Engaging Girls’ Sociohistorical Identities in Science     

Jessica Thompson 《学习科学杂志》2013,22(3):392-446

What does it mean for ethnic minority girls, who have historically been marginalized by schools, to “see themselves” in science? Schools fail to create spaces for students to engage their identity resources in the learning of science or to negotiate and enact new science-related identities. This study investigates relationships among identity, engagement, and science discourse and provides a conceptual argument for how and why underserved ethnic minority girls engage in collective identity work, with science learning as a valued byproduct. The primary context for the study was Lunchtime Science, a 4-week lunchtime intervention for girls failing their science courses. There were 4 distinct ways the girls engaged in learning during Lunchtime Science: gleaning content for outside worlds, supporting the group, negotiating stories across worlds, and critiquing science. Each pattern had a signature profile with variations in the sociohistorical narratives used as resources, the positioning of one another as competent learners, and the type of science story critiqued and constructed. These findings indicate that when the girls were given opportunities to engage their personal narratives, and when science was open to critique, ethnic minority girls leveraged common historical narratives to build science narratives. Moreover, the girls’ identity work problematizes the commonplace instructional notion of “bridging” students’ everyday stories with science stories, which often privileges the science story and the composing of “science” identities. It also challenges researchers to investigate how the construction of narratives is broader than 1 community of practice, broader than 1 individual, and broader than 1 generation.  相似文献   

Missing the Mark: The Neglect of Stalking and Cyberstalking in Introductory Criminology Textbooks     

Jessica Huffman  Angela Overton 《Journal of Criminal Justice Education》2013,24(2):200-217

Textbooks are an essential component of student education, often forming the basis for all information presented in a given class. Introductory texts cannot possibly cover all relevant material, but what is included speaks volumes. Given the prevalence of stalking and cyberstalking in society, this is an important issue for inclusion in introductory criminology and criminal justice classes. An analysis of 20 criminology and 12 criminal justice textbooks is done to determine what students are learning about this prevalent social problem. Specifically, we aim to evaluate whether stalking and cyberstalking are covered, determine the theories associated with the issues, and assess the textbook location in which the issue is covered. Results indicate slight coverage of stalking and cyberstalking in introductory texts.  相似文献   

Knowledge Orientations of Prospective Early Childhood Teachers: A Study of Students' Scientific Versus Subjective Orientations in Teacher Education Courses in Germany     

Christoph Mischo  Stefan Wahl  Janina Strohmer  Jessica Hendler 《Journal of Early Childhood Teacher Education》2013,34(2):144-162

Recent changes in the system of early childhood teacher education in Germany raise the question of whether different academic levels of early childhood teacher education lead to different beliefs and orientations. In this study, prospective early childhood teachers' orientations to scientific knowledge and to research were explored. A questionnaire addressing orientations to the utility of research, educational and psychological theories versus orientations to intuitive theories and personal experience was completed by 712 prospective early childhood teachers. In a latent profile analysis, two types of orientation profiles could be identified: (a) an orientation towards subjective theories, lay theories, and subjective experience, and (b) an orientation towards scientific theories and research results. Results are discussed from the perspective of professionalization in early childhood teacher education.  相似文献   

Kawaii Killers and Femme Fatales: A Textual Analysis of Female Characters Signifying Benevolent and Hostile Sexism in Video Games     

Jessica E. Tompkins  Teresa Lynch  Irene I. Van Driel  Niki Fritz 《广播与电子媒介杂志》2020,64(2):236-254

ABSTRACT

Game developers potentially convey socio-cultural values about gender through design choices. This study interpreted the designs of 11 purposively selected female game characters, developed by studios located in the United States and Japan, through the lens of ambivalent sexism. This social psychological theory posits that sexism consists of hostile and benevolent attitudes about women. Two themes emerged across characterizations: bodies as objects, bodies as weapons and (in)dependence. Both consisted of empowering qualities paired with problematic beliefs about women. This analysis contributes to interdisciplinary literature by using an empirical perspective to interpret gender representations in video games.  相似文献   

Neoliberal values & queer/disability in Margarita with a Straw     

Ryan A. D’Souza  Jessica S. Rauchberg 《Journal of International and Intercultural Communication》2020,13(2):183-196

ABSTRACT

Margarita with a Straw is an Indian movie about a queer/disabled woman exploring her sexuality. The article uses textual analysis with a discursive formation approach to analyze how the protagonist’s queer/disabled identity is constituted vis-à-vis intimate partnerships alongside the promotion of neoliberal values. One relationship with an able-bodied white man takes place within a caregiving dynamic that challenges her independence. The other relationship with a disabled South Asian woman creates an interdependence that bifurcates their identities as disabled-and-queer. The article argues that the promotion of neoliberal values in the context of queer/disability is about independence from dependence on sociopolitical systems.  相似文献   

Using mindfulness to teach perception     

Jessica A. Nodulman 《Communication Teacher》2019,33(1):11-15

Using the philosophy of mindfulness is an innovative way to teach about perception. By participating in a mindfulness awareness practice, engaging in an activity with all your senses and being in the moment without judgment, students learn about the concepts of perception and mindfulness; analyze their personal perception process before and after the activity; and reflect individually and in group discussion on how mindfulness can change the perception process.

