Cultural Proximity and Audience Behavior: The Role of Language in Patterns of Polarization and Multicultural Fluency     

Thomas B. Ksiazek M.A.  Ph.D.  James G. Webster Ph.D 《广播与电子媒介杂志》2013,57(3):485-503

Cultural proximity is a multidimensional concept, most often used to explain media preferences across national boundaries. The present study extends the construct, revealing its power to explain audience formation within a multicultural society. Portable People Meter data from Arbitron, Inc., was used to compare patterns of television and radio use across Spanish-speaking Hispanics, English-speaking Hispanics, and non-Hispanics in Houston, Texas. The results indicate that language preferences play a powerful role in determining audience behavior. Furthermore, while English-speaking Hispanics exhibit multicultural fluency, the other two populations show evidence of cultural polarization.  相似文献   

Teachers' situation-specific mastery experiences: teacher,student group and lesson effects     

Lars-Erik Malmberg  Hazel Hagger  Sophie Webster 《European Journal of Psychology of Education - EJPE》2014,29(3):429-451

Following a model on the cyclical nature of teacher (“trait”) self-efficacy and context-, task- and situation-specific (“state”) mastery experiences (TSSME), we investigated the variability and effects of lesson characteristics (e.g. lesson sequence), student group characteristics (e.g. proportion of students receiving free school meals) and teacher characteristics (e.g. teacher experience) on teachers' situation-specific mastery experience. Forty-three teachers reported on 1,055 lessons in 385 student groups using electronic questionnaires in Personal Digital Assistants during a period of 2 weeks. Two domains of TSSME (support of learning and organisation of classrooms) and perception of students (engagement and behaviour) were found. Multilevel models found roughly a quarter of the variance in TSSME between teachers, a quarter between student groups and half between lessons. Student group characteristics differentially predicted TSSME. Perceived student engagement was more predictive of TSSME than perceived student behaviour. More experienced and high-efficacy teachers had higher TSSME. The findings have implications for our understanding of teachers' everyday practice with different student groups.  相似文献   

Changing Perspectives in the History of Education     

Charles Webster 《牛津教育评论》2013,39(3):201-213

Abstract

This articles identifies four issues whose resolution will shape the future of American elementary and secondary education. These are as follows. (1) Will the principle of decentralised control prevail over the seemingly inexorable tendency to consolidate power at the centre? (2) Will continuing emphasis on mass education obscure increasing demands to improve quality and raise achievement levels? (3) Will schools advance equality of educational opportunity, or reproduce inequalities inherent in the society? (4) Will schools integrate culturally heterogeneous populations at the expense of legitimate expressions of ethnic cultures? This article shows how these issues mirror ambiguities underlying American democratic principles, and offers some comparisons to conditions of education in Europe.  相似文献   

A Drama Project about Older People's Intimacy and Sexuality     

Trish Hafford-Letchfield  Wendy Couchman  Maxine Webster  Peter Avery 《Educational gerontology》2013,39(7):604-621

This paper describes an intergenerational project developed in partnership between a social work degree program and an Older People's Theatre group. Bringing together a small group of students, older actors, and film makers, methods from drama and the arts were utilised to explore the topic of intimacy and sexuality in later life. The project produced digital stimulus learning materials. Formal evaluation identified beneficial outcomes for participants highlighting the advantages of older people's leadership in social work education and the transformative potential of the dramatic learning methods used. Such pedagogical approaches are essential to achieve genuine quality personalized outcomes for older people in contact with care services.  相似文献   

Reexamining the factor structure of the test of gross motor development – second edition: Application of exploratory structural equation modeling     

Alex C. Garn  E. Kipling Webster 《Measurement in physical education and exercise science》2018,22(3):200-212

The Test of Gross Motor Development – Second Edition (TGMD-2) is a widely used evaluation tool of children’s fundamental motor skills (FMS). This study illustrates how exploratory structural equation modeling (ESEM) addresses current limitations associated with TGMD-2 factor structure. Using the normative dataset from the TGMD-2 manual, we test alternative measurement models using ESEM and confirmatory factor analysis (CFA) and assess measurement invariance between boys and girls and across age. Findings highlight complexity and poor discriminant validity in the two-factor solution that is accentuated when relying on CFA independent clusters assumption. Results also demonstrate differential item functioning (DIF) across age for three of the 12 TGMD-2 indicators. Taken together, this study provides valuable information on the need to reevaluate the TGMD-2 factor structure and can guide revisions for the third edition of the TGMD.  相似文献   

The Effect of CHAMP on Physical Activity and Lesson Context in Preschoolers: A Feasibility Study     

