A Developmental Neuroscience Study of Moral Decision Making Regarding Resource Allocation          下载免费PDF全文

Kimberly L. Meidenbauer  Jason M. Cowell  Melanie Killen  Jean Decety 《Child development》2018,89(4):1177-1192

Distinguishing between equity and equality is essential when making social and moral decisions, yet the related neurodevelopmental processes are unknown. Evaluations of contextually based third‐party distributions incorporating recipient need and resource importance were examined in children and adolescents (N = 82; 8–16 years). Spatiotemporal neurodynamic responses show distinct developmental profiles to viewing such distributions. Event‐related potentials (ERPs) differentially predicted real‐life behaviors based on age, where older children's (8–10 years) evaluations were related to a fairly rapid, automatic ERP component (early posterior negativity), whereas adolescent and preadolescent (11–16 years) evaluations, first‐person allocations, and prosocial behaviors were predicted by later, cognitively controlled ERP components (P3 and late positive potential). Together, these results reveal age‐related changes regarding the neural responses that correspond to distributive justice decisions.  相似文献   

The Lived Experiences of Men in a Master's Counseling Program          下载免费PDF全文

Stephanie Crockett  Dena Elghoroury  Melanie Popiolek  Brian Wummel 《Counselor Education & Supervision》2018,57(2):98-115

Using phenomenological methodology, the authors explored the experiences of 11 men in a master's‐level counseling program. Participants described the challenges and advantages of being a minority in number, being in a relational environment, and having an awareness of a patriarchal system. These findings suggest the importance of counselor educator awareness of the unique barriers male students face.  相似文献   

Dimensions of higher education and the public good in South Africa     

Melanie Walker 《Higher Education》2018,76(3):555-569

The focus is on the micro-possibilities of student capabilities formation as the end of public-good higher education, rather than on a systems or organizations approach more commonly found in discussions of the public good and higher education. This does not discount other valuable public-good ends. Using South Africa as a global South context, a capability-based approach to the public good of higher education is proposed for its humanizing ethic, attention to fair opportunities, and participation in terms of what students are able to do and to be in and through higher education. A capability frame is complemented by thinking about decoloniality and epistemic justice to help identify central higher education capabilities. The three proposed intersecting capability dimensions are as follows: personhood self-formation, epistemic contribution, and sufficiency of economic resources, intended to guide university practices and policy interventions in the direction of the public good. By populating the space of the public good with capabilities, a shift is made away from micro-economics which see the public good as a reductionist space of commodities and human capital development. Higher education is rather understood as having both instrumental and intrinsic value, generating an alternative logic to that of neo-liberalism, and an individualist ontology of competition and untrammeled markets. The pressures of the global context are acknowledged so that the public good is understood as both “ideal-aspirational” but also “practical-feasible” in the light of local South African conditions. An expanded capability-based framing would contribute to reducing higher education inequalities as a public-good and public-accountable contribution by universities.  相似文献   

Research methods in context     

Melanie Nind 《International Journal of Research & Method in Education》2018,41(1):1-2

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Equity-based sustainability and ecocentric management: Creating more ecologically just sport organization practices     

Melanie L. Sartore-Baldwin  Brian McCullough 《Sport Management Review》2018,21(4):391-402

Recognizing the shared responsibility all entities with a vested interest in keeping the Earth habitable possess, the authors propose ways in which sport organizations can take action by incorporating ecocentric management principles within their organizational practices and thus become more ecologically just. First, by drawing upon the tenets of the systems thinking paradigm and the four levels of thinking model, the underlying beliefs and values guiding current practices within sport organizations are identified. Next, the authors offer a series of propositions to suggest that by adopting an equity-based perspective, recognizing the interdependent relationships between humans and the natural environment, and acknowledging the manner in which sport organizations hinder the opportunities of the natural environment to thrive, sport organizations can contribute to the health of the planet and all of its inhabitants through their own organizational practices. Additionally, sport organizations can also serve as ecologically just exemplars for organizations in other industries to emulate.  相似文献   

