Why We Watch Them Sing and Dance: The Uses and Gratifications of Talent-Based Reality Television     

Kristin M. Barton 《Communication quarterly》2013,61(2):217-235

This study explores how talent-based reality shows with different thematic content influence gratifications obtained (GO) by viewers. Participants completed surveys regarding their reasons for watching reality programs, in general, and their reasons for watching specific talent-based reality shows (American Idol, Dancing With the Stars, and America's Got Talent). Results identified 2 gratifications not previously observed in other gratifications research (TV personalities and schadenfreude), and that correlations exist between the content of talent-based programs and GO.  相似文献   

Figure skating in the formative years: singles,pairs, and the expanding role of women     

Susan Barton 《Sport in History》2016,36(4):540-542

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The Use of Structure Coefficients to Address Multicollinearity in Sport and Exercise Science     

Paul E. Yeatts  Mitch Barton  Robin K. Henson  Scott B. Martin 《Measurement in physical education and exercise science》2017,21(2):83-91

A common practice in general linear model (GLM) analyses is to interpret regression coefficients (e.g., standardized β weights) as indicators of variable importance. However, focusing solely on standardized beta weights may provide limited or erroneous information. For example, β weights become increasingly unreliable when predictor variables are correlated, which is often the case in the social sciences. To address this issue, structure coefficients, which are simply the bivariate correlation between a predictor and the synthetic ? variable, should also be interpreted. By examining β weights and structure coefficients in conjunction, the predictive worth of each independent variable can be more accurately judged. Despite this benefit, researchers in the field of sport and exercise science have rarely reported structure coefficients when conducting multiple regression analysis. Thus, the purpose of the present article is to discuss problems associated with the sole interpretation of β weights and to demonstrate how structure coefficients can be incorporated to improve accuracy of interpretation. Additionally, a content analysis was conducted to examine current trends in reporting multiple regression results within sport and exercise science research.  相似文献   

Sport and the Emancipation of European Women: The Struggle for Self-Fulfilment     

Susan Barton 《Sport in History》2016,36(1):121-123

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Book review     

Bill Barton 《Science & Education》1994,3(1):77-85

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Science learning and a Sense of Place in a Urban Middle School   总被引：2，自引：0，他引：2  

Miyoun Lim  Angela Calabrese Barton 《Cultural Studies of Science Education》2006,1(1):107-142

This paper offers an analysis into low-income, urban middle school children's sense of place and what and how their sense of place matters in science learning by focusing on the following questions: In what ways is students' sense of place leveraged in a science classroom? How does the content and context of science class shape how students leverage their sense of place? What learning opportunities emerge when sense of place is leveraged in class? Drawing from an ethnographic investigation into an environmental statistics class in a mid-sized public middle school, we examined sense of place events from their source, process, and outcome perspectives. Our findings are presented from two aspects of sense of place events, (1) characterizing students' sense of place by exploring sources of the sense of place events, and (2) examining processes of how students' sense of place is being leveraged in the episodes. We also examine two kinds of tensions that emerge in the class when sense of place is leveraged by students and acknowledged by the teacher: epistemological tensions (related to what the students are learning) and procedural tensions (related to how they are learning).  相似文献   

Reality Television Programming and Diverging Gratifications: The Influence of Content on Gratifications Obtained     

Kristin M. Barton Ph.D. 《广播与电子媒介杂志》2013,57(3):460-476

The study explores how competition-based reality shows with different thematic content influence gratifications obtained by viewers. Participants completed surveys regarding their reasons for watching reality programs in general and their reasons for watching specific reality shows (The Apprentice, The Bachelor/Bachelorette, and Survivor). Results identified a new gratification dimension not previously observed in other gratifications research (personal utility), and that correlations exist between the specific content of reality-based programs and the gratifications obtained by the viewers.  相似文献   

History,identity, and the school curriculum in Northern Ireland: an empirical study of secondary students' ideas and perspectives   总被引：3，自引：2，他引：1  

Keith C. Barton  Alan W. Mccully 《课程研究杂志》2013,45(1):85-116

This study reports results of an empirical investigation of secondary students' conceptions of history and identity in Northern Ireland. Interviews with 253 students from a variety of backgrounds indicate that they initially identify with a wide range of historical themes, but that these identifications narrow as they study the required national curriculum during the first 3 years of secondary school. Often, they draw selectively from the formal curriculum in order to support their developing identification with the history of their own political/religious communities. This process is most apparent among boys, at predominantly Protestant schools, and in schools located in areas of conflict. These findings suggest that to address history's role in ongoing community conflict, educators may need to challenge more directly the beliefs and assumptions held by students of varied backgrounds, as well as to provide a clearer alternative to the partisan histories encountered elsewhere.  相似文献   

Supporting optimal child development through Early Head Start and Head Start programs: Reflections on secondary data analyses of FACES and EHSREP     

Rachel Chazan-Cohen  Tamara G. Halle  Lauren R. Barton  Adam Winsler 《Early childhood research quarterly》2012

We are delighted to reflect on the 10 papers highlighted in this important special issue of Early Childhood Research Quarterly devoted to recent secondary data analyses of the FACES and EHSREP datasets. First, we provide some background on Head Start research and give an overview of the large-scale Head Start and Early Head Start datasets that are available for researchers to analyze. Then, we comment on the papers in this special issue from a methodological and statistical standpoint. Finally, we reflect on themes that stood out across the various papers. Throughout, we make recommendations for future large-scale data collection efforts and future research on Head Start and Early Head Start programs.  相似文献   

Extending science beyond the classroom door: Learning from students' experiences with the Choice,Control and Change (C3) curriculum     

Aarti Mallya  Felicia Moore Mensah  Isobel R. Contento  Pamela A. Koch  Angela Calabrese Barton 《科学教学研究杂志》2012,49(2):244-269

This article describes the experiences of seventh‐grade students living in high poverty areas of New York City who participated in the Choice, Control and Change (C3) science curriculum. Data were collected from eight case study students in the form of individual interviews, classroom observations, and student artifacts. Analysis of these data revealed that students were able to extend their C3 science understandings beyond the classroom door by developing and expressing science agency in the following ways: (1) critically analyze the conditions of their food environment, (2) purposefully make healthier choices, and (3) expand the food and activity options available to themselves and others. Through participation in the C3 curriculum, and the science content and practices addressed therein, students began to view their worlds with a more critical mindset and to devise ways to transform themselves and the conditions of their own and others' lives. Based on the findings, we propose taking a closer look at how we might create meaningful and relevant learning opportunities for students through connecting school science with issues of personal and social significance in students' lives outside of school. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 244–269, 2012  相似文献