Explaining Media Choice: The Role of Issue-Specific Engagement in Predicting Interest-Based and Partisan Selectivity     

Lauren Feldman  Magdalena Wojcieszak  Natalie Jomini Stroud  Bruce Bimber 《广播与电子媒介杂志》2018,62(1):109-130

This study analyzes the predictors of 2 types of media selectivity: interest-based (i.e., choice of entertainment over politics) and partisan (i.e., choice of pro-attitudinal over counter-attitudinal or balanced news). Relying on a large survey-based experiment, we find that issue-specific engagement variables, including perceived issue understanding, issue importance, and issue attitude strength, predict interest-based and partisan selectivity above and beyond the influence of general political knowledge, news interest, and strength of political leanings. These results show that the drivers of selectivity are more complex than general political attributes; rather, they are contextual and reflect people’s engagement with particular issues.  相似文献   

Efficacy of the TELL language and literacy curriculum for preschoolers with developmental speech and/or language impairment     

M. Jeanne Wilcox  Shelley I. Gray  Amy B. Guimond  Addie E. Lafferty 《Early childhood research quarterly》2011,26(3):278-294

The purpose of this investigation was to examine the efficacy of a new preschool oral language and early literacy curriculum package (Teaching Early Literacy and Language [TELL]) for children with developmental speech and/or language impairment (DSLI) either as a primary (e.g., specific to speech and/or language) or secondary impairment (e.g., developmental delay that includes DSLI). Participants included 118 children (30 females, 88 males, M age = 53.58 months) with DLSI and their 29 preschool teachers. The design was a randomized controlled trial (RCT) with assignment to experimental versus contrast conditions at the classroom level. Teachers in TELL classes received formal training, in-class support, and mentoring to implement the curriculum. Dependent measures for the children included scores on the Clinical Evaluation of Language Fundamentals-Preschool 2nd edition (CELF-P2), the Phonological Awareness Literacy Screening for Preschool (PALS-PreK), the Renfrew Bus Story (BUS), and a receptive and expressive vocabulary measure developed for this investigation (VOCAB). Results indicated that when compared to the contrast group, children in the TELL condition demonstrated greater gains on the phonological awareness subtest of the CELF-P2, the sentence length score of the BUS, the letter sounds, beginning sound awareness, and rhyme awareness subtests of the PALS-PreK, and VOCAB. Results suggest that the TELL curriculum package has promise for promoting gains in early literacy and oral language skills in preschool children with DLSI.  相似文献   

Comments from the editors     

David Feldman Editor 《The Teacher Educator》2013,48(3)

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Florida and Puerto Rico Secondary Science Teachers’ Knowledge and Teaching of Climate Change Science     

Benjamin C. Herman  Allan Feldman  Vanessa Vernaza-Hernandez 《International Journal of Science and Mathematics Education》2017,15(3):451-471

Misconceptions about climate change science are pervasive among the US public. This study investigated the possibility that these misconceptions may be reflective of science teachers’ knowledge and teaching of climate change science. Florida and Puerto Rico secondary science teachers who claim to teach extensively about climate change were surveyed in regard to their conceptions of climate change science and the climate change-related topics they teach. Results show that many teachers hold naïve views about climate change (e.g. that ozone layer depletion is a primary cause of climate change) and climate change science (e.g. that it must be based on controlled experiments for it to be valid). In addition, teachers in both groups neglect crucial topics such as how evidence for climate change is developed and the social, political, and economic dimensions of climate change. Our results suggest the need for teachers to understand how to teach climate change and the nature of climate change science using authentic contexts that promote effective socioscientific decision-making and climate change mitigation.  相似文献   

Comparison of parent and teacher assessments of developmentally delayed children's behavior   总被引：1，自引：0，他引：1  

B L Handen  R S Feldman  A Honigman 《Exceptional children》1987,54(2):137-144

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Wordless books: An approach to visual literacy   总被引：1，自引：0，他引：1  

