The role of ICT in bridge‐building and social inclusion: theory,policy and practice issues     

Roger Austin 《欧洲师范教育杂志》2006,29(2):145-161

This paper reports on the evaluation of a major programme which is using telecommunications to link teachers and pupils both across the political boundary between Northern Ireland and the Republic of Ireland and across the boundaries of ‘mainstream’ schooling and those children in ‘special schools’. The paper examines the ‘contact hypothesis’ as a theoretical model for educational work supported by ICT and considers the impact of the programme on both teachers and students. It concludes that contact based on sustained curricular and social interaction has an effect on children's perceptions of each other. This effect is most marked when contact is between two schools, one on each side of the border. The author suggests that the management of the programme, based on a bi–lateral agreement between two government departments and a partnership between two universities with other key stakeholders, provides a model of international cooperation.

Cette communication fait état de l'apport d'un programme majeur qui utilise la télécommunication pour lier enseignants et élèves aussi bien à travers la frontière entre l'Irlande du Nord et la République d'Irlande qu'à travers les frontières tout aussi réelles entre l'enseignement ‘normal’ et celui des enfants scolarisés dans des ‘établissements spéciaux’. La communication se propose d'examiner ‘l'hypothèse de contact’ comme modèle théorique pour les activités pédagogiques soutenues par l'ICT et considère l'impact du programme sur professeurs et élèves. Elle en conclut qu'un contact basé sur une interaction soutenue tant en ce qui concerne le programme scolaire que les activités sociales se répercute sur les perceptions mutuelles des enfants. Cet effet se remarque le plus lorsque le contact a lieu entre deux établissements situés dans les deux juridictions différentes. L'auteur suggère que la gestion du programme, basée sur un accord bilatéral entre deux agences gouvernementales et un partenariat entre deux universités et divers groupes d'intéressés, fournit un modèle de coopération internationale propre à être imitée.

Der Vortrag beschäftigt sich mit der Evaluation eines grenzübergreifenden Experiments im Rahmen dessen durch Verwendung von Kommunikationstechnik (wie z.B. Internet, Email, Videokonferenzen etc.) Lehrer und Schüler in Nordirland und der Irischen Republik miteinander verbunden wurden. Ebenfalls wurde in diesem Zusammenhang ein Kontakt zwischen Schülern von Spezialschulen und Schülern herkömmlicher Schulen etabliert.Der Vortrag basiert auf der sogenannten Kontakthypothese ‘als erziehungs‐theoretischem Model ICT‐unterstützten Lernens’. Es wird der Einfluss des Programms auf Schüler und Lehrer erläutert, sowie die Schlussfolgerung gezogen, dass die Aufrechterhaltung curricularer und sozialer Interaktion die gegenseitige Wahrnehmung der Kinder untereinander fördert. Dieser Effekt wird besonders dann deutlich, wenn zwei Schulen jenseits der Grenze miteinander verbunden sind. Der Autor argumentiert, dass das auf einem bilateralen Abkommen zwischen den beiden Regierungen und dem Zusammenschluss zweier Universitäten basierende Programm, ein Model für internationale Kooperation darstellt.

Este trabajo informa sobre la evaluación de un importante proyecto que utiliza la tecnología de las telecomunicaciones para conectar a profesores y estudiantes situados en sendos lados de la frontera política entre Irlanda del Norte y la República de Irlanda y, asimismo, conectar a los que están separados por las barreras que existen entre el área de la escolarización ‘convencional’ y la de aquellos alumnos que están en ‘escuelas especiales’. El trabajo examina la ‘hipótesis del contacto’ como un modelo teórico para el trabajo educativo apoyado por la informática y considera el impacto del proyecto tanto en profesores como en estudiantes. Su conclusón es que el contacto basado en una interacción curricular y social sostenida tiene un efecto en las opiniones que los chicos tienen unos de otros. Este efecto está más marcado cuando el contacto se efectúa entre dos escuelas, una a cada lado de la frontera. Según el autor la gestión del proyecto, basado en el acuerdo bilateral entre dos departamentos gubernamentales y la colaboración entre dos universidades con otros socios clave, proporciona un modelo de cooperación internacional.  相似文献   

Knowledge of selected concepts obtained by an adolescent deaf population.     

