Engendering Democratic Participation via the Net: Access,Voice, and Dialogue     

Nancy B. Kurland  Terri D. Egan 《The Information Society》2013,29(4):387-406

Information technology in the form of the Internet and its commercial offspring (referred to in this article collectively as the Net) has received much attention as a vehicle to increase political participation. In this article, we explore the potential of the Net, a vast, loosely coupled system of electronic forums, for facilitating and hindering democratic participation. In so doing, we identify five assumptions that undergird the claim that the Net will enhance democratic participation and suggest that increased democratic participation rests on three fundamental characteristics: access, voice, and dialogue. In order for this network of electronic forums to facilitate democratic participation, educational, economic, and cultural barriers to access, voice, and dialogue must be overcome. The final part of this article raises additional challenges to realizing democracy via the Net.  相似文献   

Following Trends to The Future     

Terri E. Pollard 《Journal of Criminal Justice Education》2018,29(3):480-482

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A Two-Generation Education Intervention and Children’s Attendance in Head Start     

Teresa Eckrich Sommer  William Schneider  Elise Chor  Terri J. Sabol  P. Lindsay Chase-Lansdale  Jeanne Brooks-Gunn  Hirokazu Yoshikawa  Amanda Morris  Christopher King 《Child development》2020,91(6):1916-1933

Two-generation human capital programs seek to promote the education of parents and children simultaneously. This study examines relations between family participation in CareerAdvance, which recruits parents of Head Start children into a workforce training program, and children’s Head Start attendance. The sample included 293 children (on average 4 years old) and their parents. After one semester, CareerAdvance children demonstrated higher rates of attendance and lower rates of absence and chronic absence (missing 10% or more of school days) than matched comparison children. These associations were similar across a range of high- and low-risk subgroups at baseline. These findings are discussed in terms of the implications of a family systems approach for improving children’s Head Start attendance.  相似文献   

Neuroscience in the HBSE Sequence: Mandate and Methodology     

Terri Combs-Orme  Tess Lefmann  Stefanie Pilkay  Joe Strong  Phyllis Thompson  Tara Veerman 《Journal of Teaching in Social Work》2017,37(5):477-492

Important findings from neuroscience research provide valuable knowledge for social work practice, and although these findings are already being incorporated into practice in many other disciplines, social work has been slow to integrate this content into foundation professional education. This article describes how one social work program incorporated this knowledge into Human Behavior in the Social Environment courses, noting both challenges and successes over 8 years. The authors include information on content, pedagogical methods, and useful resources.  相似文献   

Eliciting critical literacy narratives of bi/multilingual teacher candidates across U.S. teacher education contexts     

Terri L. Rodriguez  Hye-sun Cho 《Teaching and Teacher Education》2011,27(3):496-504

This paper examines critical literacy narratives of bi/multilingual preservice teachers across contexts in the United States. It draws upon empirical data from two studies—a narrative inquiry with Latino teacher candidates in the Midwest and a participatory action research project with bilingual preservice teachers in Hawaii—to examine participants’ identities and experience in academia. Preservice teachers in both studies resisted the labeling practice of “minority” and challenged simplistic notions of “bilingual teacher identity.” This cross-examination argues for further ways to explore how teacher preparation programs should create dialogic spaces for making the voices of diverse preservice teachers heard.  相似文献   

Response to Marginson and Willis     

Terri Seddon 《The Australian Educational Researcher》1995,22(3):135-143

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When Is It Democratically Legitimate to Opt Out of Public Education?     

Michele S. Moses  Terri S. Wilson 《Educational theory》2020,70(3):255-276

In this essay, Michele Moses and Terri Wilson explore the recent movement to opt out of state tests. They situate this activism within a diverse line of efforts to refuse aspects of public education, asking how to evaluate the democratic legitimacy of different kinds of refusal in public education. Drawing on specific examples of opting out, they point to different ethical principles at stake in conflicts over public education. They pose three sets of questions — emphasizing reasons, positionality, and consequences — to help guide local educational leaders, policymakers, and citizens in negotiating difficult cases of refusal in public education. Moses and Wilson conclude that opting out of tests may, under certain conditions, serve the public purposes of education in a democratic society. Although many opt-out activists justify their actions in terms of individual rights, others are concerned with public goals and ideals, including concerns about the narrowing of curriculum, the erosion of teacher authority, and the widening privatization of public education. Yet communicating across and between different interests in this movement remains a challenge, one that points to the need for spaces of democratic deliberation about the aims of education policy.  相似文献   

Standing strong amid a pandemic: How a global online team project stands up to the public health crisis     

Minna Logemann  Jolanta Aritz  Peter Cardon  Stephanie Swartz  Terri Elhaddaoui  Kristen Getchell  Carolin Fleischmann  Rose Helens-Hart  Xiaoli Li  Juan Carlos Palmer-Silveira  Miguel Ruiz-Garrido  Scott Springer  James Stapp 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(3):577-592

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Improving Library Services in Support of International Students and English as a Second Language Learners     

Terri Brown 《Journal Of Access Services》2020,17(2):109-110

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Below-average, average, and above-average readers engage different and similar brain regions while reading     

Molfese DL  Key AF  Kelly S  Cunningham N  Terrell S  Ferguson M  Molfese VJ  Bonebright T 《Journal of learning disabilities》2006,39(4):352-363

Event-related potentials (ERPs) were recorded from 27 children (14 girls, 13 boys) who varied in their reading skill levels. Both behavior performance measures recorded during the ERP word classification task and the ERP responses themselves discriminated between children with above-average, average, and below-average reading skills. ERP amplitudes and peak latencies decreased as reading skills increased. Furthermore, hemisphere differences increased with higher reading skill levels. Sex differences were also related to ERP amplitude variations across the scalp. However, ERPs recorded from boys and girls did not differ as a function of differences in the children's reading levels.  相似文献