On Shifting Ground: the post‐paradigm identity of US comparative education, 1979‐88 [1]     

Heidi Ross  Cho‐Yee To  William Cave  David E. Bair 《Compare》1992,22(2):113-131

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Online Celebrity Bashing: Wrecking Ball or Good for You? Adolescent Girls’ Attitudes Toward the Media and Public Bashing of Miley Cyrus and Selena Gomez     

Gaëlle Ouvrein  Sara Pabian  Juan Manuel Machimbarrena  Charlotte J.S. De Backer  Heidi Vandebosch 《Communication Research Reports》2018,35(3):261-271

Journalists and readers of celebrity news regularly bash celebrities online, a behavior that is easily accepted among adolescents. This study investigates whether these attitudes of acceptance differ according to the perpetrator of the bashing (media versus public) and the likeability of the involved celebrity (liked versus disliked). Using a vignette study, we examine adolescent girls’ attitudes toward media (journalists’) and public (readers’) bashing of a generally disliked celebrity (Miley Cyrus) and a generally liked celebrity (Selena Gomez). All participants read an identical negative news story (media bashing) and two related negative reader comments (public bashing). Participants were randomly assigned to read this information about either Miley Cyrus or Selena Gomez. Results of a mixed-design ANOVA showed that the girls had less negative attitudes toward media bashing compared with public bashing. Moreover, they more easily accepted the bashing of a disliked celebrity than the bashing of a liked celebrity.  相似文献   

Pepper Spray Cop and the American Dream: Using Synecdoche and Metaphor to Unlock Internet Memes’ Visual Political Rhetoric     

Heidi E. Huntington 《Communication Studies》2016,67(1):77-93

Social media are increasingly important in protest movements for communication and organization. As such, scholars should consider these ephemeral messages as a tool for understanding such movements’ rhetoric. This article draws on Kjeldsen’s method for the critique of visual political rhetoric and adds consideration of intertextuality, synecdoche, and metaphor to demonstrate a method for the rhetorical analysis and a critique of Internet memes as visual, political rhetoric. The Pepper Spray Cop meme arising from Occupy Wall Street is presented as a case-study example. The article considers the centrality of the intertextual nature of memes as a unique form of visual rhetoric in activist contexts and contributes to the literature on user-generated and activist rhetoric.  相似文献   

The Role of Parents and Community in the Education of the Japanese Child     

Heidi?KnipprathEmail author 《Educational Research for Policy and Practice》2004,3(2):95-107

In Japan, there has been an increased concern about family and community participation in the childs education. Traditionally, the role of parents and community in Japan has been one of support and less one of active involvement in school learning. Since the government commenced education reforms in the last quarter of the 20th century, a more active role for parents and the community in education has been encouraged. These reforms have been inspired by the need to tackle various problems that had arisen, such as the perceived harmful elements of societys preoccupation with academic achievement and the problematic behavior of young people. In this paper, the following issues are examined: (1) education policy and reform measures with regard to parent and community involvement in the childs education; (2) the state of parent and community involvement at the eve of the 20th century.  相似文献   

“No,We Should Do It”: Youth Training Youth in Activist Research Methods     

Wright  William Terrell  Hadley  Heidi Lyn  Burke  Kevin J. 《The Urban Review》2020,52(5):970-991

The Urban Review - This article explores a 9-month process of youth research capacity-building, beginning with the training of high school and college aged researchers in qualitative methodologies...  相似文献   

Preservice Teacher Attitudes and Emotions: Individual Spaces, Community Conversations and Transformations     

Michalinos Zembylas  Heidi Bulmahn Barker 《Research in Science Education》2002,32(3):329-351

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Personalized learning through 1:1 technology initiatives: implications for teachers and teaching in neoliberal times     

Heidi L. Hallman 《Teaching Education》2019,30(3):299-318

Situated within the broader context of neoliberalism, this article explores how personalized learning, as tied to 1:1 technology initiatives, prompts changes in teachers’ classrooms and practices. The article draws upon a case study of one novice teacher as a way to view how personalized learning is undergirded by tenets of neoliberalism that ultimately change the relationship between teachers, students, and knowledge. While this article does not dispute the positive effects that personalized learning through technology has offered to many students, it explores facets of how such a change has reoriented the role of the teacher and repositioned knowledge as it relates to classrooms and students.  相似文献   

Gender Issues in Higher Education     

Jinghuan Shi  Heidi A. Ross 《Frontiers of Education in China》2010,5(2)

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Instruction Via Web-Based Modules in Early Childhood Personnel Preparation: A Mixed-Methods Study of Effectiveness and Learner Perspectives     

Heidi L. Hollingsworth  Chih-Ing Lim 《Early Childhood Education Journal》2015,43(2):77-88

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Promoting basic arithmetic competence in early school years–using a response to intervention model     

Helena Roos  Linda Fälth  Lena Karlsson  Camilla Nilvius  Heidi Selenius  Idor Svensson 《Journal of Research in Special Educational Needs》2023,23(4):313-322

This study investigated whether mathematics education based on a multi-tiered response to intervention (RTI) model can support students' arithmetic competence in primary schools in Sweden. The intent was to identify and support students at risk of failure. In this study, 113 students participated in the intervention, and 30 students participated in the control group. Both groups were followed from Grade 1 to the end of Grade 2 and compared. During the first semester in Grade 1, all students were taught basic addition and subtraction with explicit instructions in Tier 1. Those who did not respond to Tier 1 after one semester were provided support within Tier 2 during the second semester. The same was repeated in grade 2 and the students that did not respond to Tier 2 were supported within Tier 3. At the end of Grade 2, students in the intervention group performed significantly higher on the basic arithmetic competence in the number range 1–9 than the control group. No significant difference was found in a test measuring basic arithmetic competence in the number range 10–19. This study shows that using multi-tiered RTI might be sufficient to identify and support students at risk in early arithmetic competence.  相似文献