G F Austin 《American annals of the deaf》1975,120(3):360-370

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Medical students' reactions to anatomic dissection and the phenomenon of cadaver naming          下载免费PDF全文

Austin D. Williams  Emily E. Greenwald  Rhonda L. Soricelli  Dennis M. DePace 《Anatomical sciences education》2014,7(3):169-180

The teaching of gross anatomy has, for centuries, relied on the dissection of human cadavers, and this formative experience is known to evoke strong emotional responses. The authors hypothesized that the phenomenon of cadaver naming is a coping mechanism used by medical students and that it correlates with other attitudes about dissection and body donation. The authors developed a 33‐question electronic survey to which 1,156 medical students at 12 medical schools in the United States voluntarily responded (November 2011–March 2012). They also surveyed course directors from each institution regarding their curricula and their observations of students' coping mechanisms. The majority of students (574, 67.8%) named their cadaver. Students most commonly cited the cadaver's age as the reason they chose a particular name for the cadaver. A minority of the students who did not name the cadaver reported finding the practice of naming disrespectful. Almost all students indicated that they would have liked to know more about their donor, particularly his or her medical history. Finally, students who knew the birth name of the donor used it less frequently than predicted. The authors found that the practice of naming cadavers is extremely prevalent among medical students and that inventive naming serves as a beneficial coping mechanism. The authors suggest that developing a method of providing students with more information about their cadaver while protecting the anonymity of the donor and family would be useful. Anat Sci Educ 7: 169–180. © 2013 American Association of Anatomists.  相似文献   

Citation bias in otolaryngology systematic reviews     

Matt Vassar  Austin L. Johnson  Adriana Sharp  Cole Wayant 《Journal of the Medical Library Association》2021,109(1):62

Objective:Reproducibility of systemic reviews (SRs) can be hindered by the presence of citation bias. Citation bias may occur when authors of SRs conduct hand-searches of included study reference lists to identify additional studies. Such a practice may lead to exaggerated SR summary effects. The purpose of this paper is to examine the prevalence of hand-searching reference lists in otolaryngology SRs.Methods:The authors searched for systematic reviews published in eight clinical otolaryngology journals using the Cochrane Library and PubMed, with the date parameter of January 1, 2008, to December 31, 2017. Two independent authors worked separately to extract data from each SR for the following elements: whether reference lists were hand-searched, other kinds of supplemental searching, PRISMA adherence, and funding source. Following extraction, the investigators met to review discrepancies and achieve consensus.Results:A total of 539 systemic reviews, 502 from clinical journals and 37 from the Cochrane library, were identified. Of those SRs, 72.4% (390/539) hand-searched reference lists, including 97.3% (36/37) of Cochrane reviews. For 228 (58.5%) of the SRs that hand-searched reference lists, no other supplemental search (e.g., search of trial registries) was conducted.Conclusions:These findings indicate that hand-searching reference lists is a common practice in otolaryngology SRs. Moreover, a majority of studies at risk of citation bias did not attempt to mitigate the bias by conducting additional supplemental searches. The implication is that summary effects in otolaryngology systematic reviews may be biased toward statistically significant findings.  相似文献   

10. Media History     

Niall Levine  John A. Lent  Bruce Austin 《Communication Booknotes Quarterly》2013,44(2):88-91

FILMS AND BRITISH NATIONAL IDENTITY: FROM DICKENS TO DAD'S ARMY by Jeffrey Richards (Manchester, England: Manchester University Press “Studies in Popular Culture,”; 1997—£45.00 /14.99, ISBN 0–7190–4742–0 hard, 0–7190–4743–9 paper, 387 pp., illustrations, bibliography, index of film titles, general index)

FORBIDDEN ANIMATION: CENSORED CARTOONS AND BLACKLISTED ANIMATORS IN AMERICA by Karl F. Cohen (Jefferson, NC: McFarland, 1997—$35.00, ISBN 0–7864–0395–0, 216 pp., illustrations, notes, appendix, index)

A READER IN ANIMATION STUDIES edited by Jayne Pilling (Luton, England: University of Luton Press/John Libbey Media, 1997—no price given, paper, ISBN 1–86462–000–5, 283 pp., illustrations, notes)

TEX AVERY: THE MGM YEARS, 1942–1955 by John Canemaker (Atlanta, GA: Turner Publishing, 1996—$34.95, ISBN 1–57036–291–2, 224 pp., illustrations, filmography, bibliography)