Courses: Any course where perception and the perception process are taught including: Introduction to Communication, Interpersonal Communication, Intercultural Communication, and Health Communication.

Objectives: Students will (a) learn about the concepts of perception and mindfulness, (b) apply their knowledge by participating in a hands-on mindfulness awareness practice, (c) analyze their personal perception process before and after the activity, and (d) reflect individually and in group discussion on how mindfulness can change the perception process.  相似文献   

Self-Determination to Increase Oral Reading Fluency Performance: Pilot and Replication Single-Case Design Studies     

Lisa Didion  Jessica R. Toste  Sarah A. Benz 《Learning disabilities research & practice》2020,35(4):218-231

We report findings from multiple baseline design studies examining the effects of a program (“Data Mountain”) to improve the oral reading fluency (ORF) performance of 12 third-grade students with significant reading difficulties. The Data Mountain program guided students through self-monitoring, goal setting, and motivation training related to their reading performance. In the pilot study, these components were introduced across two experimental phases (self-monitoring and goal setting, followed by motivation training) to observe potential additive effects. In the replication study, the full Data Mountain program was introduced in one experimental phase. Between-case standardized mean difference effect sizes yielded moderate effects across studies (ES = 0.53, 0.63). Visual analyses of data revealed that students demonstrated increased levels of words read correctly per minute (wpm). In the pilot study, students’ fluency increased to an average of 22 wpm in the self-monitoring and goal-setting phase, and to a further 9 wpm in the motivation training phase. In the replication study, students increased an average of 18 wpm with the Data Mountain program. These results provide evidence to suggest that self-determination and motivation training have the potential to support the ORF performance of students with significant reading difficulties in the elementary grades.  相似文献   

No Such Thing as a Baby: Responses to Infant Cry Paradigms Are Primarily Influenced by Parents’ Experiences and Behavior     

Laura M. River  Jessica L. Borelli 《Parenting, science and practice》2019,19(1-2):173-176

SYNOPSIS

This article builds on our previous work demonstrating that, when exposed to work–family conflict, parents with high levels of attachment anxiety exhibit greater work–family guilt and less tolerance of infant distress. We respond to commentaries suggesting that the theoretical model could be enhanced by better accounting for innate infant differences and parent psychopathology, arguing that it is possible that parents’ experiences of work–family conflict and attachment anxiety precede the development of psychopathology and may influence the development of infant temperament and behavior. We further explore clinical implications of our findings and identify key suggestions for future work, with an emphasis on the roles of parental experiences of childhood maltreatment and insensitive caregiving.  相似文献   

Shifting Practices,Shifting Selves: Negotiations of Local and Global Cultures Among Adolescents in Northern Thailand     

Jessica McKenzie 《Child development》2019,90(6):2035-2052

Around the world, adolescents increasingly grow up as members of local and global cultures. Little is known, however, about how precisely adolescents in rapidly globalizing societies blend local and global cultures. Interviews with 40 (16- to 19-year old) Thai adolescents, evenly divided between rural and urban communities, were analyzed alongside participant observation data for the interplay between local and global linguistic and dietary practices. Results revealed that urban adolescents inhabited differentiated selves, alternating between local and global practices based on interactional partner. The activation of each assisted them in navigating—and in some cases, reshaping—hierarchies encountered in everyday relationships. Findings contribute to the developmental science of globalization and point to the utility of interrogating cultural practices as sites of self-negotiation in rapidly changing cultural contexts.  相似文献   

Diagnosing Teachers’ Understandings of Rational Numbers: Building a Multidimensional Test Within the Diagnostic Classification Framework     

Laine Bradshaw  Andrew Izsák  Jonathan Templin  Erik Jacobson 《Educational Measurement》2014,33(1):2-14

We report a multidimensional test that examines middle grades teachers’ understanding of fraction arithmetic, especially multiplication and division. The test is based on four attributes identified through an analysis of the extensive mathematics education research literature on teachers’ and students’ reasoning in this content area. We administered the test to a national sample of 990 in‐service middle grades teachers and analyzed the item responses using the log‐linear cognitive diagnosis model. We report the diagnostic quality of the test at the item level, mastery classifications for teachers, and attribute relationships. Our results demonstrate that, when a test is grounded in research on cognition and is designed to be multidimensional from the onset, it is possible to use diagnostic classification models to detect distinct patterns of attribute mastery.  相似文献