An Aesthetic for Deliberating Online: Thinking Through “Universal Pragmatics” and “Dialogism” with Reference to Wikipedia     

Nicholas Cimini  Jennifer Burr 《The Information Society》2013,29(3):151-160

In this article we examine contributions to Wikipedia through the prism of two divergent critical theorists: Jürgen Habermas and Mikhail Bakhtin. We show that, in slightly dissimilar ways, these theorists came to consider an “aesthetic for democracy” (Hirschkop 1999) or template for deliberative relationships that privileges relatively free and unconstrained dialogue to which every speaker has equal access and without authoritative closure. We employ Habermas's theory of “universal pragmatics” and Bakhtin's “dialogism” for analyses of contributions on Wikipedia for its entry on stem cells and transhumanism and show that the decision to embrace either unified or pluralistic forms of deliberation is an empirical matter to be judged in sociohistorical context, as opposed to what normative theories insist on. We conclude by stressing the need to be attuned to the complexity and ambiguity of deliberative relations online.  相似文献   

Interactivity-as-Product and Interactivity-as-Process     

Jennifer Stromer-Galley 《The Information Society》2013,29(5):391-394

This article attempts to clarify the murky conceptual water of “interactivity,” arguing that the term refers to two distinct phenomena: interactivity between people and interactivity between people and computers or networks. The former orients research on the process of interactivity. The latter orients research on the product of interactivity. That two distinct phenomena have been labeled with the same term causes problems when one wants to move from theorizing about interactivity in the abstract to investigating what effects interactivity has and then to operationalizing measurement terms. Studying interactivity-as-process entails a research focus on human interaction. Studying interactivity-as-product entails a research focus on user interactions with technology. In wading into the murky waters of what interactivity is, we must not lose sight of why it matters. In research focused on the opportunities and constraints for citizen participation in the political process afforded by communication technology, for example, interactivity is a variable of importance.  相似文献   

Effects of Aerobic Exercise on Overweight Children's Cognitive Functioning     

Catherine L. Davis  Phillip D. Tomporowski  Colleen A. Boyle  Jennifer L. Waller  Patricia H. Miller  Jack A. Naglieri 《Research quarterly for exercise and sport》2013,84(5):510-519

The study tested the effect of aerobic exercise training on executive function in overweight children. Ninety-four sedentary, overweight but otherwise healthy children (mean age = 9.2 years, body mass index ? 85th percentile) were randomized to a low-dose (20 min/day exercise), high-dose (40 min/day exercise), or control condition. Exercise sessions met 5 days/week for 15 weeks. The Cognitive Assessment System (CAS), a standardized test of cognitive processes, was administered individually before and following intervention. Analysis of covariance on posttest scores revealed effects on executive function. Group differences emerged for the CAS Planning scale (p = .03). Planning scores for the high-dose group were significantly greater than those of the control group. Exercise may prove to be a simple, yet important, method of enhancing aspects of children's mental functioning that are central to cognitive and social development.  相似文献   

Migration timing and parenting practices: contributions to social development in preschoolers with foreign-born and native-born mothers     

JE Glick  LD Hanish  ST Yabiku  RH Bradley 《Child development》2012,83(5):1527-1542

Little is known about how key aspects of parental migration or childrearing history affect social development across children from immigrant families. Relying on data on approximately 6,400 children from the Early Childhood Longitudinal Study–Birth Cohort, analyses assessed the role of mother’s age at migration on children’s social development in the United States (sociability and problem behaviors). Consistent with models of divergent adaptation and assimilation, the relation between age at arrival and children’s social development is not linear. Parenting practices, observed when children were approximately 24 months of age, partially mediated the relation between mother’s age at arrival and children’s social development reported at approximate age 48 months, particularly in the case of mothers who arrived as adults.  相似文献   

Student-life stress in Education and Health Service majors     

Victoria Zascavage  Kathleen G. Winterman  Max Buot  Jennifer R. Wies  Natalie Lyzinski 《高等教育研究与发展》2012,31(4):599-610

In order to better understand the effects of student-life stress on Education and Health Service majors (n?=?195) at a private, religious, Midwestern university in the USA, we assessed student perception of overall stress level and physical stress level using the Student-life Stress Inventory. The targeted sample consisted of students with declared majors that lead to careers involving interaction with vulnerable populations (i.e., children, individuals with disabilities, patients). Women in this study experienced a significantly higher (F?=?7.092 [1195], p?=?.008) overall stress level than their male counterparts. When the physical stress reaction scores were isolated, women still experienced significantly higher stress levels (F?=?7.758 [1195], p?=?.01). Regardless of gender, seniors and graduate students had an overall stress difference that was 11 points below that of freshman students in overall stress scores. There was a significant difference in the overall stress score (F?=?6.484 [2181], p?=?.001) between students who took 18 or more credit hours and those who took less. Students who worked more than four hours per week had a significantly higher overall stress level. Students in the age category 23+ had significantly less physical stress. There was a significant difference between students who prayed at least daily and students who never pray (F?=?1.114 [3188], p?=?.03). This study provides a valuable insight into the characteristics of individuals more likely to have difficulties adjusting to the demands of college life and the inherent stress of a profession in Education or Health Service.  相似文献   

