Gateways to the West,Part I: Education in the Shaping of the West     

Nancy Beadie  Joy Williamson‐Lott  Michael Bowman  Teresa Frizell  Gonzalo Guzman  Jisoo Hyun  Joanna Johnson  Kathryn Nicholas  Lani Phillips  Rebecca Wellington  La'akea Yoshida 《History of education quarterly》2016,56(3):418-444

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Targeting associated mechanisms of anterior cruciate ligament injury in female community-level athletes     

Jonathan M. D. Staynor  Joanna C. Nicholas  Gillian Weir  Jacqueline A. Alderson 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(4):501-513

This study aims to determine if biomechanically informed injury prevention training can reduce associated factors of anterior cruciate ligament injury risk among a general female athletic population. Female community-level team sport athletes, split into intervention (n = 8) and comparison groups (n = 10), completed a sidestepping movement assessment prior to and following a 9-week training period, in which kinetic, kinematic and neuromuscular data were collected. The intervention group completed a biomechanically informed training protocol, consisting of plyometric, resistance and balance exercises, adjunct to normal training, for 15–20 min twice a week. Following the 9-week intervention, total activation of the muscles crossing the knee (n = 7) decreased for both the training (? ?15.02%, d = 0.45) and comparison (? ?9.68%, d = 0.47) groups. This decrease was accompanied by elevated peak knee valgus (? +27.78%, d = ?0.36) and internal rotation moments (? +37.50%, d = ?0.56) in the comparison group, suggesting that female community athletes are at an increased risk of injury after a season of play. Peak knee valgus and internal rotation knee moments among athletes who participated in training intervention did not change over the intervention period. Results suggest participation in a biomechanically informed training intervention may mitigate the apparent deleterious effects of community-level sport participation.  相似文献   

Using Necessary Information to Identify Item Dependence in Passage-Based Reading Comprehension Tests     

Angela Argo Baldonado  Dubravka Svetina  Joanna Gorin 《教育实用测度》2015,28(3):202-218

Applications of traditional unidimensional item response theory models to passage-based reading comprehension assessment data have been criticized based on potential violations of local independence. However, simple rules for determining dependency, such as including all items associated with a particular passage, may overestimate the dependency that actually exists among the items. The current study proposed a more refined method based on cognitive principles and substantive theories to determine those items that pose a threat. Specifically, the use of common necessary information from text was examined as a contributor of local dependence. Cognitively similar item pairs, those with connected necessary information, had higher local dependence values than item pairs with no connected necessary information. Results suggest that focusing on necessary information may be useful to some extent for understanding and managing item dependence for passage-based reading comprehension tests.  相似文献   

The Effects of Different Pedagogical Approaches on the Learning of Length Measurement in Kindergarten     

Donna Kotsopoulos  Samantha Makosz  Joanna Zambrzycka  Katharine McCarthy 《Early Childhood Education Journal》2015,43(6):531-539

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学术简讯     

拉亚妮·奈杜  乔安娜·威廉斯  许心 《北京大学教育评论》2014,(01):52-52

不同国家依据市场准则对高等教育进行调整,这些调整导致了新的社会阶层——学生消费者的产生,从而影响了高等教育的性质、目的和价值观。政府支持学生消费者权利的重要尝试体现在高校与学生的合约中,这些合约规定了学生期望获得服务的水平以及他们为之应尽的义务。作者运用布迪厄的理论框架分析了高校的组织特征和运作机制,关注其对学生学习过程和教师学术行为的影响。高校为提高市场运作而提供了很多生产和服务信息,通过研究这些信息,作者发现高校常常营造一种特殊形象向即将升学的学生进行宣传,这种形象同时也调整着在校生的预期。这说明信息并非中立,而往往能构建起学生体验的独特概念,影响着学生的身份并强化了学生作为消费者的地位。就此而言,我们认为在变革了的社会经济政治环境中,高等教育作为公共产品与私人产品的平衡被重建了。在学术与政策层面,对消费主义的关注为大学注入了外在驱动的实用主义目标,从而强化了当前将高等教育看作私人投资的观念。  相似文献   

Exploring classroom life through cogenerative dialogues     

Joanna Higgins  Linda Bonne 《Cultural Studies of Science Education》2014,9(1):53-61

