Keeping their attention: Classroom practices associated with behavioral engagement in first grade mathematics classes in China and the United States   总被引：1，自引：0，他引：1  

Xuezhao Lan  Claire Cameron Ponitz  Kevin F. Miller  Su Li  Kai Cortina  Michelle Perry  Ge Fang 《Early childhood research quarterly》2009,24(2):198-211

This study investigated variation in students’ behavioral engagement across mathematics classes in China and the United States. Student behavioral engagement was examined along with two aspects of the classroom (group size and teacher instructions given about classroom behavior). Video observational data were collected and coded over 1051 time intervals in 35-minute mathematics sessions in Chinese classrooms (n = 8) and comparable American classrooms (n = 7). Latent growth analyses revealed that overall, behavioral engagement declined over time, although the drop-off was dramatically sharper in American classrooms relative to Chinese classrooms. In addition, larger group size and the timing of teacher instructions (given before versus after the behavior) were significantly associated with increased engagement. This study revealed compelling cultural differences as well as patterns in student and teacher behaviors associated with students engaging in on-task behaviors in the classroom. Implications for ways to promote effective classroom behavior are discussed.  相似文献   

Developmental Relations Among Motor and Cognitive Processes and Mathematics Skills          下载免费PDF全文

Helyn Kim  Chelsea A. K. Duran  Claire E. Cameron  David Grissmer 《Child development》2018,89(2):476-494

This study explored transactional associations among visuomotor integration, attention, fine motor coordination, and mathematics skills in a diverse sample of one hundred thirty‐five 5‐year‐olds (kindergarteners) and one hundred nineteen 6‐year‐olds (first graders) in the United States who were followed over the course of 2 school years. Associations were dynamic, with more reciprocal transactions occurring in kindergarten than in the later grades. Specifically, visuomotor integration and mathematics exhibited ongoing reciprocity in kindergarten and first grade, attention contributed to mathematics in kindergarten and first grade, mathematics contributed to attention across the kindergarten year only, and fine motor coordination contributed to mathematics indirectly, through visuomotor integration, across kindergarten and first grade. Implications of examining the hierarchical interrelations among processes underlying the development of children's mathematics skills are discussed.  相似文献   

Governance through Philitainment: Playing the Benevolent Subject     

Ergin Bulut  Robert Mejia  Cameron McCarthy 《传播与批判/文化研究》2013,10(4):342-361

This article analyzes Free Rice within the context of “the rise of the ludic sublime,” where video games are hailed as the solution to highly sophisticated political problems. As part of what we call practices of “philitainment,” Free Rice, we argue, functions within the political domain of what Jodi Dean has termed “communicative capitalism” and therefore both captures resistance and actually solidifies global capitalism. Ultimately, this case study of Free Rice reveals ways in which practices of philitainment signal the proliferation of a convergence between the technological sublime and neoliberal politics through which the disinvestment of the state from social problems is legitimized and reproduced through a reconfiguration of citizenship in terms of techno-consumerism.  相似文献   

Contradictions of power and identity: Whiteness studies and the call of teacher education     

Cameron Mccarthy 《International journal of qualitative studies in education》2013,26(1):127-133

In this review essay, the author situates five recent articles on white identity and teacher education within the emergent fields of whiteness studies and critical race theory. He maintains that while the authors of these articles make a significant contribution to the field of race studies by expanding theories and methodologies of whiteness studies to education that there is a consistent failure to theorize race in the five articles. McCarthy argues instead that any effort to theorize racial identities must address the deep-seated contradictions that are produced in the unequal racial experiences that define modern education and society. He argues, ultimately, that we cannot understand race by studying race alone. It is vital in thinking about whiteness to consider factors of class, gender, sexuality, and nation - dynamics of social and cultural stratification that cut at right angles to narrow specifications of racial or ethnic community. These dynamics take on a particularly poignant quality of overdetermination and coarticulation in the modern context of the rapid movement of economic and cultural capital across borders summarized in the term "globalization."  相似文献   

Governmentality and the Sociology of Education: Media,educational policy and the politics of resentment     

Cameron McCarthy  Greg Dimitriadis 《British Journal of Sociology of Education》2000,21(2):169-185

This paper argues that theorizations of the state which are sensitive to both its durability and its permeability, and theorizations which can account for the massive interconnections between local and global forces as well as different material and discursive sites are missing from contemporary work in the sociology of education. Drawing on Foucault's notion of 'governmentality' as a key resource for addressing this impasse, the authors highlight the constant fabrication of racial identity through the production of the pure space of racial origins or 'resentment'—the process of defining one's identity through the negation of the other. This dynamic, the article maintains, now informs key discourses both in popular culture and education. The authors conclude that these processes operate in tandem in the prosecution of the politics of racial exclusion in our times, informing key policy debates, including those around affirmative action and bilingual education.  相似文献   

Planning Imperatives for the Next Century: A Guest Essay     

Cameron Fincher 《Innovative Higher Education》2000,24(3):175-182

Taking into consideration what has occurred with planning in American higher education over the past three decades and in light of the demands for institutional effectiveness, our planning efforts must be reinvigorated and recast. In the belief that different strategies are needed now, ten imperatives for planning are presented and explained so as to address this need.  相似文献   

ORGANIZATIONAL QUALITY: An Examination of the Malcolm Baldrige National Quality Framework   总被引：1，自引：0，他引：1  

Winn  Bradley A.  Cameron  Kim S. 《Research in higher education》1998,39(5):491-512

One of the major obstacles to empiricalinvestigations of quality in organizations is thedifficulty in defining precisely what quality is. Onedefining framework that is widely accepted in for-profitorganizations is the Malcolm Baldrige National Quality Award(MBNQA) framework. This study examines the validity ofthe proposed relationships among the MBNQA dimensionsusing data from higher education. The empirical results help identify a modified model that hasimplications for managing quality improvementinitiatives.  相似文献   

A critical pedagogy of popular culture?     

Cameron Richards 《The Australian Educational Researcher》1996,23(1):93-101

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The selling of research     

Cameron Fincher 《Research in higher education》1985,23(3):332-336

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The continuing careers of Smith,Jones, and Brown     

Cameron Fincher 《Research in higher education》1985,22(3):307-310

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