Exploring Opportunities for Argumentation in Modelling Classrooms     

Cynthia M. Passmore  Julia Svoboda 《International Journal of Science Education》2013,35(10):1535-1554

On several levels it can be said that the act of modelling in science is inherently an argumentative act. That is, in virtually all aspects of modelling, from developing a question to judging between competing models that might answer that question, an individual is engaged in persuasive acts. Those acts may be private or public. They may be mental, written or oral, but they are about judging ideas and making sense of them; convincing oneself or others that the ideas and ways of looking at and explaining a phenomenon are useful. These acts are what scientists find exciting. They are what make science intellectually interesting and challenging. Inviting students into this practice is one way to help them learn both the content and process of science. This paper introduces a framework that is attentive to the research on how people learn while simultaneously pushing for curriculum and instruction that engages students in elements of the practice of science. We explore how this framework can be used to foster argumentation by describing the theoretical underpinnings of the framework and using classroom examples to illustrate the utility of the framework for promoting argumentation.  相似文献   

Casual Academic Staff in an Australian University: Marginalised and excluded     

Ryan  Suzanne  Burgess  John  Connell  Julia  Groen  Egbert 《Tertiary Education and Management》2013,19(2):161-169

Abstract

The transition from a planned centralist economy to a market economy over the last decade of the 20th century has presented Russian universities with many profound challenges. These challenges require universities to review and consider their organisational culture and deserve careful study. This paper describes the changes that have taken place at Tomsk Polytechnic University ‐ one of oldest, largest and leading Russian universities.  相似文献   

Dealing with gender in the classroom: a portrayed case study of four teachers     

Elida Giraldo  Julia Colyar 《International Journal of Inclusive Education》2013,17(1):25-38

This paper emerges from a qualitative case study that takes place in a US preschool setting and explores teachers’ influences on the construction of children’s gender identities. According to postmodern theories of gender, identity is constructed and constituted through social interactions and performances. This study focuses on the gender identities constructed as preschool teachers and students interact and learn. In this portrayed case study, we combine the methodological elements of case study and portraiture. Portraiture methods enhance the traditional case study process, authorising a more considered presentation of participants and context. Four teachers at one preschool setting are portrayed. Some of the findings include the teachers’ awareness of the importance of their interactions with students and the impact they have on students’ gender performances. We also suggest that teachers need more resources and self-awareness regarding their own gender performances; teachers’ self-knowledge may be important in disrupting gender-stereotyped teaching and social constructions, and in creating more inclusive learning spaces for all students.  相似文献   

“We’re Not Just Interested in the Work”: Social and Emotional Aspects of Early Educator Mentoring Relationships     

Sandra Harris  Julia Ballenger  John Leonard 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):155-172

The purpose of this study was to explore how often 159 practicing teachers enrolled in a university Master's degree principal preparation program observed their mentor principals model the four mandated Texas standards‐based instructional leadership competencies for the principalship. The competencies focus on leadership through curriculum and planning, nurturing and sustaining the instructional program, implementing a staff evaluation plan and applying decision‐making skills. Findings on the four competencies ranged from a high of 59.1% to a low of only 44.7% of the participants who indicated that they observed their mentor principals modeling these four competencies at least ‘usually.’  相似文献   

Historical,Theoretical, and Foundational Principles of Universal Instructional Design in Higher Education     

Susan M. Pliner  Julia R. Johnson 《Equity & Excellence in Education》2013,46(2):105-113

In this essay, the authors provide an overview of Universal Instructional Design (UID) as an approach for addressing the learning needs of all students enrolled in institutions of higher education. They argue that the concept of universality as it is applied to instruction is an approach that will benefit not only students with disabilities, but all students. To support their argument, the authors explain the core elements of UID as well as the conceptual connections of UID to multicultural education and social justice education. They conclude the essay by framing the articles included in this special issue.  相似文献   

‘It's got to be about enjoying yourself’: young people,sexual pleasure,and sex and relationships education     

