Where Do Facts Matter?     

Susan Currie Sivek  Sharon Bloyd-Peshkin 《Journalism Practice》2018,12(4):400-421

Print magazines are unique among nonfiction media in their dedication of staff and resources to in-depth, word-by-word verification of stories. Over time, this practice has established magazines’ reputation for reliability, helped them retain loyal readers amid a glut of information sources, and protected them from litigation. But during the past decade, websites, mobile platforms, and social media have expanded the types of stories and other content that magazines provide for readers. Doing so has shortened the time between the creation and dissemination of content, challenging and in some cases squeezing out fact-checkers’ participation. This study examines the procedures applied to stories in magazines and their non-print platforms, seeking to discern what decisions were made in response to the speed of digital publication, what effects these decisions have had, what lessons have been learned and what changes have been made over time. The results suggest that fact-checking practices for print content remain solidly in place at most magazines, if executed with diminished resources; however, magazine media are also exploring new processes to ensure accuracy and protect their reputations in an accelerated media environment.  相似文献   

Self-construal,facework, and conflict styles among cultures in online learning environments     

Sharon L. Walsh  Ethel Gregory  Yvonne Lake  Charlotte N. Gunawardena 《Educational technology research and development : ETR & D》2003,51(4):113-121

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Computer mediated social justice: a new model for educators     

Sharon Tettegah 《TechTrends》2002,46(5):27-33

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The media influence debate: Read the fine print,but don't lose sight of the big picture     

Sharon A. Shrock 《Educational technology research and development : ETR & D》1994,42(2):49-53

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Age and research productivity of academic scientists     

Sharon G. Levin  Paula E. Stephan 《Research in higher education》1989,30(5):531-549

Age-publishing profiles are estimated for four fields of science using data from the 1977 Survey of Doctorate Recipients. The five measures of publishing activity used allow for analysis of the sensitivity of the age-publishing relationship to output measure. Results are presented separately for graduate faculty and faculty at nongraduate departments. Although age is found to be a fairly weak predictor of performance, in physics and earth science older scientists publish less than their youngest peers and in physiology and biochemistry older scientists publish less than their middle-aged colleagues. Given the time frame of the data, the results suggest that the graying of America's scientific community was accompanied with slowed rates of research in higher education.  相似文献   

Women,leadership, and power revisiting the Wicked Witch of the West   总被引：1，自引：0，他引：1  

Sharon D. Kruse  Sandra Spickard Prettyman 《Gender and education》2008,20(5):451-464

By examining the cultural images present in the popular musical Wicked, cultural norms and biases toward women in leadership and women’s leadership practices are explored. The discussion rests on conceptions of male and female leadership ‘styles’, how power is obtained and utilised within organisational settings and how resistance and reproduction play key roles in how women as leaders are accepted.  相似文献   

Mathematics teaching during the early years in Hong Kong: a reflection of constructivism with Chinese characteristics?     

Sharon S. N. Ng  Nirmala Rao 《Early Years: An International Journal of Research and Development》2008,28(2):159-172

This paper characterizes early mathematics instruction in Hong Kong. The teaching of addition in three pre‐primary and three lower primary schools was observed and nine teachers were interviewed about their beliefs about early mathematics teaching. A child‐centered, play‐based approach was evident but teachers emphasized discipline, diligence and academic success. Observations also revealed practices reflective of both constructivist and instructivist pedagogies. Results from interviews suggest that teachers' traditional cultural beliefs about instruction were challenged by western ideologies introduced in continuing professional development courses and by notions promulgated by the educational reforms. Both consistencies and inconsistencies between teachers' beliefs and practices were identified. Implications of the findings are discussed.  相似文献   

Differing to agree: a reply to Hammersley and Abraham     

Sharon Gewirtz  Alan Cribb 《British Journal of Sociology of Education》2008,29(5):559-562

In this paper Gewirtz and Cribb offer a response to Hammersley and Abraham's criticisms of their arguments about the place of values in social research published in this issue of BJSE. In doing so, they make clear that most of the positions that Hammersley and Abraham attribute to them are ones that they do not identify with and that, like Hammersley and Abraham, they would reject. In order to further clarify and specify their own position, Gewirtz and Cribb argue that: their advocacy of ethical reflexivity rests on the assumption that there are many incompatible sets of values in play within even a single vantage point; researchers should sometimes take an interest in knowledge use although they should not always be required to do so; and, whilst at the level of propositions it is always possible to abstract out and distinguish between factual claims and value claims, at the level of practice there can be significant resonances and linkages between the two, so it is important to be ethically reflexive about these entanglements. Finally, the authors agree that values should not be seen purely as a source of contamination but that attention to values can help to underpin ‘objectivity’.  相似文献   

Panel discussion   总被引：4，自引：0，他引：4  

Janet Clark  Ed Barbeau  Joseph Agassi  David Perkins  Sharon Bailin 《Interchange》1985,16(1):104-118

The question “Is Creativity a Plausible Educational Goal?” is central to any discussion of creativity from an educational vantage point. In the period from the 1960s until now, it has been more or less taken for granted that creativity is a realistic goal of education. However, there is a variety of issues which this presupposition can cause to arise. One is the issue of the early identification of “creative” individuals independent of their ever creating anything. Another is the question of fostering creativity as opposed to the fostering of actual creation. The strategies range from the early identification of the creative and “leaving them alone” to the refusal to make the identification and the fostering of creativity in Everyman. Others deny that there is any way of either identifying creativity or of fostering it. Virtually all these positions are represented in the following panel discussion.  相似文献   

Investigating the Validity of the Australian Early Development Index     

Sally A. Brinkman  Sven Silburn  David Lawrence  Sharon Goldfeld  Mary Sayers  Frank Oberklaid 《Early education and development》2007,18(3):427-451

This article aims to contribute to the ongoing evaluation of the Australian Early Development Index (AEDI) by investigating its construct and concurrent validity with a subsample of 642 children aged 4 to 5 years drawn from the Longitudinal Study of Australian Children (LSAC). Construct validity was examined by considering the theoretical consistency of the network of correlations between the AEDI subconstructs and the independently reported multimethod measures of early learning skills and development collected contemporaneously by the LSAC. Concurrent validity was examined by assessing the extent to which children who were “developmentally vulnerable” on the AEDI domains corresponded with the LSAC outcome indices classification of children as “developmentally at risk.” Moderate to large correlations were observed between each of the AEDI domains and subconstructs when compared to analogous teacher-rated LSAC measures, with lower levels of association observed for parent-rated LSAC measures. Concurrent validity was explored; however, with no criterion measure with which to assess the AEDI, findings are inconclusive prior to predictive validity assessment. Future waves of the LSAC will collect information on the children's abilities at school and developmental outcomes, enabling further interpretation of these concurrent and construct validity findings by triangulation and predictive validity analyses.  相似文献