Gender on the box: Self-reflexivity as a starting point     

Amber Johnson 《Communication Teacher》2019,33(3):228-233

This self-reflexive activity acts as an introduction to how we talk about and express gender identity, as well as the assumptions we may have about gender identity norms and expression. The activity illuminates student’s subconscious behaviors and understandings of gender, pushing them to sit self-reflexively with their own understandings of gender as an identity, expression, binary, and potential locus of shame/freedom.

Courses: Introduction to Women and Gender Studies, Intercultural Communication, Media Studies, Gender and Communication, Performance Studies

Objectives: Designed to introduce students to their own understandings and embodiment of gender, this activity asks students to be honest about their preconceived notions regarding gender that they bring with them into the classroom. The activity utilizes predesigned components that test students’ subconscious knowledge of the gender binary. This is a one-time activity that can be conducted in one 50- or 75-minute class period.  相似文献   

Breaking Down Barriers for Student Parents and Caregivers with Family-Friendly Library Spaces     

Anne Cooper Moore  Rebecca Croxton  Lindsey Sprague 《图书馆管理杂志》2020,60(3):215-234

Abstract

In 2016, J. Murrey Atkins Library at the University of North Carolina at Charlotte opened a reservable study room where student parents and caregivers can study with their children on campus. In 2018, the library opened a second family-friendly study room to meet the needs of our growing campus community. To inform the room design, the library conducted a mixed methods research study that included a user survey, an examination of room reservation and usage data, and one-on-one user interviews. This paper focuses on the user-centered design process used to inform the development of the second, family-friendly, library study room.  相似文献   

Progress Is Not an Illusion     

Oren Harman 《Science & Education》2018,27(1-2):219-224

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Letters     

Seth Forman 《Academic Questions》2018,31(3):251-251

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Kuhn’s Image of Science     

William Rehg 《Metascience》2018,27(2):213-215

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Disconnect: Kentucky and the Political Ideology of its Public Universities     

Ben Foster 《Academic Questions》2018,31(3):313-321

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The Evolution of U.S. Museums and Science Centers as Informal Learning Environments     

Renee M. Clary 《Science & Education》2018,27(3-4):371-377

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The Historical Heart of Atmospheric Science     

Anthony J. Sadar 《Science & Education》2018,27(1-2):233-235

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Digital Module 16: Longitudinal Data Analysis     

Jeffrey R. Harring  Tessa L. Johnson 《Educational Measurement》2020,39(3):137-138

In this digital ITEMS module, Dr. Jeffrey Harring and Ms. Tessa Johnson introduce the linear mixed effects (LME) model as a flexible general framework for simultaneously modeling continuous repeated measures data with a scientifically defensible function that adequately summarizes both individual change as well as the average response. The module begins with a nontechnical overview of longitudinal data analyses drawing distinctions with cross-sectional analyses in terms of research questions to be addressed. Nuances of longitudinal designs, timing of measurements, and the real possibility of missing data are then discussed. The three interconnected components of the LME model—(1) a model for individual and mean response profiles, (2) a model to characterize the covariation among the time-specific residuals, and (3) a set of models that summarize the extent that individual coefficients vary—are discussed in the context of the set of activities comprising an analysis. Finally, they demonstrate how to estimate the linear mixed effects model within an open-source environment (R). The digital module contains sample R code, diagnostic quiz questions, hands-on activities in R, curated resources, and a glossary.  相似文献   

Getting What You Pay For: Children's Use of Market Norms to Regulate Exchanges     

Margaret Echelbarger  Susan A. Gelman  Charles W. Kalish 《Child development》2019,90(6):2071-2085

Children are sensitive to a number of considerations influencing distributions of resources, including equality, equity, and reciprocity. We tested whether children use a specific type of reciprocity norm—market norms—in which resources are distributed differentially based strictly on amount offered in return. In two studies, 195 children 5–10 years and 60 adults distributed stickers to friends offering same or different amounts of money. Overall, participants distributed more equally when offers were the same and more unequally when offers were different. Although sensitive to why friends offered different amounts of money, children increasingly incorporated market norms into their distributions with age, as the oldest children and adults distributed more to those offering more, irrespective of the reasons provided.  相似文献