Shelley L. Knudsen Lindauer 《Children‘s Literature in Education》1988,19(3):136-142

This is a story about a bear named Goldilocks, and a family of people called The Three Bears. What I mean is that this story is sort of likeGoldilocks and the Three Bears, but the opposite. Get it? Well listen to my story and you'll understand.  相似文献   

Multigenerational perceptions of mental health services among deaf adults in Florida     

Feldman DM  Gum A 《American annals of the deaf》2007,152(4):391-397

The objective of the study was to better understand the perceptions and needs of multigenerational Deaf adults related to mental health services. A survey sampled participants who were between 20 and 85 years old and Deaf. Questions were developed to identify the perspectives of Deaf adults related to the availability of mental health services, preferences for these services, and current utilization of services. Participants were grouped into age (years) categories: young adult (18-34), middle adult (35-54), older adult (55-65), and oldest (66-). Category response trends were examined using chi-square analysis. The analysis showed significant differences in the preferences and utilization of mental health care. These data also suggested preferences for service delivery. These data indicate areas of importance related to the development of programs and services for Deaf adults and to indicate where funding for services would be best utilized.  相似文献   

乌镇:江南水乡的诗意生活     

Shelley Seale  小狐 《英语辅导》2011,(3)

江南地区分布着许多历史悠久的水乡。它们都有着共同的特点——河湖交错,水网纵横,小桥流水。最可贵的是,在这些小镇里,时间仿佛停住了。这里没有城市的烦嚣,你可以在石板街上闲庭信步,慢悠悠地品尝佳肴,甚至坐在茶馆里发呆。江南六大水乡(江苏的周庄、角直、同里以及浙江的西塘、乌镇、南浔)之一的乌镇比较完整地保留了水乡古镇的特色,并因其独特的历史文化韵味吸引着众多游人到访。乌镇自古人才辈出,历代著名人物有编著《昭明文选》的梁昭明太子、《唐宋八大家文抄》编者茅坤、理学家张杨园、文学家茅盾等。本期环球风情将带你走进这个中国最后的枕水人家。  相似文献   

Attachment,Communication, and Relationship Functioning Among College Student Veterans and Nonveterans     

Shelley A. Riggs  Kellye S. Carver  Daniel Romero  Sandra B. Morissette  Jamie Wilson  Robyn Campbell  James McGuffin 《Journal of College Counseling》2019,22(2):110-124

This study examined attachment processes of college student veterans and nonveterans and further examined how veteran status and attachment style directly and indirectly predict relationship functioning. Results indicated that student veterans were more often dismissing in their attachment style but less often preoccupied than nonveteran students. Veteran status moderated the association between attachment style and dyadic consensus. The contributions of attachment and communication processes to overall relationship adjustment differed for student veterans and nonveterans.  相似文献   

Can ability-achievement regression to the mean account for MDT discretionary decisions?     

Michael J. Furlong  Marcy G. Feldman 《Psychology in the schools》1992,29(3):205-212

The test scores of 153 referred students who received inconsistent placements according to California's discrepancy criterion, which does not take regression into account (standard score distribution procedure), were reanalyzed using a procedure that accounts for regression. Students involved in these MDT discretionary decisions were placed into one of three groups: ineligible (originally met discrepancy criterion, but not placed), resource class (originally did not meet discrepancy criterion, but placed in a less restrictive pull-out program), and special day class (originally did not meet discrepancy criterion, but placed in a more restrictive, essentially full-time special education class). All of these placements were inconsistent with the nonregressed ability-achievement discrepancy criterion the MDTs used at the time of the IEP meeting. To evaluate how many of these students could be considered to be underachieving when regression is considered, regressed discrepancy scores were computed using the students' scores on the WISC-R and one or more of the following achievement tests: WRAT, PIAT, and W-J. Regression “accounted” for a significant proportion of the inconsistent placements in all three groups: ineligible (25.0%), resource class (31.5%), and special day class (46.9%). Implications for professional practice and public policy are discussed.  相似文献