GILLES DELEUZE'S TIME MACHINE by David N. Rodowick (Durham, NC: Duke University Press, 1997—$49.95/$16.95, ISBN 0–8223–1962–4/0–8223–1970–5, 258 pp., illustrations, notes, bibliography, index)

RECREATIONAL TERROR: WOMEN AND THE PLEASURES OF HORROR FILM VIEWING by Isabel Cristina Pinedo (Albany: State University of New York Press “SUNY Series, Interruptions: Border Testimony(ies) and Critical Discourse/s,”; 1997—$44.50/14.95 paper, ISBN 0–7914–3441–9 hard, 0–7914–3442–7 paper, 177 pp., illustrations, films cited listing, notes, bibliography, index)

SELZNICK'S VISION: GONE WITH THE WIND AND HOLLYWOOD FILMMAKING by Alan David Vertrees (Austin: University of Texas Press “Texas Film Studies Series,”; 1997—$30.00, paper, ISBN 0–292–78728–6 hard, 0–292–78729–4 paper, 242 pp., illustrations, notes, bibliography, index)

THE PASSION OF DAVID LYNCH: WILD AT HEART IN HOLLYWOOD by Martha P. Nochimson (Austin: University of Texas Press, 1997—$40.00/19.95, ISBN 0–292–75566‐X hard, 0–292–75565–1 paper, 272 pp., illustrations, notes, bibliography, index)

CINEMA, THEORY, AND POLITICAL RESPONSIBILITY IN CONTEMPORARY CULTURE by Patrick McGee (Port Chester, NY: Cambridge University Press “Literature, Culture, Theory, No. 24,”; 1997—$59.95/19.95, ISBN 0–521–58130–3 hard, 0–521–58908–8 paper, 235 pp., bibliography, index)

ADAPTATIONS AS IMITATIONS: FILMS FROM NOVELS by James Griffith (Newark: University of Delaware Press, 1997—$39.50, ISBN 0–87413–633–4, 272 pp., notes, works cited, index)

DEFINING CINEMA edited by Peter Lehman (New Brunswick, NJ: Rutgers University Press “Rutgers Depth of Field Series,”; 1997—$48.00/18.00, ISBN 0–8135–2301‐X hard, 0–8135–2302–8 paper, 216 pp., notes, index)

FROM PEEP SHOW TO PALACE: THE BIRTH OF AMERICAN FILM by David Robinson (New York: Columbia University Press, 1996—$17.50, paper, ISBN 0–231–10338–7 hard, 0–231–10339–5 paper, 213 pp., illustrations, bibliography, index)

IN THE EYE OF THE BEHOLDER: CRITICAL PERSPECTIVES IN POPULAR FILM AND TELEVISION edited by Gary R. Edgerton, Michael T. Marsden, and Jack Nachbar (Bowling Green, OH: Bowling Green State University Popular Press, 1997—$49.95/$24.95, ISBN 0–89972–753–5 hard, 0–87972–754–3 paper, 274 pp., illustrations, index)

HIGH CONTRAST: RACE AND GENDER IN CONTEMPORARY HOLLYWOOD FILMS by Sharon Willis (Durham, NC: Duke University Press, 1997—$49.95/$16.95, ISBN 0–8223–2029–0 hard, 0–8223–2041‐X paper, 266 pp., notes, index)

MAMMIES NO MORE: THE CHANGING IMAGE OF BLACK WOMEN ON STAGE AND SCREEN by Lisa M. Anderson (Lanham, MD: Rowman &; Littlefield, 1997—$22.95, ISBN 0–8476–8419–9, 147 pp., illustrations, bibliography, index)

HEMINGWAY AND HIS CONSPIRATORS: HOLLYWOOD, SCRIBNERS, AND THE MAKING OF AMERICAN CELEBRITY CULTURE by Leonard J. Leff (Lanham, MD: Rowman &; Littlefield, 1997—$24.95, ISBN 0–8476–8544–6, 255 pp., illustrations, notes, works cited, index)

FOOTAGE: THE WORLDWIDE MOVING IMAGE SOURCEBOOK (New York: Second Line Search, [3rd ed.] 1997—$195.00, ISBN 1–890979–24–4, 1098 pp., glossary, index to advertisers)  相似文献   

Celebrity Endorsements and Their Potential to Motivate Young Voters     

Erica Weintraub Austin  Rebecca Van de Vord  Bruce E. Pinkleton  Evan Epstein 《Mass Communication and Society》2013,16(4):420-436

