Let's go toy shopping! Exploring early anticipatory socialization for careers and gender expectations     

Ashley Jones-Bodie 《Communication Teacher》2016,30(2):57-61

Courses: Gender Communication, Communication and Careers, Organizational Communication.

Objectives: At the end of the activity, students will be able: to identify and analyze the socialization of gender expectations, to recognize and describe how early this type of socialization can occur, to critique the early socialization of gendered career expectations through the analysis of toy-store shopping, and to propose new ways to approach this experience.  相似文献   

Dialed In: Continuous Response Measures in Televised Political Debates and Their Effect on Viewers     

Jeremy Saks  Jordan L. Compton  Ashley Hopkins  Kareem El Damanhoury 《广播与电子媒介杂志》2016,60(2):231-247

As a result of emerging debate formats and technological advancements over the years, the media started using continuous response measures (CRMs) in the form of on-screen trackers, allowing select audiences to rate candidate performances in political debates in 2004. Given the limited amount of scholarly research that has tackled this issue, this study aims to investigate the effect of CRMs on college students’ voting choices and perceptions of political candidates. This experimental study has found that these trackers did influence the participants’ evaluations of the political candidates shown in the debate regardless of previously stated political affiliation.  相似文献   

Examining student-designed games through Suits' theory of games     

Ashley Casey  Peter Hastie  Steve Jump 《Sport, Education and Society》2016,21(8):1230-1248

This paper documents how a unit of student-designed games can create a more meaningful version of physical education (PE) for disengaged students, a version that enhances the educational legitimacy of the subject matter by affording it worth in and of itself rather than being justified for other, extrinsic or instrumental reasons. Furthermore, it seeks to develop new knowledge relating to the conduct of game instruction within PE, by using Suits' theory of games. Drawing on Suits' theory, we develop a conceptual model that is intended to represent the hierarchical processes that occur in gameplay through student-designed games. This model is then tested via examination of the experiences of a cohort of teachers and their year 10 students from a mixed secondary school in the greater London area. From our discussions with the students, it is argued that the key focus of the games that these students were used to playing was the need to ‘play the game well’. By contrast, we suggest that it is possible to provide more meaningful experiences to students if a more philosophically driven and less efficiency-driven approach to games is taken, following Suits' lead more closely. By exploring the loop between and around lusory means, lusory goals and constitutive rules (the aspects of Suits' theory that have been shown to represent student-designed games), students engage with a more meaningful games experience than simply playing the game well. This ‘new’ approach to games may offer counterbalance to the ideological tendencies now emphasized in countries and contexts that celebrate instrumental outcomes of performative PE and sport rather than affording worth in and of itself to the curriculum’s subject matter.  相似文献   

Global financial data     

Ashley E. Faulkner 《Journal of Business & Finance Librarianship》2017,22(1):61-67

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Swimming against the tide: a case study of an integrated social studies department     

Ashley J.J. Fenwick  Sarah Minty  Mark Priestley 《Curriculum Journal》2013,24(3):454-474

A recent trend in developed countries’ school curricula has been the transition from disciplinary to generic forms of knowledge, resulting in an emphasis on interdisciplinary organisation and more active forms of learning. Subject specialists are increasingly expected to demonstrate how their subject interconnects and equips pupils with key life skills. Such a change requires a major cultural shift and has been controversial, particularly in Scotland where Curriculum for Excellence, the latest curriculum reform, has seen this debate re-emerge. A detailed empirical case study of one secondary school Social Studies department that has already negotiated these shifts is presented. The case study provides insights into how school and department structures and cultures conducive to a more integrated approach have been developed. Leadership, increased opportunities for teachers to exercise greater autonomy in their work, sources of impetus and support for innovation, and the co-construction of meaning through dialogue are important themes in this process. This case study connects with current policy and provides an insight into strategies that other schools might employ when seeking to embed integrative practices. The department is identified as a significant locus for innovation and one which appears to challenge the norm.  相似文献   

Testing Alternative Hypotheses Regarding the Association Between Behavioral Inhibition and Language Development in Toddlerhood     

Ashley K. Smith Watts  Deepika Patel  Robin P. Corley  Naomi P. Friedman  John K. Hewitt  JoAnn L. Robinson  Soo H. Rhee 《Child development》2014,85(4):1569-1585

Studies have reported an inverse association between language development and behavioral inhibition or shyness across childhood, but the direction of this association remains unclear. This study tested alternative hypotheses regarding this association in a large sample of toddlers. Data on behavioral inhibition and expressive and receptive language abilities were collected from 816 twins at ages 14, 20, and 24 months. Growth and regression models were fit to the data to assess the longitudinal associations between behavioral inhibition and language development from 14 to 24 months. Overall, there were significant associations between behavioral inhibition and expressive language, and minimal associations with receptive language, indicating that the association is better explained by reticence to respond rather than deficient language development.  相似文献   

