale. This article enumerates the goals and design of this multiyear, multidistrict partnership, and describes one illustrative example of how our partnership activities informed and supported one district's efforts to improve mathematics instruction over multiple years. General recommendations for district–researcher partnerships are discussed.  相似文献   

Assessing attitudes toward mathematics across teacher education contexts     

Cindy Jong  Thomas E. Hodges 《Journal of Mathematics Teacher Education》2015,18(5):407-425

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‘Unwalling’ the classroom: teacher reaction and adaptation     

Craig Deed  Thomas Lesko 《Learning Environments Research》2015,18(2):217-231

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Imagining an ideal school for wellbeing: Locating student voice     

Catharine Simmons  Anne Graham  Nigel Thomas 《Journal of Educational Change》2015,16(2):129-144

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Using Testlet Response Theory to Examine Local Dependence in C-Tests     

Thomas Eckes 《教育实用测度》2015,28(2):85-98

C-tests are gap-filling tests widely used to assess general language proficiency for purposes of placement, screening, or provision of feedback to language learners. C-tests consist of several short texts in which parts of words are missing. We addressed the issue of local dependence in C-tests using an explicit modeling approach based on testlet response theory. Data were provided by a total sample of 4,708 participants working on eight C-test texts with 20 gaps each. The resulting parameter estimates were compared to those obtained from (a) a polytomous item response theory (IRT) model and (b) a standard IRT model that ignored the dependence structure. Testlet effects proved to be very small and correspondence between parameters obtained from the different modeling approaches was high. When local dependence was ignored reliability of the C-test was slightly overestimated. Implications for the analysis of testlets in general, and C-tests in particular are discussed.  相似文献   

Factors affecting successful reintegration     

David Vittle Thomas 《Educational studies》2015,41(1-2):188-208

This study explores the perspectives of education practitioners towards the process of reintegrating pupils (many of whom display social, emotional and behavioural difficulties), from a pupil referral unit (PRU) to mainstream educational provision in a rural bilingual Welsh authority, and examines the barriers and facilitators they identified as evident within their individual schools and catchment area served with regards to reintegrating and including pupils. The study locates the process within a specific geographical context and discusses whether there are specific reintegration barriers and facilitators inherent within the setting. Patterns of pupil referral and reintegration between the PRU and mainstream schools were examined and analysed from “pupil tracking data” which tracked pupils throughout an academic year from their arrival at the PRU before the perspectives of education practitioners towards potential reintegration barriers and facilitators were gathered through an initial expert sample and a second landscape sample postal questionnaire. Interviews were subsequently conducted with respondents from Primary, Secondary and PRU settings to drill down into the influence of specific barriers and facilitators identified earlier. This study suggests that although generic reintegration barriers and facilitators may be evident within all settings, there were specific factors inherent within this geographical context identified by education practitioners, which acted in the most part as barriers to successful reintegration and inclusion.  相似文献