排序方式： 共有34条查询结果，搜索用时 62 毫秒
11.
George Villanueva Carmen Gonzalez Minhee Son Evelyn Moreno Wenlin Liu Sandra Ball-Rokeach 《Journal of Applied Communication Research》2017,45(5):474-494
The need to better engage low-income communities affected by revitalization of the built environment has been well documented in urban planning. Guided by communication infrastructure theory (CIT), this study presents a research project that made concerted efforts at engaging neighborhoods of Northeast Los Angeles that are experiencing rapid gentrification. The project was a partnership with a multi-sector collaborative working on the revitalization of the L.A. River and its surrounding communities. This paper specifically demonstrates how CIT's social ecological orientation was applied to seek input on L.A. River and community revitalization from storytelling networks made up of residents, small businesses, and local media. We also examine the impact of this engaged research on the organizational partners of the collaborative, and their views on community engagement in revitalization. Lastly, we discuss how the lessons learned broadly speak to future opportunities and challenges that aim for communicative planning approaches to urban revitalization. 相似文献
12.
Seung-Hee Claire Son Ji Young Choi Kyong-Ah Kwon 《Early education and development》2019,30(4):456-477
Research Findings. The present study examined patterns of longitudinal associations between inhibitory control (IC) and early academic skills during the preschool and kindergarten years. Using data from the Head Start Family and Child Experiences Survey Cohort 2009 (FACES 2009) (N = 939), a national data set of predominantly low-income children attending Head Start, two models were compared: (1) a lagged path model predicting subsequent academic skills based on prior IC skills and (2) a cross-lagged path model predicting reciprocal associations between IC and academic skills. Our results showed a better model fit for the cross-lagged path model with bidirectional associations. Prior IC predicted subsequent early reading and math skills during the preschool and kindergarten years; simultaneously, prior early math skills, but not reading skills, predicted subsequent IC. The reciprocal associations between IC and early math were consistently identified for multiple groups of children, regardless of their gender or home-language use (i.e., monolingual versus dual language learners). Practice or Policy. This study showcases group-general patterns of reciprocal relationships between IC and early math. The findings suggest that stimulation of both skills could lead to stronger skill sets and successful school outcomes. Early education and intervention programs may provide integrated developmental opportunities of IC and academic skills for successful school readiness. 相似文献
13.
Fries Laura Son Ji Y. Givvin Karen B. Stigler James W. 《Educational Psychology Review》2021,33(2):739-762
Educational Psychology Review - Research suggests that expert understanding is characterized by coherent mental representations featuring a high level of connectedness. This paper advances the idea... 相似文献
14.
In order to give insights into cross-national differences in schooling, this study analyzed the development of multiplication
and division of fractions in two curricula: Everyday Mathematics (EM) from the USA and the 7th Korean mathematics curriculum (KM). Analyses of both the content and problems in the textbooks
indicate that multiplication of fractions is developed in KM one semester earlier than in EM. However, the number of lessons
devoted to the topic is similar in the two curricula. In contrast, division of fractions is developed at about the same time
in both curricula, but due to different beliefs about the importance of the topic, KM contains five times as many lessons
and about eight times as many problems about division of fractions as EM. Both curricula provide opportunities to develop
conceptual understanding and procedural fluency. However, in EM, conceptual understanding is developed first followed by procedural
fluency, whereas in KM, they are developed simultaneously. The majority of fraction multiplication and division problems in
both curricula requires only procedural knowledge. However, multistep computational problems are more common in KM than in
EM, and the response types are also more varied in KM. 相似文献
15.
John Mark Froiland Douglas R. Powell Karen E. Diamond Seung‐Hee Claire Son 《Psychology in the schools》2013,50(8):755-769
In response to growing research and policy interest in the developmental contexts of early literacy, this study examined relations between neighborhood socioeconomic well‐being, home literacy (parent–child shared reading and number of books at home), and directly assessed early literacy outcomes among 551 Head Start students in the fall of preschool. In Structural Equation Models, neighborhood socioeconomic well‐being predicted home literacy, which in turn predicted early literacy (a latent variable derived from receptive vocabulary, letter‐word identification, and concepts about print). Implications for future research concerning parent involvement at home in the context of neighborhoods and the early literacy of at‐risk preschoolers is discussed. 相似文献
16.