Leah E. Robinson  Kara K. Palmer  E. Kipling Webster  Samuel W. Logan  Katherine M. Chinn 《Research quarterly for exercise and sport》2018,89(2):265-271

Purpose: This feasibility study compared the effects of 2 movement programs, traditional and mastery climate (i.e., the Children’s Health Activity Motor Program [CHAMP]), on lesson context and children’s physical activity (PA) levels. A secondary aim was to examine sex differences in PA levels in both programs. Method: Seventy-two preschoolers served as participants and were assigned to a movement program. Physical activity levels and lesson context were assessed with the System for Observing Fitness Instruction Time. Results: Preschoolers in CHAMP spent more time walking (p < .05, d = 3.3), more time in moderate-to-vigorous PA (MVPA; p < .05, d = 3.6), and less time standing (p < .05, d = 3.8) compared with those in a traditional movement program. Boys in both programs spent less time standing (p < .05, d = 4.8) and more time in vigorous activity (p < .05, d = 5.8) and MVPA (p < .05, d = 4.4) compared with girls. During CHAMP, children spent less time engaged in management and knowledge (p < .05, d = 1.4, and p < .001, d = 0.9, respectively) and more time in skill practice (p < .05, d = 1.5). Conclusion: The findings support that participation in CHAMP elicits more MVPA in preschool-age children compared with a traditional movement program. The Children’s Health Activity Motor Program provided children with more class time devoted to skill practice. The program appears to be an innovative approach that is beneficial for PA engagement and could contribute positively to children’s health.  相似文献   

Searching Down the Fisheries Information Web: An Initial Reflection     

Janet Webster  Patricia Merrikin  Jean Collins 《Publishing Research Quarterly》2007,23(1):47-57

The complex web of information ranges from pure science to applied techniques to management policies. All are important, yet have varying levels of accessibility and authority. Often the apex of the peer-reviewed journal article is considered the most important level discouraging scientists and managers, especially those in developing countries, from populating the other layers of the web that may be considered grey. We are particularly interested in how information produced in developing countries fits into this information web. To do so, we focused on one topic, mangroves, using it as a means to exemplify the complexity of the web of information and reveal publication patterns. Using search tools, we identified 2000–2005 mangrove-related publications regarding Africa and India, analyzed them by author’s location and affiliation, publication format, and availability. Our preliminary analysis suggests that grey literature remains difficult to discover, the peer-reviewed journal is the most popular means of scientific communication, and open archives are just starting to have an impact on scholarly communication. The web of information would be strengthened by improving the discovery of the grey literature through greater visibility and accessibility.  相似文献   

Higher Education Student Engagement Scale (HESES): Development and Psychometric Evidence     

Zhoc  Karen C. H.  Webster  Beverley J.  King  Ronnel B.  Li  Johnson C. H.  Chung  Tony S. H. 《Research in higher education》2019,60(2):219-244

Research in Higher Education - This study describes the development and validation of the Higher Education Student Engagement Scale (HESES). The psychometric evaluations of the scale included: (i)...  相似文献   

The challenges of implementing group work in primary school classrooms and including pupils with special educational needs     

Ed Baines  Peter Blatchford  Rob Webster 《Education 3-13》2015,43(1):15-29

Findings from two studies are discussed in relation to the experiences and challenges faced by teachers trying to implement effective group work in schools and classrooms and to reflect on the lessons learnt about how to involve pupils with special educational needs (SEN). The first study reports on UK primary school teachers' experiences of implementing a year-long intervention designed to improve the effectiveness of pupils' collaborative group-working in classrooms (the SPRinG [Social Pedagogic Research into Group-work] project). The second study (the MAST [Making a Statement] project) involved systematic observations of 48 pupils with SEN (and comparison pupils) and case studies undertaken in the context of primary school classrooms.  相似文献   

Declarative knowledge acquisition in immersive virtual learning environments     

Rustin Webster 《Interactive Learning Environments》2016,24(6):1319-1333

The author investigated the interaction effect of immersive virtual reality (VR) in the classroom. The objective of the project was to develop and provide a low-cost, scalable, and portable VR system containing purposely designed and developed immersive virtual learning environments for the US Army. The purpose of the mixed design experiment was to compare lecture-based and immersive VR-based multimedia instruction, in terms of declarative knowledge acquisition (i.e. learning) of basic corrosion prevention and control with military personnel. Participants were randomly assigned to the control group (N?=?115) or investigational group (N?=?25) and tested immediately before and after training. The author accessed learning outcomes from the pre-exam and post-exam scores and VR system usability from exit questionnaires. Results indicate that both forms of instruction will increase learning. VR-based did produce higher gain scores and there was a statistically significant interaction between instruction type and time.  相似文献