Although scholars have long indicated concern regarding disaffected young voters, the 2004 presidential election tallied record turnout among this age group. This study explored how and why celebrity-endorsed, get-out-the-vote campaigns may have helped to persuade young voters aged 18 to 24 to participate in an election campaign by examining campaign influence on individual decision-making factors. During the fall semester of 2004, a convenience sample of 305 college students from introductory general education classes completed surveys assessing their political efficacy, involvement, complacency, and apathy. Findings indicated that receptivity to celebrity spokespeople predicted lower levels of complacency and higher levels of self-efficacy. Complacency had independent effects on involvement and self-efficacy. The results therefore suggest that these campaigns can potentially influence positive change in political engagement of the younger citizenry.  相似文献   

Self-Report QRIS: Challenges with Validation     

Jacob A. Esplin  Brionne G. Neilson  Ann M. Berghout Austin  Alexander Fronk 《Early education and development》2013,24(6):817-834

Research Findings: The current study looks at the validity of a voluntary self-report Quality Rating and Improvement System (QRIS) and the characteristics of participating childcare centers. The self-reported quality indicators are compared to external ratings of quality Early Childhood Environment Rating Scale-Revised ([ECERS-R]) and correlated with variables such as size of center and number of state subsidy clients. ECERS-R scores were unrelated to capacity but significantly lower for centers with a large percentage of state-supported clients. Regarding self-reported quality, centers frequently under-reported their quality and what was claimed was not always externally validated, suggesting a self-report QRIS may not be an accurate assessment of quality. Additionally, no significant differences in quality were found between centers participating and those not participating in the self-report QRIS. Practice or Policy: Self-reported childcare quality was not accurate in this study. Although providers over-reported some quality, they frequently under-reported quality, by claiming fewer indicators than external validators found. When centers are unmotivated to participate in a voluntary, self-report QRIS, when items reported are the easiest to report, and when existing quality indicators are unreported, a self-reported QRIS cannot validly reflect quality. Because providers over-reported and under-reported quality criteria, it is doubtful the system truly incentivizes desired quality changes.  相似文献   

Theoretical and technical contributions to structural equation modeling: An updated annotated bibliography     

James T. Austin  Robert F. Calderón 《Structural equation modeling》2013,20(2):105-175

Theoretical and technical research in structural equation modeling (SEM) focuses on the procedures per se rather than on substantive applications of the procedures. An earlier bibliography annotated nearly 300 technical publications about latent variable models. Since that bibliography was published in 1991, there has been a distinct surge in theoretical‐technical publications, organized around model evaluation, multifaceted extensions to levels, groups, and occasions, ordinal level data, statistical power, categorical data, and new computer programs (Mx, MECOSA, RAMONA, SEPath). This article updates the earlier bibliography to acknowledge the growth of more specialized refinements of SEM and to guide developers, researchers, and instructors. As an indicator of the surge in this literature, over 320 new publications are annotated in this version within a 9‐part categorization system. The groupings were selected to be reasonably exhaustive and not too extensive, resulting in this set: (a) Model Specification and Identification, (b) Model Estimation (including asymptotics), (c) Model Testing, Evaluation, and Modification, d) Monte Carlo/Simulation, (e) Reviews and Critiques/Debates, (0 Introductory and Pedagogical, (g) Philosophical, (h) Special Purpose Models (e.g., multitrait‐multimethod, multilevel, behavior genetics, developmental/change), and (i) Computer Programs and Programming.  相似文献   

Reforming the High School     

Leslie Huling‐Austin 《Review of Education, Pedagogy & Cultural Studies》2013,35(3):207-210

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Analogy in persuasion: Translator's dictionary or art?     

Bryan B. Whaley  Austin S. Babrow 《Communication Studies》2013,64(3-4):239-253

Rhetorical and communication scholars have long asserted the significance of analogy in persuasion. A variety of persuasive roles have been stipulated for analogies. These accounts are inconsistent, so individual explanations are either inaccurate or incomplete. This essay aims to refine understandings of analogy by reviewing, critiquing, and synthesizing several classical and contemporary rhetorical analyses, a cognitive model of analogy processing, and dual‐process theories of persuasion. The synthesis, which is presented in an integrated set of propositions, offers a systematic view of the potential suasory roles of explanatory and expressive analogies. Suggestions for testing the propositions are discussed as well.  相似文献