Novice mathematics teachers create themselves     

Orna Schatz Oppenheimer  Nurit Dvir 《Teacher Development》2018,22(2):210-228

This study presents a qualitative research based on three narratives written by novice mathematics teachers. We examine their unique professional world during their first year of work. The methodology of narrative framework, on which this article is based, helps to gain better understanding of the need for novice mathematics teachers to have pedagogical knowledge. Findings reveal three themes of pedagogical knowledge: the attitude of novice teachers toward students with difficulties in mathematics; parents’ expectations of and involvement with novice mathematics teachers; teacher–student relations. The implications of the findings show that novice mathematics teachers are required to have not only content knowledge of mathematics but also, and above all, pedagogical knowledge. The implications of this study enable reassessment of emphases required in training mathematics teachers, as well as the assistance and support they need, especially as they launch their careers.  相似文献   

Metacognition and Middle Grade Mathematics Teachers: Supporting Productive Struggle     

Stephanie M. Lemley  Jessica T. Ivy  Dana Pomykal Franz  Seth F. Oppenheimer 《Clearing house (Menasha, Wis.)》2019,92(1-2):15-22

Communicating mathematical ideas through writing, listening, and verbalizing allows students to think about how they “think” about mathematics. By focusing this communication on a reflection of how one thinks about mathematics, metacognitive writing engages students as mathematicians and learners. In this article we describe a professional development that we implemented with middle grade mathematics teachers focused on metacognitive writing as a tool to support productive struggle in the mathematics classroom. Thus, this practitioner article adds to the knowledge base on how to develop middle grade teachers metacognitive writing through engagement in productive struggle. Recommendations for practice are included.  相似文献   

Learning oceanography from a computer simulation compared with direct experience at sea     

William Winn  Frederick Stahr  Christian Sarason  Ruth Fruland  Peter Oppenheimer  Yen‐Ling Lee 《科学教学研究杂志》2006,43(1):25-42

Considerable research has compared how students learn science from computer simulations with how they learn from “traditional” classes. Little research has compared how students learn science from computer simulations with how they learn from direct experience in the real environment on which the simulations are based. This study compared two college classes studying introductory oceanography. One class learned using an interactive computer simulation based on a dynamic, three‐dimensional model of physical oceanography. The other class learned by spending a day on a research ship using scientific tools and instruments to measure physical properties of the ocean directly. In classes preceding and following the simulation or field experience, students performed the same exercises regarding currents and salinity, had the same instructor presentations, and did the same homework. The study found that the field experience helped contextualize learning for students with little prior experience of the ocean while the simulation made it easier for students to connect what they learned from it to other content they learned in class. These and other findings shed light on what computer simulations can and cannot help students learn, and what concepts are best learned in the real environment. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 25–42, 2006  相似文献   

The link between text difficulty,reading speed and exploration of printed text during shared book reading     

Annie Roy-Charland  Melanie Perron  Krystle-Lee Turgeon  Nichola Hoffman  Justin A. Chamberland 《Reading and writing》2016,29(4):731-743

In the current study the reading speed of the narration and the difficulty of the text was manipulated and links were explored with children’s attention to the printed text in shared book reading. Thirty-nine children (24 grade 1 and 15 grade 2) were presented easy and difficult books at slow (syllable by syllable) or fast (adult reading speed) pace while their eye movements were monitored. Results revealed an interaction between speed and difficulty. For the easy and difficult books, children spent more time and made more fixations on the printed text when it was presented at slow speed than at fast speed. However, at fast speed, children spend more time and made more fixations on the text of the easy rather than the difficult books, but at slow speed no difference was observed. In addition, at slow speed positive correlations were observed between attention to print and letter knowledge and word reading skills. Results provide important information for the practice of shared book reading suggesting that to increase attention to print, speed should be reduced. Future research should investigate the role of reading speed on reading related outcomes such as discourse comprehension and children’s interest in reading activities.  相似文献   

The cues we don't question     

Melanie Booth-Butterfield 《Early Childhood Education Journal》1981,8(4):20-22

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