Exploring Australian pre-service teachers sense of efficacy,its sources,and some possible influences     

Sue O’Neill  Jennifer Stephenson 《Teaching and Teacher Education》2012

Beginning teachers that posses a good sense of efficacy are less likely to suffer stress, burnout, or attrition. This study reports final-year Australian pre-service primary teachers sense of efficacy scores and the sources of information that contributed to it. Results showed that our beginning teachers had a good sense of efficacy, and classroom management was not differentiated from instructional or engagement efficacy. Further, personal qualities and physiological and affective states predicted self-efficacy scores, and having a number of opportunities to practice behaviour management skills was associated with a higher sense of efficacy. Implications for teacher education are discussed.  相似文献   

The influence of decodability in early reading text on reading achievement: a review of the evidence     

Jennifer P. Cheatham  Jill H. Allor 《Reading and writing》2012,25(9):2223-2246

The purpose of this review is to synthesize the existing research on decodability as a text characteristic examining how reading decodable text impacts students?? reading performance and growth. The results are organized into two sections based on the research designs of the studies: (1) studies that described student performance when reading texts of varying decodability levels, and (2) studies that compared the reading performance of students after participation in a treatment that manipulated decodable text as an independent variable. Collectively the results indicate that decodability is a critical characteristic of early reading text as it increases the likelihood that students will use a decoding strategy and results in immediate benefits, particularly with regard to accuracy. The studies point to the need for multiple-criteria text with decodability being one key characteristic in ensuring that students develop the alphabetic principle that is necessary for successful reading, rather than text developed based on the single criterion of decodability.  相似文献   

Increasing MSW Students’ Information Competencies through Online Tutorials,Application Exercises,and Course Assignments     

John A. Kayser  Jennifer Bowers  Lin Jiang  Marian Bussey 《Journal of Teaching in Social Work》2013,33(4-5):578-593

Increasing MSW students’ information competencies was achieved through a 2-year project in which online video tutorials, in-class exercises, and course assignments were created and integrated into two required foundation courses. Tutorials demonstrated basic and advanced search techniques, online databases, and online course-specific research guides. Tutorials were viewed during and outside of class. In-class exercises and course assignments enabled students to immediately apply what they had learned. Results indicate a significant increase in the adequacy of students’ search for online information and ability to critically examine sources and evidence. Implications for social work education are discussed.  相似文献   

Early intervention in emotional and behavioural difficulties: the role of Nurture Groups     

Paul Cooper  Jane Lovey 《欧洲特需教育杂志》2013,28(2):122-131

ABSTRACT

This paper reports on the use of Nurture Groups (NGs) in mainstream infant schools as a promising example of an approach to early intervention for children with emotional and behavioural difficulties. The paper describes the philosophy and nature of NGs and offers empirical evidence supporting their effectiveness. It also describes a diagnostic tool designed to assist in the identification and monitoring of children requiring placement in NGs. In addition, the paper provides a brief account of an empirical study of staff attitudes towards and beliefs about NGs.  相似文献   

Do you see what I see? School perspectives of deaf children,hearing children and their parents☆     

Marc Marschark  Rebecca Bull  Patricia Sapere  Emily Nordmann  Wendy Skene  Jennifer Lukomski 《欧洲特需教育杂志》2013,28(4):483-497

Perspectives on academic and social aspects of children’s school experiences were obtained from deaf and hearing children and their (deaf or hearing) parents. Possible differences between (1) the views of children and their parents and (2) those of hearing children and their parents compared to deaf children and their parents were of particular interest. Overall, parents gave their children higher school friendship ratings than the children gave themselves, and hearing children and their parents were more positive about children’s friendships than were deaf children and their parents. Both children and parents also saw deaf children as less successful in reading than hearing children. However, deaf children having deaf parents, attending a school for the deaf and using sign language at home all were associated with more positive perceptions of social success. Use of cochlear implants was not associated with perceptions of greater academic or social success. These and related findings are discussed in the context of parent and child perspectives on social and academic functioning and particular challenges confronted by deaf children in regular school settings.  相似文献