Children’s stereotypes of older adults: Evaluating contributions of cognitive development and social learning     

Tara T. Lineweaver  Ashley Roy  Madison Horth 《Educational gerontology》2017,43(6):300-312

Past research has investigated the development of stereotypes surrounding race and gender in children; however, there is a lack of literature examining the development of children’s stereotypes of older adults. In this study, 163 children from four grades: first (n = 44), fourth (n = 49), fifth (n = 35), and eighth (n = 35) completed a new trait-rating questionnaire assessing their stereotypes of older adults. Children’s stereotypes of older adults were largely positive. Younger children described older adults in more positive, but more stereotyped, ways than older children. Older children’s views shared a stronger relationship with those of their parents and peers compared to younger children. Together, these results support both cognitive development and social influences as contributing factors to the formation of children’s stereotypes of older adults.  相似文献   

‘Being black is like being a soldier in Iraq’: metaphorical expressions of blackness in an urban community     

Ashley N. Woodson 《International journal of qualitative studies in education》2017,30(2):161-174

Metaphor and metaphorical expressions are phenomenon of interest in teacher education research, critical race literature, and research on black communicative practices. Only marginal concerted attention has been paid to students’ metaphorical expressions, and what these expressions might tell us about students’ racial identities and lived experiences. This study explores the metaphorical language that nine black youth used to describe what it means to be black in their social and political context. Data collected through the metaphor elicitation prompt, ‘Being black is like …,’ is presented to probe participants’ understandings of race, racial identity, and urban society. Conclusions indicate that abstract or indirect conversations about race may provide teachers and other hearers of students’ metaphors a greater understanding of and empathy toward students’ needs, experiences, and identities.  相似文献   

The use of structuration theory to conceptualize alternative practice in education: the case of private school outreach in India     

Laura Day Ashley 《British Journal of Sociology of Education》2010,31(3):337-351

This paper contributes to arguments for the potential of Giddens’ structuration theory in educational research. It illustrates how ‘conceptual schemes’ from structuration theory were applied to the author’s empirical research on a type of alternative educational practice in India, ‘private school outreach’. It shows how Giddens’ concepts of ‘social system’, ‘structure’ and ‘agency’ helped to conceptualize private school outreach, and how ‘constraint’ and ‘ontological security’ offered explanations of apparent contradictions in private school outreach practice within the context of the reasons and motivations of actors. It also argues that when schools attempt to do things differently, contradictions may occur because the same ‘rules and resources’ that are drawn on in the production of alternative practice are drawn on in the reproduction of practice. Finally, acknowledging the debates around structuration theory, some of its key criticisms are addressed in relation to the empirical application.  相似文献   

Inspiratory Muscle Training in Patients with Chronic Obstructive Pulmonary Disease: The State of the Evidence     

Michael J Shoemaker  Sarah Donker  Ashley LaPoe 《Cardiopulmonary Physical Therapy Journal》2009,20(3):5-15

Purpose: The purpose of the present review was to assess the quality of evidence in the literature regarding the specific benefits of inspiratory muscle training (IMT) with an emphasis on training intensity and the relationships between changes in inspiratory muscle function and other clinical outcome measures. Methods: Articles were found by searching CINAHL, PubMed, Medline via First Search, and ProQuest databases. Articles used in the review were randomized trials of IMT vs. sham IMT or no intervention, published in English in a peer-reviewed journal, included patients with chronic obstructive pulmonary disease (COPD), and specified the intensity of training. The quality of the studies was evaluated by 2 independent reviewers using the methodological rigor scale described by Medlicott and Harris as well as Sackett''s levels of evidence. Fifteen articles met the inclusion criteria and were used in this review. Results: Consistent improvements in maximal inspiratory pressures (ranging from −11 to −30 cm H₂O) and inspiratory muscle endurance were found. Improvements in dyspnea and health-related quality of life were also observed. Inspiratory muscle training may result in improved exercise tolerance as measured using walking tests. High-intensity IMT resulted in improved training efficiency with respect to inspiratory muscle strength, but evidence of the effect of high-intensity IMT on other clinical outcomes is lacking. Conclusion: Despite research spanning decades, there are numerous limitations in the literature regarding IMT. IMT appears to improve dyspnea, waking test distance, and health-related quality of life in individuals with COPD, but it is not clear whether this improvement is mediated through improved inspiratory muscle strength and endurance. This review discussed several considerations critical to the design of future trials.Key Words: inspiratory muscle training, COPD  相似文献