Recognizing meaning in students’ mathematical ideas is challenging, especially when such ideas are different from standard
mathematics. This study examined, through a teaching-scenario task, the reasoning and responses of prospective elementary
and secondary teachers to a student’s non-traditional strategy for dividing fractions. Six categories of reasoning were constructed,
making a distinction between deep and surface layers. The connections between the participants’ reasoning, their teaching
response, and their beliefs about mathematics teaching were investigated. We found that there were not only differences but
also similarities between the prospective elementary and secondary teachers’ reasoning and responses. We also found that those
who unpacked the mathematical underpinning of the student’s non-traditional strategy tended to use what we call “teacher-focused”
responses, whereas those doing less analysis work tended to construct “student-focused” responses. These results and their
implications are discussed in relation to the influential factors the participants themselves identified to explain their
approach to the given teaching-scenario task.
相似文献
| Sandra CrespoEmail: |
17.
Jae P. Yom Tane Owens Scott Arnett Justin Beebe Veronica Son 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(4):414-425
Unanticipated direction to cut after landing may alter the lower extremity landing biomechanics when performing landing motions. These alterations may potentially increase the risk of ACL injury. The purpose of this study was to determine if an unanticipated side-cut affects lower extremity landing biomechanics in females. Eighteen recreational female athletes participated in two blocks of testing: the first block of testing consisted of three acceptable trials of anticipated dominant limb and non-dominant limb 45-degree diagonal cutting after landing, which were performed in a counterbalanced order. The second block of testing consisted of three acceptable trials of unanticipated dominant limb and non-dominant limb diagonal cutting after landing. Data analysis mainly focused on the dominant limb landing biomechanics. Unanticipated side-cut landing, compared (paired t-test, p < 0.05) to the anticipated landings, resulted in less hip abduction and tibial internal rotation angle at initial contact (IC) and a lower maximum ankle inversion angle and a greater maximum knee abduction angle, and knee and hip displacement. Also, greater posterior GRF and a longer time to peak medial GRF were exhibited. These outcomes indicate that athletes may adapt their landing mechanics to land unsafely when encountering an unanticipated event. 相似文献
18.
Son Vivienne 《Popular Communication》2017,15(2):126-140
ABSTRACTWhile selfies of beautiful cisgender women are declaimed by mainstream media as narcissistic and facile, some body-positive feminists and queer theorists argue that selfies can be empowering. They claim self-representation by traditionally stigmatized people can challenge normative presentations of beauty and gender. This article problematizes “empowerment” as a definitive and/or productive frame and argues instead for observation and analysis of “privilege” in situated practice. In this article I combine analysis of a collection of online cultural artifacts (including nonbinary selfies on Tumblr) and interviews with a small group of trans* social media storytellers to explore theoretical tensions between gender fluidity and identity fragmentation across multiple social media sites and practices. Gender-diverse digital self-representation encompasses both “consistent” androgyny, nonbinary, agender, and so on, and “emergent” presentations-in-flux. I assert that the ongoing iteration of self across social media—implied by self (re)presentation—can have simultaneous and contradictory political significance. I conclude that networked interpersonal complications frame understandings of empowerment, as perhaps they always have done. 相似文献
19.
Recent studies have shown that the metacognitive judgments adults infer from their experiences of encoding effort vary in accordance with their naive theories of intelligence. To determine whether this finding extends to elementary schoolchildren, a study was conducted in which 27 third graders (Mage = 8.27) and 24 fifth graders (Mage = 10.39) read texts presented in easy‐ or difficult‐to‐encode fonts. The more children in both grades viewed intelligence as fixed, the less likely they were to interpret effortful or difficult encoding as a sign of increasing mastery and the more likely they were to report lower levels of comprehension as their perceived effort increased. This suggests that children may use naive theories of intelligence to make motivationally relevant inferences earlier than previously thought. 相似文献
20.