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11.
Corey Jay Liberman 《Communication Research Reports》2013,30(4):359-365
Those who study social networks encounter an all-too-often conundrum in academia: the richness of data sets coupled with methodological complications. This article highlights three of the most salient issues facing social network scholars and potential ways of overcoming them. By discussing the quantitative measurement of the network in question, the specific variables under examination, and the overall goal(s) of the research project, readers will understand both the costs and rewards associated with an area of communication, psychology, and sociology scholarship that has existed and thrived for more than a half century. 相似文献
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Social work introductory textbooks reflect myriad practical interests, pedagogical concerns, and theoretical considerations. However, they also present students with accepted views, dominant perspectives, and main discourses of knowledge. In light of this centrality, the present article examines the representation of the concept of “social class” in introductory textbooks as a way to look at the construction of the concept in social work education. Based on the content analysis study of 50 introductory textbooks, the article suggests that social work education has overlooked or even denied the relevance of social class. Class differences, as part of other categories of power such as race, ethnicity, and gender are crucial factors in explaining diversity and inequality. As social justice is one of the main premises of social work, the question of how to prepare students to deal with class issues as future practitioners seems to be very important, especially in light of increasing social class gaps. 相似文献
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Curriculum strategy framework: investigating patterns in teachers’ use of a reform‐based elementary mathematics curriculum 总被引：1，自引：1，他引：0
The goal of this paper is to introduce the curriculum strategy framework as a way to characterize teachers’ interactions with curriculum materials. The framework focuses on three key interpretive activities: reading, evaluating, and adapting curriculum materials. Describing an individual teacher’s curriculum strategy involves identifying the manner in which a teacher engages with each of these activities before, during, and after instruction. This paper presents the results of a study in which the framework was used to identify patterns in the curriculum strategies of 10 elementary‐school teachers who were using a reform‐based mathematics curriculum for the first time. It concludes with directions for further research using the curriculum strategy framework, and implications of this work for curriculum designers. 相似文献
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This paper reports on the development of an engineering curriculum for a new industrial engineering programme at a medium-sized private university in the northeast United States. A systems engineering process has been followed to design and develop the new curriculum. Considering the programme curriculum as a system, first the stakeholders have been identified, and some preliminary analysis on their needs and requirements has been conducted. Following that, the phases of conceptual design, preliminary design, and detailed design have been pursued during which different levels of validation, assessment, and evaluation processes have been utilised. In addition, a curriculum assessment and continuous improvement process have been developed to assess the curriculum and the courses frequently. The resulting curriculum is flexible, allowing the pursuit of accelerated graduate programmes, a second major, various minor options, and study-abroad; relevant, tailored to the needs of industry partners in the vicinity; and practical, providing hands-on education, resulting in employment-ready graduates. 相似文献
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Amy Roth McDuffie Mary Q. Foote Catherine Bolson Erin E. Turner Julia M. Aguirre Tonya Gau Bartell Corey Drake Tonia Land 《Journal of Mathematics Teacher Education》2014,17(3):245-270
As part of a larger research project aimed at transforming preK-8 mathematics teacher preparation, the purpose of this study was to examine the extent to which prospective teachers notice children’s competencies related to children’s mathematical thinking, and children’s community, cultural, and linguistic funds of knowledge or what we refer to as children’s multiple mathematical knowledge bases. Teachers’ noticing supports students’ learning in deep and meaningful ways. Researchers designed and enacted a video analysis activity with prospective teachers in their mathematics methods course. The activity served as a decomposition of practice in order to support prospective teachers in engaging in an approximation of the practice of noticing. Our findings showed that prospective teachers evidenced noticing of mathematics teaching and learning as early as the mathematics methods course. We also found that the prompts and structure of the activity supported prospective teachers by increasing their depth of noticing and their foci in noticing, moving from attending primarily to teacher moves (and merely describing what they saw) to becoming aware of significant interactions (and interpreting effects of these interactions on learning). Implications for teacher educators interested in designing and enacting activities to support noticing are discussed. 相似文献
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Weyandt LL Iwaszuk W Fulton K Ollerton M Beatty N Fouts H Schepman S Greenlaw C 《Journal of learning disabilities》2003,36(4):382-389
Attention-deficit/hyperactivity disorder (ADHD) was previously believed to be a disorder of childhood, with symptoms attenuating at the onset of puberty. Follow-up studies, however, suggest that the majority of children with ADHD continue to manifest symptoms into adulthood. Although the inattention components associated with ADHD persist into adulthood, the nature of the hyperactivity component is less well understood. For example, according to criteria established by the Diagnostic and Statistical Manual of Mental Disorders, fourth edition, hyperactivity in adolescents and adults may be limited to subjective feelings of restlessness. Recent studies with adults with ADHD have also reported that mental restlessness is commonly reported by individuals with the disorder. To better understand this characteristic of ADHD, the Internal Restlessness Scale (IRS) was developed. The results of the IRS suggest that (a) college students with ADHD report significantly higher ratings of internal restlessness than college students without ADHD, and (b) the IRS appears to have adequate test-retest reliability and a four-factor structure. Implications and suggestions for future research are discussed. 相似文献
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Stephen E. Erfle Corey M. Gelbaugh 《Measurement in physical education and exercise science》2013,17(2):150-166
Histograms of push-ups and curl-ups from a sample of more than 9,000 students show periodic spikes at five and 10 unit intervals. This article argues that these spikes are related to focal points, a game theoretic concept popularized by Nobel Laureate Thomas Schelling. Being focal on one test makes one more likely to be focal on the other. Focal students (whose push-up score is a multiple of 5 and whose curl-up score is a multiple of 10) behave differently from their non-focal peers. They are more likely athletic, older, and male. Focal students, on average, did 2.2 more push-ups, 1.7 more curl-ups, and ran the mile 15 seconds faster than non-focal students, even controlling for these covariates of performance. By contrast, being focal on a single activity did not produce a statistically significant mile time difference. Students who systematically stop at focal outcomes appear differentially motivated toward physical activity performance. 相似文献
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Educational Studies in Mathematics - Though there is an extensive research literature on understanding and assessing individual modeling competencies, less attention has been given to... 相似文献