Enhancing Web‐based Courses through a Mutual Aid Framework     

Dina J. Wilke PhD  Karen A. Randolph  Linda Vinton 《Journal of Teaching in Social Work》2013,33(1):18-31

Students taking a class together belong to a group where members typically develop a sense of connection to each other by engaging in mutual support and assistance through shared experiences and knowledge. Some have argued that the lack of face‐to‐face interaction precludes such processes and prevents the effective teaching of social work in an online environment. When online students were asked what they liked most and least about their classes, one‐third of the responses referred to ideas that reflected interactions among students and with faculty. These comments were evaluated in the context of Shulman's (1999 Shulman, L. 1999. The skills of helping individuals, families, groups and communities, Itasca, IL: Peacock.  [Google Scholar]) processes of mutual aid. This exploratory study suggests that despite a lack of face‐to‐face contact, mutual aid is relevant to online students and could be used to strategically enhance the delivery of course content in an online environment and facilitate a sense of connection among students.  相似文献   

The role of children's lay theories about the malleability of human attributes in beliefs about and volunteering for disadvantaged groups   总被引：1，自引：0，他引：1  

Karafantis DM  Levy SR 《Child development》2004,75(1):236-250

Two studies with 9- to 12-year-old children supported the hypothesis that lay theories about the malleability of human traits impact judgments of and behavior toward groups in need of volunteer help. The more children endorsed an incremental view (attributes can change), the more they reported liking, desiring social contact with, and perceiving similarity between themselves and a disadvantaged outgroup (homeless, UNICEF-funded children). Moreover, children endorsing more of a malleable view reported greater past volunteering, active participation in collecting money for a UNICEF event, and intentions to volunteer again. These findings held when controlling for the effects of participants' gender, self-esteem, and perceived social pressure to help others. How a malleable view and intergroup volunteerism may be mutually sustaining is discussed.  相似文献   

Human Rights and Citizenship: an Unjustifiable Conflation?   总被引：2，自引：0，他引：2  

Dina Kiwan 《Journal of Philosophy of Education》2005,39(1):37-50

Human rights discourses are increasingly being coupled to discourses on citizenship and citizenship education. In this paper, I consider the premise that human rights might provide a theoretical underpinning for citizenship. I categorise citizenship into five main categories—moral, legal, identity-based, participatory and cosmopolitan. Bringing together theoretical and documentary evidence, I argue that human rights cannot logically be a theoretical underpinning for citizenship, regardless of how citizenship may be conceptualised. This is because human rights discourses are located within a universalist frame of reference, in contrast to that of citizenship, which is located within a more particularist frame. Human rights are conceptually distinct from citizenship, and the conflating of human rights with citizenship not only is conceptually incoherent, but may actually obstruct the empowerment and active participation of individual citizens in the context of a political community.  相似文献   

Acculturation,school context,and school outcomes: Adaptation of refugee adolescents from the former Soviet Union     

Edison J. Trickett  Dina Birman 《Psychology in the schools》2005,42(1):27-38

A differentiated model of acculturation was used to assess the relationship of acculturative styles to school adaptation among a group of 110 refugee adolescents from the former Soviet Union. Acculturation was assessed with respect to both American and Russian cultures and, within each culture, distinguished among language competence, behavior, and identity. School adaptation was assessed in terms of academic (GPA), behavioral (disciplinary infractions), and attitudinal (sense of school belonging) components. Results suggested that differing patterns of overall American and Russian acculturation were associated with differing school outcomes, as were language competence, behavior, and identity with respect to the different cultures. In general, higher levels of American acculturation predicted school adaptation while aspects of Russian acculturation were differentially related to school adaptation for different subgroups. Results indicated the importance of conceptualizing acculturation as a multidimensional concept with respect to both culture or origin and culture of resettlement. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 27–38, 2005.  相似文献   

The Discursive Construction of “Normal”: A Critical Examination of ABeka Curricula     

Dina Ciotola Osborn 《Educational Studies A Journal of the American Educational Studies Association》2016,52(1):68-77

