Analyzing Socialist Press Photographs: A Contribution to Critical Visual Methodology     

Jana Teplá 《Visual Communication Quarterly》2018,25(1):45-55

The article aims to present a possible research design for analyzing historical press photographs published during the socialist regime. It introduces a design structure that comprises an epistemological basis (interpretivism), theoretical perspective (constructivism and poststructuralism), methodological approach (social semiotics and multimodality), and method of analysis (social semiotic analysis). The aim of this study is to demonstrate that it is possible to apply a postmodern approach to historical photographs and to prove that concepts that are applied within the research on liberal societies can be used within the research on socialist societies if some specific conditions are taken into account. Such an assumption is documented by a case study that presents an analysis of a photograph published in the Czechoslovak press in 1968.  相似文献   

Classroom effects are as large as grade-level effects on curriculum-based measurement maze reading scores of secondary school students with and without special educational needs     

Jana Jungjohann  Michael Schurig  Markus Gebhardt 《Journal of Research in Reading》2023,46(4):411-429

Background

Previous studies used curriculum-based measurement (CBM) maze scores as an indicator of the reading comprehension level of secondary school students with and without special educational needs in multiple grades, pinpointing a high influence of both student- and context-related variables. However, studies on cumulative influence are necessary for better understanding of data-based decision-making.

Methods

We examined a sample of 1066 secondary school students using four linear mixed-effect models: How much variance in maze scores exists between multiple student characteristics (i.e., gender, immigration background, learning disability and developmental language disorder) and context variables (i.e., classroom, grade and school type) across Grades 5–8?

Results

The intra-class correlation (ICC) results show that the influence by the context-related variable classroom (ICC = .094) is almost as large as by the variable grade level (ICC = .126). School type (i.e., inclusive school vs. special school) has the least influence (ICC = .02). In addition, the effects of student-related variables explain only a small proportion of the variance (marginal R² = .114).

Conclusions

Maze scores can be used as a screening instrument for students with multiple characteristics across grades; they also show that it makes no difference which type of school students attend. As teachers and further classroom-related variables have almost as much influence as grade level, we discuss that teachers can minimise classroom effects by using maze scores as a formative approach.  相似文献   

Assessment of metacognitive knowledge in students with special educational needs     

Marion Händel  Kathrin Lockl  Jana Heydrich  Sabine Weinert  Cordula Artelt 《Metacognition and Learning》2014,9(3):333-352

This study investigated whether and, if so, how metacognitive knowledge can be assessed validly in students with special educational needs in a large-scale assessment like the German National Educational Panel Study. In total, 804 sixth-grade students including both regular school students attending the lowest track of secondary education (Hauptschule) and students with special educational needs in learning participated in the study. A scenario-based test of metacognitive knowledge focusing primarily on different aspects of strategy knowledge was implemented. In order to investigate optimal testing conditions, two conditions that varied in terms of administration mode were compared: autonomous reading as in regular test settings and a read-aloud condition. Reading speed and reasoning abilities were assessed as control variables. As expected, regular school students outperformed students with special educational needs in the metacognitive knowledge test. In addition, higher correlations between metacognitive knowledge and reading speed emerged in the autonomous reading condition compared to the read-aloud condition. Contrary to our expectations, a differential boost due to the testing accommodation of reading aloud was, however, only observed in regular students but not in students with special educational needs. The results are discussed with regard to educational and assessment-relevant approaches.  相似文献   

Learning to read in Japan     

Jana M. Mason  Richard C. Anderson  Akimichi Omura  Nobuko Uchida  Mutsumi Imai 《课程研究杂志》2013,45(5):389-407

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Collaboration at the Troy University Libraries     

Erin E. Boyd  Olga Casey  Ruth Elder  Jana Slay 《Cataloging & classification quarterly》2013,51(1-3):202-213

With relatively new staff in all the Troy University campus libraries technical services departments, it was critical to collaborate on policies and procedures for consistency. Developing an online manual housed on a wiki that could be used and contributed to by staff on all three campuses was essential to this goal. Multi-campus meetings and online discussions are additional methods we use to promote collaboration. This article will include a literature review of collaboration and wikis along with methods the Troy University Libraries Technical Services departments are using to establish communication across the campuses.  相似文献   

The impact of system specifics on systems thinking     

Sophia Mambrey  Justin Timm  Jana Julia Landskron  Philipp Schmiemann 《科学教学研究杂志》2020,57(10):1632-1651

