The Cost of the Veil: Visual Communication Impacts of Hijab on News Judgments     

Colleen Connolly-Ahern  Lee Ahern  Ioana Alexandra Coman  María Dolores Molina Davila  Stefanie E. Davis  María Cabrera-Baukus 《Mass Communication and Society》2019,22(6):851-871

Using disposition theory as a framework, this 2 (headscarf vs. no headscarf) by 2 (US citizen vs. refugee) experiment sought to elucidate the impact of visual and verbal cues in mediated messages on conclusions drawn from a television news package about a woman accused of consorting with a known terrorist group in the US, in terms of parochial empathy for and perceived innocence of the woman. Parochial empathy measures the difference between ingroup and outgroup empathy; higher levels indicate ingroup empathy is greater than outgroup empathy, meaning the individual’s empathy is very narrow in scope or “parochial.” Political identity was a measured independent variable. The data supported a model in which political identity was a significant moderator of the headscarf’s effect on parochial empathy, and that parochial empathy mediated the relationship between the manipulated and measured predictor variables on perceived innocence. Details of the relationships among variables are reported and the implications for theory and journalism practice are discussed.  相似文献   

Schools,psychosocial well-being and agency: From fragmentation to coherence     

Colleen McLaughlin 《European Journal of Education》2018,53(3):281-292

This article is about the relationship between everyday practice in schools and the development of agency. It examines two areas of current concern in which agency is seen to play a key role: young people's mental health or human flourishing and their development as citizens. The argument is made that the foundation stone of agency is self-efficacy and that related crucial attitudes and beliefs are learned in school. The role of agency in learning and its importance in young people's psychosocial development are discussed. The latter part of the article focuses upon how schools can become effectively agency orientated.  相似文献   

Preparing teacher leaders: Perceptions of the impact of a cohort-based, job embedded, blended teacher leadership program     

Dorene Ross  Alyson Adams  Elizabeth Bondy  Nancy Dana  Stephanie Dodman  Colleen Swain 《Teaching and Teacher Education》2011,27(8):1213-1222

This qualitative study was designed to examine teachers’ and principals’ perceptions of the impact of a graduate program designed to prepare teacher leaders. Impact was investigated through interviews with 20 graduates and 6 principals. Using Mezirow’s concept of transformational learning, the study documents perceived transformation of teachers’ frames of reference: two related to teaching (adopt an inquiry stance; learn to view oneself as an autonomous professional), and two related to leadership (adopt a leadership stance; view student learning as a communal responsibility). The study includes implications for the design of graduate level teacher education programs to enhance their impact and effectiveness.  相似文献   

Feeling alienated – teachers using immersive digital games in classrooms     

Colleen J. Stieler-Hunt  Christian M. Jones 《Technology, Pedagogy and Education》2017,26(4):457-470

Significant barriers to using digital games in classrooms exist despite evidence to indicate digital games can enhance academic achievement. This qualitative, grounded theory study purports an interpretive understanding of the experiences of 13 Australian teachers who have used immersive digital games (IDGs) in the classroom. These teachers participated in in-depth, semi-structured interviews that were one to two hours in duration. A key finding of this study is that teachers who use IDGs in the classroom can experience varying degrees of alienation from their teaching colleagues. This paper presents a model of the process of ‘Feeling Alienated’ experienced by some educators using IDGs in their classrooms. It begins with ‘the lone believer’ teacher who has strong beliefs in the value of using IDGs for student learning. Resentment by some colleagues, curriculum and classroom concerns, and insufficient advocacy contribute to the lone believer feeling alienated. This leads the lone believer to minimise the impact of their use of IDGs. The study concludes that, whilst negative teacher attitudes towards the use of IDGs in the classroom persist, the potential impact of IDGs in the classroom will not be fully realised.  相似文献   

An Alternative Approach to Early Literacy: The Effects of ASL in Educational Media on Literacy Skills Acquisition for Hearing Children     

Annie M. Moses  Debbie B. Golos  Colleen M. Bennett 《Early Childhood Education Journal》2015,43(6):485-494

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Relationships between categories of relevance criteria and stage in task completion     

Arthur R. Taylor  Colleen Cool  Nicholas J. Belkin  William J. Amadio 《Information processing & management》2007

The process of information seeking involves a varied set of tasks and interactions. Exactly how the information seeker judges the relevance of what is retrieved has been a renewed area of interest in information retrieval studies. Various studies have identified facets or categories of relevance which go beyond simple topical relevance, and there has been some recent research on how these multi-dimensional concepts of relevance relate to the information seeking process. This study extends research on the relationship between multi-dimensional user relevance assignments and stage in the process of completing a task. Our results concur with and add detail to previous studies and suggest that users consistently identify relevance criteria beyond topical relevance. Our results also find a statistically significant relationship between the users’ stage in the search process and relevance categories chosen using the convenience sample chosen for this study.  相似文献   

Philosophy of sport: key questions     

Colleen English 《体育哲学杂志》2017,44(1):152-155

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Transnational Feminism in the United States: Knowledge,Ethics, and Power Leela Fernandes. New York: New York University Press, 2013.     

Colleen Lutz Clemens 《Journal of American culture (Malden, Mass. : 2003)》2014,37(2):262-263

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Fiester and Morris evaluation model     

Nance Fiester  Colleen Morris 《Performance Improvement》2011,50(6):25-30

This article presents a model with a systematic approach to the design of training to keep the goals of an organization at the center of the process. It discusses utilization and continuous evaluation of a variety of steps in the systematic design of training and includes a graphic, which provides a visual of the model. The article also presents an illustration of the process from information gathered from a plastics manufacturing company.  相似文献   

Developing Reflection on Practice Through Journal Writing: Impacts of variations in the focus and level of feedback     

John D. Bain  Colleen Mills  Roy Ballantyne  Jan Packer 《Teachers and Teaching》2013,19(2):171-196

Journal writing is a popular technique for encouraging student-teachers to reflect on their professional practice during field experience placements. This paper explores the role and importance of journal feedback in developing students' reflective skills. Weekly journal entries were submitted by 35 student-teachers during a 6-week field placement. Students received individual feedback on each journal entry that focused on either the level of reflection attained in their writing or the particular issues that their entries addressed. Within these groups, the type of feedback provided was further varied according to the level of questioning and challenge with which students were confronted (high versus low). The relative effectiveness of the four different types of feedback in improving student journal writing and facilitating reflection on practice is examined. Although students in all conditions reported positive aspects of the feedback they received, feedback that focused on the level of reflection attained was more effective in bringing about improvement in journal writing than feedback that focused on teaching issues. Such feedback, combined with issue-related questions and comments designed to challenge the student and encourage consideration of alternative perspectives, would appear to offer the most effective strategy for enhancing the effectiveness of journal writing as a learning tool.  相似文献