In response to Shady’s reflection on his experience as a teacher-researcher in which he explored different cogen structures, we consider fluid participant configurations using cogens as a research method to provide insights into classroom life. Our cogens illuminated the role of symbolic, cultural and social capital in student–teacher alignments that changed across different classroom situations. In Shady’s study, as well as our own, respectful student–teacher relationships that involved the teacher and students first establishing common social capital, enabled the teacher to “be in with” the students, and vice versa. We raise questions about how the structure of cogens might affect the nature of the dialogue that is cogenerated.  相似文献   

Constructing Macbeth: Text and Framing in a Secondary Urban Classroom     

Joanna Cantwell 《Changing English: An International Journal of English Teaching》2014,21(1):24-31

This study focuses on a secondary English classroom in an East London school, and the multimodal nature of the students’ construction of the literary heritage text Macbeth, specifically in their dramatic reinterpretation of Act 1, Scene 7, where Lady Macbeth persuades Macbeth to pursue his ambitions and kill the current king, Duncan. From this classroom event, this study goes on to explore how a social semiotic reading can reveal insights into school students’ learning and recreation of this text.  相似文献   

The Impact of School Transitions in Early Adolescence on the Self-System and Perceived Social Context of Poor Urban Youth   总被引：7，自引：0，他引：7  

Edward Seidman  LaRue Allen  J. Lawrence Aber  Christina Mitchell  Joanna Feinman 《Child development》1994,65(2):507-522

This study examined the effects of the normative school transition ( n = 580) during early adolescence on the self-system and perceived school and peer social contexts of poor, black ( n = 161), white ( n = 146), and Latino ( n = 273) youth in the public school systems of 3 eastern urban cities. The results revealed negative effects of the school transition on the affective and behavioral domains of the self-system. These declines in self-esteem, class preparation, and grade-point average (GPA) were common across race/ethnicity and gender. Concurrently, the school transition was perceived to be associated with changes in the school and peer contexts. Daily hassles with the school increased, while social support and extracurricular involvement decreased over the transition. Daily hassles with peers decreased, and peer values were perceived as more antisocial. These changes in the school and peer microsystems were also common across race/ethnicity and gender. In addition, transition-associated school and peer changes and, in particular, changes in daily hassles with the school were associated with changes in the academic dimensions of the self-system, that is, academic efficacy expectations, class preparation, and GPA. The results are discussed within a developmental mismatch framework.  相似文献   

Preschool outcomes of children of depressed mothers: role of maternal behavior,contextual risk,and children's brain activity     

Dawson G  Ashman SB  Panagiotides H  Hessl D  Self J  Yamada E  Embry L 《Child development》2003,74(4):1158-1175

Children of depressed mothers are at risk for behavioral and emotional problems. Infants of depressed mothers exhibit behavioral disturbances and atypical frontal brain activity. The mechanisms by which children develop such vulnerabilities are not clear. Three-year-old children of mothers with (N = 65) and without (N = 59) a history of depression were assessed in terms of behavior problems and brain electrical activity. Children of mothers with chronic depression exhibited lower frontal and parietal brain activation compared with children of mothers without depression and those whose depression remitted. Depressed mothers reported higher contextual risk (e.g., marital discord and stress) and their children had more behavior problems. Children's frontal brain activation and contextual risk level mediated the relation between maternal depression and child behavior problems.  相似文献   

The logic of the marketplace and the ethic of co-operation: a case study of a co-operative school     

Joanna Dennis 《International Journal of Inclusive Education》2019,23(11):1196-1207

ABSTRACT

Over the previous decade, co-operative schools have emerged as a feature of, and resistance to, processes of marketisation in the English schools sector. The co-operative schools project, an education initiative of the UK co-operative movement, has been positioned as a ‘values-based alternative’ to the controversial academies programme. This paper examines the claim of the co-operative alternative and questions whether the co-operative schools project risks reproducing neoliberal values through a reliance on the ideal of the ‘self-improving school’. The discussion focuses on the evolution of one inner-city co-operative school. Through a close examination of its sociohistorical context, and with attention to the experiences of those involved, this case study explores the realities of a co-operative school striving to operate within a competitive system.  相似文献