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41.
Benjamin R. Bates Diana L. Marvel Claudia Nieto-Sanchez Mario J. Grijalva 《Journal of International and Intercultural Communication》2019,12(3):228-247
Scholars and practitioners are increasingly turning to maps as tools for promoting health and development communication. These maps are often criticized for privileging the interests of the global North and for authorizing (neo)colonial approaches. The authors offer a case of community mapping incorporating asset-based community development that offers an alternative cartography. Drawing on the maps produced by members of four communities in rural Ecuador, the authors articulate how their maps productively use and challenge assumptions about maps. Following this analysis, the authors offer some implications that community-scale maps have for articulating rhetorical alternatives in health and development communication. 相似文献
42.
Edward Stainbrook 《Quest (Human Kinetics)》2013,65(1):57-66
It has recently been suggested that background knowledge, expectations about success and failure, motivation for learning, and the ability to understand instruction play a central role in determining how much a student learns. The purpose of this paper is to examine the literature for evidence that student thought processes mediate achievement in physical education. A cognitive conception of learning is presented, and the notion that students play an active role in the learning process is explored. 相似文献
43.
This article explores an urban partnership and service-learning project deliberately created to improve literacy and strengthen learning communities in an urban, Latino neighborhood of Chicago. The project aligns activities and objectives with resources and needs of university participants, a Latino community organization, and local public schools. The needs addressed include (a) improving literacy achievement in Latino students, (b) improving literacy instruction, (c) expanding students’ awareness and engagement with social injustices, and (d) exploring barriers to literacy access in students’ homes and community. This project serves as a model for developing partnerships and outreach between higher education institutions and the community. 相似文献
44.
Reflection is an increasingly essential component of experience-based learning in higher education to encourage students to draw connections between theoretical and practical knowledge and experiences. This qualitative study examines the reflections of undergraduate students in a service-learning course for secondary English teacher candidates. The authors use Fink's taxonomy of significant learning as a lens through which to examine the learning within and critical natures of students’ reflections. Findings from this study suggest that to consider and extend students’ academic content knowledge and to move students toward new and critical understandings of their service work, reflections should direct students toward more explicit considerations of academic course content over a period of time. To help students write critical reflections that achieve both academic and personal growth learning goals, the authors recommend explicitly teaching the reflective mode, introducing students to Fink's taxonomy, and instructing students to include course content in their reflections. 相似文献