This study is a critical examination of dominant beliefs in textbooks that impact students through constructed transmissions of the so-called normal American identity. A Beka textbooks are examined for findings that illustrate the dissemination of neutral language that is, in reality, charged with dominant ideologies that marginalize those living outside the parameters of the texts. The underlying themes point to the legitimization of the interests of the fundamentalist group as the authority of socio-cultural values and the consensual subordination of other groups. Informed by Freirean philosophy and praxis, the study is framed through a critical lens through which the underlying relationship between power and discourse is examined. As a means of bringing awareness of the inequity in textbooks, the use of dialogue and critique is discussed as a tool for interrupting the power of the dominant and as a trajectory for self-reflection and empowerment.  相似文献   

社会转型时期中学生价值观探析   总被引：8，自引：0，他引：8  

裴娣娜  文喆 《教育研究》2006,(7)

处在社会转型时期的中学生,面对着复杂的文化生态环境和多元文化的价值选择。通过对北京市中学生政治价值观、经济价值观、文化价值观和生活价值观现状的调查分析,发现中学生价值观的基本特征是矛盾与多元。社会转型时期中学生的价值观教育,需要营造良好的文化生态环境,恰当定位学校价值观教育的目标。  相似文献   

The significance of conflicting discourses in a professional degree: assessment in undergraduate fine art practice     

Dina Zoe Belluigi 《Discourse: Studies in the Cultural Politics of Education》2017,38(2):209-221

This paper expands on empirical research which revealed that, whether or not an institution's interpretative community was explicitly informed by outcomes-based assessment, the more powerful and implicit discourses that emerged in assessment practices were those of their professional practice and academic traditions. Tensions, between the emerging dominant discourses, had their roots in academic perspectives and traditions; professional practice(s) and ways of being; and the more recent educational development discourses. The significance of these tensions for the discursive positioning of staff and students is discussed, with suggestions made for possible ways to negotiate these problematics more purposefully  相似文献   

Locomotor Status and the Development of Spatial Search Skills     

Dina L. Bai  Bennett I. Bertenthal 《Child development》1992,63(1):215-226

The principal objective of this experiment was to investigate whether previous reports of a relation between locomotor status and stage 4 object permanence performance generalized to performance on a different object localization task. A secondary objective was to evaluate the contribution of visual tracking as a mediating variable in the relation between locomotor experience and search performance. Precrawling (n = 20), crawling (n = 10), and creeping (n = 18) infants (M = 33 weeks old) were tested using a search task in which either they or the hiding containers were rotated 180 degrees before search was permitted. The results revealed that locomotor status was related to search performance following a displacement of the infant, but not following a displacement of the containers. Moreover, visual tracking of the correct container was not related to locomotor status, even though it was related to search performance. These findings suggest that the effects of locomotor experience on infants' search performance are quite specific and are mediated by a variety of factors that do not necessarily generalize across search tasks.  相似文献   

Constructing a Universal Scale of High School Course Difficulty     

Dina Bassiri  E. Matthew Schulz 《Journal of Educational Measurement》2003,40(2):147-161

This study examined the usefulness of applying the Rasch rating scale model (Andrich, 1978) to high school grade data. ACT Assessment test scores (English, Mathematics, Reading, and Science Reasoning) were used as "common items" to adjust for different grading standards in individual high school courses both within and across schools. This scaling approach yielded an ACT Assessment-adjusted high school grade point average (AA-HSGPA) on a common scale across high schools and cohorts within a large public university. AA-HSGPA was a better predictor of first-year college grade point average (CGPA) than the regular high school grade point average. The best model for predicting CGPA included both the ACT composite score and AA-HSGPA.  相似文献   

Cognitive conflict and intuitive rules     

Dina Tirosh  Ruth Stavy  Shmuel Cohen 《International Journal of Science Education》2013,35(10):1257-1269

This paper is a part of an extensive project on the role of intuitive rules in science and mathematics education. First, we described the effects of two intuitive rules ‐‐ ‘Everything comes to an end’ and ‘Everything can be divided’ ‐‐ on seventh to twelfth grade students’ responses to successive division tasks related to mathematical and physical objects. Then, we studied the effect of an intervention, which provided students with two contradictory statements, one in line with students’ intuitive response, the other contradicting it, on their responses to various successive division tasks. It was found that this conflict‐based intervention did not improve students’ ability to differentiate between successive division processes related to mathematical objects and those related to material ones. These results reconfirmed that intuitive rules are stable and resistant to change. Finally, this paper raised the need for additional research related to the relationship between intuitive rules and formal knowledge.  相似文献