In practice: “Green on the screen”: Promoting sustainability through a campus film series     

Nathan Lindsay  Krista Harrell‐Blair  Lindsey McDaniel  Clifton Williams  Diane Reed 《About Campus》2010,15(2):26-29

The authors describe the University of North Carolina Wilmington's Sustainability Film Series and the impact it has had on both the university and local communities.  相似文献   

The status model of racial identity development in African American adolescents: evidence of structure, trajectories, and well-being     

Seaton EK  Scottham KM  Sellers RM 《Child development》2006,77(5):1416-1426

Although the identity formation model is widely used to assess adolescent ethnic identity development, the model propositions have rarely been tested. The existence of the identity statuses (diffuse, foreclosed, moratorium, achieved), the proposed developmental trajectories, and whether youth in the achieved status report higher levels of psychological well-being were examined among a longitudinal sample of 224 African American adolescents, aged 11-17. Cluster analyses were used to create 4 identity statuses consistent with the theoretical model at both time points. The findings indicate that some adolescents progressed, while others regressed or remained constant across time periods. Lastly, the results generally support the assumption that individuals in the achieved status had the highest levels of psychological well-being at both time periods.  相似文献   

Domain-Generality and Domain-Specificity in Personal Epistemology Research: Philosophical and Empirical Reflections in the Development of a Theoretical Framework   总被引：5，自引：1，他引：4  

Krista R. Muis  Lisa D. Bendixen  Florian C. Haerle 《Educational Psychology Review》2006,18(1):3-54

This review synthesizes and critically examines 19 empirical studies that have addressed the domain-specificity/domain-generality issue in personal epistemology. We present an overview of traditional and more contemporary epistemological stances from philosophical perspectives to offer another basis from which to examine this issue. Explicit examples of academic domains are described and epistemological comparisons are made based on our synthesized definition. Given the epistemological similarities and differences across domains that we identified from empirical and philosophical considerations, we propose that beliefs are both domain general and domain specific. Accordingly, we present a theoretical framework of personal epistemology that incorporates both positions and hypothesize how the belief systems might interact in terms of the development of personal epistemology and relations to various facets of cognition, motivation, and achievement. The article ends with a discussion of educational implications.

Krista R. MuisEmail:

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Review of Integrating Technology and Pedagogy: Improving Teaching and Learning in Higher Education by James A. Bernauer and Lawrence A. Tomei     

Krista P. Terry 《TechTrends》2016,60(4):402-403

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Collaborating with teachers to design and implement assessments for self-regulated learning in the context of authentic classroom writing tasks     

Nancy E. Perry  Simon Lisaingo  Nikki Yee  Natasha Parent  Xinke Wan  Krista Muis 《Assessment in Education: Principles, Policy & Practice》2020,27(4):416-443

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Theory of mind in dogs: is the perspective-taking task a good test?     

Roberts WA  Macpherson K 《Learning & behavior》2011,39(4):303-305

Udell, Dorey, and Wynne (in press) have reported an experiment in which wolves, shelter dogs, and pet dogs all showed a significant preference for begging from a person who faced them (seer) over a person whose back was turned to them (blind experimenter). On tests with the blind person’s eyes covered with a bucket, a book, or a camera, pet dogs showed more preference for the seer than did wolves and shelter dogs. We agree with the authors’ position that most of these findings are best explained by preexperimental learning experienced by the subjects. We argue, however, that the perspective-taking task is not a good test of the domestication theory or of the theory of mind in dogs. The problem we see is that use of the perspective-taking task, combined with preexperimental learning in all the subjects, strongly biases the outcome in favor of a behavioral learning interpretation. Tasks less influenced by preexperimental training would provide less confounded tests of domestication and theory of mind.  相似文献   

Labels or Concepts? The Development of Semantic Networks in Bilingual Two-Year-Olds     

Amel Jardak  Krista Byers-Heinlein 《Child development》2019,90(2):e212-e229

The adult lexicon links concepts and labels with related meanings (e.g., dog–cat). How do children's encounters with concepts versus labels contribute to semantic development? Three studies investigated semantic priming in 40 monolinguals and 32 bilinguals, who have similar experience with concepts but different experience with labels (i.e., monolinguals hear “dog,” bilinguals hear “dog” and “chien”). Similarities in performance across monolinguals and bilinguals at age 24 months, as well as across bilinguals’ two languages at age 30 months, support the position that encounters with concepts contribute more to early semantic development than encounters with labels. Findings also suggest that the effects of semantic priming are challenging to observe at 24 months but are strong in bilinguals by age 30 months.  相似文献   

Conceptualising educational changes: A social innovation approach     

Krista Loogma  Külliki Tafel-Viia  Meril Ümarik 《Journal of Educational Change》2013,14(3):283-301

The intention of the authors in this article is to contribute to the discussion concerning educational change by implementing the concept of social innovation. We argue that the application of the concept of social innovation makes it possible to better understand the process of implementation as well as sustainability and the social impact of educational changes. In the article, an integrated model of social innovation has been constructed and applied in conceptualising two consequent radical educational changes accompanying the post-communist changes in Estonia. As a result, the authors conclude that the concept of social innovation provides a promising framework, which facilitates the understanding and analysis of radical educational change. The social innovation approach is useful in identifying the different levels of change and assessing how deep the changes have been. However, in education systems in neo-liberal countries, where competition is one of the basic values, educational changes, even though becoming part of the everyday practices of actors, may redistribute power, rather than having an empowering effect for the majority of the main actors.  相似文献   

Development of an Instrument to Measure Preservice Teachers' Technology Skills,Technology Beliefs,and Technology Barriers     

Thomas Brush  Krista D. Glazewski  Khe Foon Hew 《学校用计算机》2013,30(1-2):112-125

The purpose of this study was to develop and field-test the Technology Skills, Beliefs, and Barriers scale and to determine its validity and reliability for use with preservice teachers. Data were collected from 176 preservice teachers enrolled in a field-based teacher education program located at a major Southwestern university in the United States. Results demonstrated that the scale is a valid and reliable measure of teachers' technology skills, beliefs, and barriers and has implications for preservice teacher technology preparation.  相似文献   

Narrative Development in Monolingual Spanish-Speaking Preschool Children     

Anny Castilla-Earls  Douglas Petersen  Trina Spencer  Krista Hammer 《Early education and development》2013,24(8):1166-1186

Research Findings: The purpose of this study was to describe differences in the narratives produced by 3-, 4-, and 5- year old Spanish-speaking (SS) children. Narrative productions of 104 typically developing children were collected using a story-retelling task and coded using the Index of Narrative Complexity. The results of this study indicate that 3-year-old SS children produced stories containing characters and actions. Four-year-old SS children’s stories were characterized by the use of characters, actions, and internal responses. Five-year-old SS children retold stories containing characters, settings, initiating events, actions, internal responses, formulaic markers, temporal markers, and knowledge of dialogue. Practice: Developmental information to assist educators working with SS children.  相似文献