The Grift of Death?: The Ethics of Murder Narratives     

Courtney Baker 《Parallax》2016,22(1):51-65

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《我是传奇》中的当家犬(英文)     

Courtney Morch 《海外英语》2008,(6):23-23

还记得《我是传奇》里面和威尔·史密斯并肩作战最后英勇献身的狗狗英雄吗?陪伴在英雄的旁边,跟他度过了许多个提心吊胆的日日夜夜,看着它,你会觉得它的眼睛像是会说话一样。如果说《我是传奇》是威尔·史密斯独挑大梁的话,那这只狗狗给电影至少增色一半以上。  相似文献   

The Relationship Between Maternal Beliefs and Behavior During Shared Reading     

Susan M. Meagher  David H. Arnold  Greta L. Doctoroff  Courtney N. Baker 《Early education and development》2008,19(1):138-160

The goal of the present study was to increase understanding of the connection between maternal beliefs and behavior during shared reading and to examine the relation of these maternal beliefs to children's reading engagement. The study included survey and observational data from an ethnically diverse sample of 50 mothers and their 5- to 6-year-old children. As predicted, mothers who believed that shared reading should involve learning showed more learning-focused behaviors. Similarly, the belief that reading should be fun predicted more positive interactions. Some relationships between beliefs and behavior were moderated by gender. For girls, higher maternal expectations for children's future reading grades were associated with better scaffolding, but this pattern was not found for boys. There was a positive relationship between mothers' belief that reading should be fun and their sons' engagement. No gender differences were found in maternal expectations and beliefs or in observed maternal learning-focused behaviors or positive support. However, girls were observed to be significantly more engaged during the reading interaction. These results point to the connections between maternal beliefs and behaviors during shared reading, as well as the need to consider child gender in understanding these connections.  相似文献   

The Rhetorical Invention of Diversity: Supreme Court Opinions,Public Argument,and Affirmative Action     

Donovan Bisbee 《Quarterly Journal of Speech》2019,105(1):123-127

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Clinical studies in reading     

H. L. Donovan 《Peabody Journal of Education》2013,88(5):269-277

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COMBINING SELF‐MONITORING AND AN INTERDEPENDENT GROUP CONTINGENCY TO IMPROVE THE BEHAVIOR OF SIXTH GRADERS WITH EBD     

Hilary Denune  Renee Hawkins  Lauren Donovan  Dacia Mccoy  Lyndsie Hall  Anthony Moeder 《Psychology in the schools》2015,52(6):562-577

A withdrawal design was used to examine the influence of a self‐monitoring procedure on the overall effectiveness of an interdependent group contingency intervention implemented in a sixth‐grade classroom in an alternative school serving students with emotional and behavioral disorders (EBD). Dependent variables included student on‐task, off‐task, and disruptive behaviors exhibited during language arts. Following baseline, the classroom teacher implemented an interdependent group contingency using randomized criteria for reinforcement and randomized reinforcers. Next, a self‐monitoring intervention procedure was added to the existing interdependent group contingency intervention. The self‐monitoring procedure was then withdrawn and reinstated. Results indicated that though there were improvements in behavior from baseline upon intervention implementation, the self‐monitoring procedure did not increase the effectiveness of the interdependent group contingency intervention. Limitations and suggestions for future research investigating the influence of self‐monitoring on group contingency interventions are discussed.  相似文献   

Learned inequality: Racial labels in the biology curriculum can affect the development of racial prejudice     

Brian M. Donovan 《科学教学研究杂志》2017,54(3):379-411

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How student beliefs about knowledge and knowing influence their satisfaction with assessment and feedback     

Berry O’Donovan 《Higher Education》2017,74(4):617-633

Students’ beliefs about the nature of knowledge and knowing frame how they interpret their educational experience and their approaches to, and perspectives on, learning, teaching and assessment. This paper draws on previous research identifying the ways of knowing of undergraduates on entry to a UK post-92 university, findings from which confirm the prevalence of absolute beliefs in which knowledge is viewed as certain, uncontested and students are largely authority-dependent. Student perspectives on assessment and feedback are explored based on thematic analysis of student responses within two main categories of beliefs, absolute/dualist versus contextual/pluralist. The paper teases out the implications of these perspectives for students’ satisfaction with their assessment and feedback experience in the context of today’s increasingly market-orientated higher education environment. Findings demonstrate that student perspectives on, and satisfaction with, assessment and feedback are strongly intertwined with their beliefs on knowledge and teaching. Students holding absolute/dualist beliefs considered ‘good’ assessment and feedback practice to entail clear and unambiguous assessment tasks, criteria and standards along with the receipt of unequivocal and corrective feedback. The paper concludes that faced with assessment tasks that move beyond established facts and demonstrable theories it may only be students who view knowledge as relative and mutable that will likely be satisfied with their assessment and feedback experience.  相似文献   

Implementing Education for All—Whose agenda,whose change? The case study of the Ghana National Education Campaign Coalition     

Courtney Strutt  Thembela Kepe 《International Journal of Educational Development》2010

With the onset of the Education for All (EFA) agenda in 1990, the international development community has seen new forms of international cooperation forming around the pledge for EFA. This paper analyzes a case study of activities and challenges of a civil society coalition, the Ghana National Education Campaign Coalition (GNECC), in pursuing the goals of Education for All within the national context of Ghana. The key findings of this case study concern the major challenges that GNECC faces as a national education coalition implementing the global agenda of EFA. These challenges include broad goals and objectives, unsustainable funding, and a lack of local participation and ownership of activities. The research concludes that while GNECC has been successful in implementing certain aspects of national and international programming, at the local level it remains woefully behind as a result of inadequate funding of community level activities, poor participation, and external impetus. In essence, GNECC has been operating as a national activity implementing NGO as opposed to a collaborative community coalition aimed at resolving educational issues, leading to the conclusion that an externally initiated coalition is not the most influential tool for achieving progress on international agendas such as EFA.  相似文献   

The Making of A Pluralistic Society ‐‐ A Catholic View 1     

John Courtney Murray 《Religious education (Chicago, Ill.)》2013,108(6):521-528

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