Julia Hirst 《Sex education》2013,13(4):423-436

Pleasure as a component of sexualities and relationships education (SRE) has been subject to much recent discussion. Arguably, academic debate has been more prominent than practitioner perspectives, with theoretical articulations and critique superseding pragmatic attention to integrating pleasure into learning about sexualities and relationships. Though there are exceptions, sexuality education that recognises pleasure and desire for young people remains absent in many contexts, despite calls for its inclusion for more than two decades. This paper offers a synthesis of expert opinion to outline the importance of pleasure and positive SRE to sexual health, rights, equality and safeguarding against coercion and harm. The paper acknowledges the often uneasy associations between sexuality, education and youth by identifying key political and academic debates, before offering a rationale on ways forward that may help persuade curriculum gatekeepers of its merits. Analysis focuses mainly on young women with reflections on current knowledge and the need for more empirically based research and theorising on boys and men. Policy developments relate to the UK, though issues raised have direct relevance for contexts where SRE is similarly contested.  相似文献   

Justifiable Sensationalism     

Julia Laite 《Media History》2013,19(2):126-145

While prostitution had been a staple of sensational reporting for decades, the explosion of newspaper exposés about vice in London in the late 1940s and the early 1950s is difficult to miss. Taking this sexual sensationalism as its starting point, this article examines the relationship between the press, public opinion and policy change around the subject of prostitution, paying particular attention to the rise in media attention in the mid-twentieth century that is understood to have helped bring the Wolfenden Committee into being in 1954. It argues that while sexual sensationalism can be read as a kind of moral panic and as a tool of moral regulation, looking closely at the narratives and function of sensationalism, as well as its reception by the police, the State and the public, complicates this story. To understand the political impacts of sensational media, we need to look at the conflicts as much as the consensus within the ‘public sphere’, criminal justice and politics. In the formation of policies about commercial sex, public confusion was as important as public opinion and conflict was as central as consensus.  相似文献   

No Joke: A Comparison of Substance in The Daily Show with Jon Stewart and Broadcast Network Television Coverage of the 2004 Presidential Election Campaign     

Julia R. Fox Ph.D.  Glory Koloen B.A.  Volkan Sahin M.S. 《广播与电子媒介杂志》2013,57(2):213-227

This study examined substantive political coverage of the first presidential debate and the political conventions in 2004 on The Daily Show with Jon Stewart and the broadcast television networks' nightly newscasts. The study found the networks' coverage to be more hype than substance and coverage on The Daily Show with Jon Stewart to be more humor than substance. The amount of substantive information in The Daily Show with Jon Stewart and the broadcast network newscasts was the same, regardless of whether the unit of analysis was news stories about the presidential election campaign or the entire half-hour program.  相似文献   

Applied communication research: Unbounded and for good reason     

Julia T. Wood 《Journal of Applied Communication Research》2013,41(2):188-191

This study explores how audiences seek information from social and traditional media, and what factors affect media use during crises. Using the social-mediated crisis communication (SMCC) model, an examination of crisis information and sources reveals that audiences use social media during crises for insider information and checking in with family/friends and use traditional media for educational purposes. Convenience, involvement, and personal recommendations encourage social and traditional media use; information overload discourages use of both. Humor and attitudes about the purpose of social media discourage use of social media, while credibility encourages traditional media use. Practically, findings stressed the importance of third-party influence in crisis communication and the need for using both traditional and social media in crisis response.  相似文献   

In a different mode: Masculine styles of communicating closeness   总被引：1，自引：0，他引：1  

Julia T. Wood  Christopher C. Inman 《Journal of Applied Communication Research》2013,41(3):279-295

A number of contributors to Journal of Applied Communication Research have demonstrated communication research and theory can inform practical conduct in sundry situations. Less addressed has been the pragmatic potential of research to reform its own practice. Believing research is ideally self‐reflexive, we apply principles of scholarly inquiry to evaluate knowledge about gender and communication in close relationships. We document a prevalent bias that favors feminine styles of relating, characterized by verbal, emotional disclosure, and that devalues activity‐focused modes empirically more associated with masculinity. We then trace the presence of this bias in textbooks on gender and communication and interpersonal relationships, and we suggest teaching that relies on a non‐inclusive model of intimacy may misguide students’ communicative expectations and interpretations and may misdirect practical conduct in friendships and romantic relationships. Finally, we return to existing scholarship to extract information about masculine styles of experiencing and expressing closeness as a starting point for more inclusive research and teaching about gender, communication and human relationships.  相似文献