Present and future social and ecological challenges are complex both to understand and to attempt to solve. To comprehend the complex systems underlying these issues, students need systems thinking skills. However, in science education, a uniform delineation of systems thinking across contexts has yet to be established. While there seems to be consensus on a number of key skills from a theoretical perspective, it remains uncertain whether it is possible to distinguish levels of systems thinking, and if so, how they would be determined. In this study, we investigated the impact of the specifics of a system on the skills and levels of systems thinking. We administered a 36-item multiple-choice test to 196 Grade 5 and 6 students. For our analysis, we followed a quantitative approach, applying a systems thinking model that incorporates the latest insights on the levels and skills of systems thinking in geography to the context of ecology. By following an Item Response Theory approach, we confirmed a set of systems thinking skills that are necessary to understand complex systems in ecology: identifying system organization, analyzing system behavior, and system modeling. We examined whether individual skill levels can be distinguished to determine whether a system's general principle or system-specific features cause difficulty for students. Our results indicate that system specifics, such as type of relation within ecosystems (e.g., predator–prey), appear to determine the formation of levels. Students struggled most with the difference between basic, direct cause-and-effect relationships and indirect effects. Once they understood the relevance of indirect relationships in moderately complex systems, a further increase in complexity caused little additional difficulty. Accordingly, we suggest that systems thinking should be examined from a variety of perspectives. To promote interdisciplinary learning, a systems thinking model that defines key commonalities across fields while leaving space for system specifics is needed.  相似文献   

INTENTIONALITY IN RESEARCH ON TEACHING     

Jana R. Noel 《Educational theory》1993,43(2):123-145

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ATTITUDES OF YOUNG ADULTS TOWARD OLDER ADULTS: EVIDENCE FROM THE UNITED STATES AND THAILAND     

Matthew J. Sharps  Jana L. Price‐Sharps  John Hanson 《Educational gerontology》2013,39(7):655-660

Negative attitudes toward older adults are often thought to be diminished in cultures that preserve gerontocratic tendencies. Little empirical evidence concerning this belief, however, is extant in the literature. The present study employed an adjective‐generation instrument to measure attitudes toward the elderly. This instrument was administered to young adults in rural northern Thailand, a culture which is widely reported to maintain a strong tradition of filial piety, and to young adults in the United States, a culture in which widespread ageism is suspected. A significant interaction was observed; contrary to initial expectations, Thai students were somewhat more negative about elders than were their American counterparts. Results indicate that gerontocratic traditions within a given society do not necessarily insulate the aged from negative stereotyping.  相似文献   

A comparison of preschool teachers’ talk during storybook and information book read-alouds     

Lisa Hammett Price  Barbara A. Bradley  Jana Michele Smith 《Early childhood research quarterly》2012

Storybooks are the most frequently chosen genre for read alouds in preschool classrooms. However, growing evidence suggests that genre may influence the quantity and quality of talk produced outside of the text. The current study compared twenty preschool teachers’ extratextual talk across read-aloud sessions with a storybook and an information book. Results revealed that teachers used significantly greater numbers of extratextual utterances during the information book read-aloud compared to the storybook read-aloud after accounting for differences in duration. Teachers’ extratextual utterances also were coded for content, including behavior management, feedback, print and book conventions, and four levels of cognitive demand (with Levels 1 and 2 being concrete and Levels 3 and 4 being cognitively demanding). Rates did not differ across genre in the categories of behavior management, feedback, print, and Level 4; however, rates did differ significantly in the content categories of Level 1, Level 2, and Level 3 on the continuum of cognitive demand, with the rates always being significantly higher in the information book read-aloud compared to the storybook. Teachers also reported less favorable perceptions toward reading information books aloud compared to reading storybooks aloud. This may be attributable to differences in how teachers read information books compared to storybooks. Teachers’ level of education and the age of the children in the classroom in some cases were related to the teachers’ talk during the read aloud.  相似文献   

Using food as a tool to teach science to 3 grade students in Appalachian Ohio     

Duffrin MW  Hovland J  Carraway-Stage V  McLeod S  Duffrin C  Phillips S  Rivera D  Saum D  Johanson G  Graham A  Lee T  Bosse M  Berryman D 《Journal of Food Science Education》2010,9(2):41-46

The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. In 2007-2008, a foods curriculum developed by professionals in nutrition and education was implemented in 10 3(rd)-grade classrooms in Appalachian Ohio; teachers in these classrooms implemented 45 hands-on foods activities that covered 10 food topics. Subjects included measurement; food safety; vegetables; fruits; milk and cheese; meat, poultry, and fish; eggs; fats; grains; and meal management. Students in four other classrooms served as the control group. Mainstream 3(rd)-grade students were targeted because of their receptiveness to the subject matter, science standards for upper elementary grades, and testing that the students would undergo in 4(th) grade. Teachers and students alike reported that the hands-on FoodMASTER curriculum experience was worthwhile and enjoyable. Our initial classroom observation indicated that the majority of students, girls and boys included, were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations.  相似文献