Identity and Culture: theorising emergent environmentalism     

Justin Dillon  Elin Kelsey  Ana Maria Duque‐Aristizabal 《Environmental Education Research》1999,5(4):395-405

This article critically examines the methodology and findings of the emergent environmentalism research project as reported in Environmental Education Research (EER), 4(4). We challenge both the ontological stance implicit in the research as well as its explicit epistemology. We argue for a wider theoretical underpinning to the research and specifically advocate the use of identity theories to explain personal and social phenomena. We also argue for the use of theoretical frameworks that empower rather than ‘capture’ cultural groups.  相似文献   

Plato and the Police: Dogs,Guardians, and Why Accountability is the Wrong Answer     

Samantha Deane  Amy Shuffelton 《Educational Studies A Journal of the American Educational Studies Association》2016,52(6):491-505

Attention to significant commonalities between the position of teachers and police officers, we suggest, illuminates problematic aspects of their position within a democracy. Demographically, both the teaching force and the police force are disproportionately white, yet the commonalities extend beyond race. We suspect too little attention has been paid to other social categorizations, namely social class and gender. Toward this end, we explore the significant commonalities between the position of teachers and police officers and suggest that aspects of their position within a democracy make accountability a problematic tactic for addressing systematic failures. In this article we turn to Plato's discussion of the guardians for his ideal Republic because Plato squarely faces a problem that still dogs us: How are those persons given the right to uphold order to be prevented from turning on the polis they are meant to protect? The answer we offer rests on a theorization of a middle position and on a democratically situated ethical response to the other.  相似文献   

Developing Coherent Conceptual Storylines: Two Elementary Challenges     

Deborah Hanuscin  Kelsey Lipsitz  Dante Cisterna-Alburquerque  Kathryn A. Arnone  Delinda van Garderen  Zandra de Araujo  Eun Ju Lee 《Journal of Science Teacher Education》2016,27(4):393-414

The ‘conceptual storyline’ of a lesson refers to the flow and sequencing of learning activities such that science concepts align and progress in ways that are instructionally meaningful to student learning of the concepts. Research demonstrates that when teachers apply lesson design strategies to create a coherent science content storyline, student learning is positively impacted (Roth et al., 2011). Because the conceptual storyline is often implicit within a lesson, and teachers often have difficulty articulating this aspect of lesson design (Lo et al., 2014), our professional development program engages elementary teachers in analyzing and developing graphic representations of a lesson’s conceptual storyline to make that element explicit. In this exploratory study, we present typologies that represent two primary challenges teachers faced in developing coherent conceptual storylines in their lesson design, and examine the extent to which professional development enhanced their capacity to develop a coherent conceptual storyline.  相似文献   

Average Effect Sizes in Developer-Commissioned and Independent Evaluations     

Rebecca Wolf  Jennifer Morrison  Amanda Inns  Robert Slavin  Kelsey Risman 《Journal of research on educational effectiveness》2020,13(2):428-447

Abstract

Rigorous evidence of program effectiveness has become increasingly important with the 2015 passage of the Every Student Succeeds Act (ESSA). One question that has not yet been fully explored is whether program evaluations carried out or commissioned by developers produce larger effect sizes than evaluations conducted by independent third parties. Using study data from the What Works Clearinghouse, we find evidence of a “developer effect,” where program evaluations carried out or commissioned by developers produced average effect sizes that were substantially larger than those identified in evaluations conducted by independent parties. We explore potential reasons for the existence of a “developer effect” and provide evidence that interventions evaluated by developers were not simply more effective than those evaluated by independent parties. We conclude by discussing plausible explanations for this phenomenon as well as providing suggestions for researchers to mitigate potential bias in evaluations moving forward.  相似文献   

Inserted post-questions and learning from slide-tape presentations: Implications of the mathemagenic hypothesis     

Deane K. Dayton 《Educational technology research and development : ETR & D》1977,25(2):125-146

Summary From this review it appears that the insertion of factual postquestions into written instructional materials can result in increased learning of both intentional and incidental information. The intentional learning effect is attributed to the reinforcement resulting from review or practice. It is unclear, however, as to whether the incidental learning effect is backward (attributed to review), forward (results in the shaping of mathemagenic behaviors), or motivational. An analysis of intervening variables suggests that postquestions are generally facilitative for mature readers only, result in an increased study time, and are more effective for learners who are not highly motivated. Additional evidence suggests that the effect can be increased by using higher order questions requiring comprehension, application, or analysis. It appears that knowledge of the correct responses to the post-questions will increase intentional learning. No conclusions are drawn concerning the interaction between the use of inserted questions and ability level or passage length. This article is the second AVCR/ERIC Young Scholar Paper, an annual series initiated to stimulate writing by young professionals in the field of instructional technology. Preparation of the paper was supported by the ERIC (Educational Resources Information Center) Clearinghouse on Information Resources, Stanford University, Stanford, California. The material in this article was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Health, Education and Welfare. Contractors undertaking such projects under government sponsorship are encouraged to express freely their judgment in professional and technical matters. Points of view or opinions do not necessarily represent the official view or opinions of the NIE.  相似文献   

Effects of postquestions on learning and learning efficiency from fixed-pace,fixed-sequence media     

Deane K. Dayton  Richard A. Schwier 《Educational technology research and development : ETR & D》1979,27(2):103-113

Nearly 400 junior high school and college students participated in 3 experiments that explored the effects of postquestion treatments on learning from slide/tape presentations. It appears that inserted postquestions can increase the learning of question-relevant information without impairing learning efficiency. The effects of grouped postquestions are unclear, but apparently such questions can impair learning efficiency. The learning of information not directly related to the postquestions was not enhanced by inserted or grouped postquestions and the efficiency of that learning was significantly reduced. No evidence of interac tions with individual differences was found.  相似文献   

The Fate of Nature: Rediscovering Our Ability to Rescue the Earth     

Lauren Oakes  Elin Kelsey  Michael Brody 《The Journal of environmental education》2013,44(4):318-321

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Assessing Body Composition of Children and Adolescents Using Dual-Energy X-Ray Absorptiometry,Skinfolds, and Electrical Impedance     

Angela Mooney  Laurel Kelsey  Gilbert W. Fellingham  James D. George  Ron L. Hager  J. William Myrer 《Measurement in physical education and exercise science》2013,17(1):2-17

To determine the validity and reliability of percent body fat estimates in 177 boys and 154 girls between 12–17 years of age, percent body fat was assessed once using dual-energy X-ray absorptiometry and twice using the sum of two skinfolds and three bioelectrical impedance analysis devices. The assessments were repeated on 79 participants on a second day. The agreement between the percent body fat estimates from the four prediction methods and dual-energy X-ray absorptiometry was evaluated using Bland–Altman analyses and a mixed linear model. All methods were reliable within and between days. The sum of two skinfolds (±6.8% body fat), OMRON (OMRON Healthcare Inc., Vernon Hills, Illinois, USA) bioelectrical impedance analysis (0 ± 7.3% body fat), and TANITA 521 (TANITA Corporation, Tokyo, Japan) bioelectrical impedance analysis (±7.6% body fat) had wide prediction intervals and are acceptable for use in large population-based studies. The TANITA 300A bioelectrical impedance analysis is not recommended for use in children and adolescents due to its wide prediction interval (±8.1% body fat) and large bias. A criterion method should be used when the accurate assessment of body composition of an individual is critical.  相似文献   

The steam yacht “Anthracite” and the Perkins system of high pressure steam     

George Deane 《Journal of The Franklin Institute》1880,110(4):228-232

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Thank God it's Friday: Evangelical Christians preach a new cocurriculum     

Kelsey Ebben  Peter M. Magolda 《About Campus》2007,12(3):8-15

Kelsey Ebben and Peter Magolda admit that using a campus Christian group as an exemplar of effective student involvement is unorthodox. But, they argue, the widely applicable lessons for other organizations are too praiseworthy to pass up.  相似文献