Education,Welfare Reform and Psychological Well-Being: A Critical Psychology Perspective     

Laura Anne Winter  Erica Burman  Terry Hanley  Afroditi Kalambouka  Lauren Mccoy 《British Journal of Educational Studies》2016,64(4):467-483

There are established links between education and well-being, and between poverty and education. This article draws on interviews with parents of school-aged children impacted by a policy in the UK commonly referred to as the ‘bedroom tax’. A critical psychology perspective to education is put forward, acknowledging the complex interrelationships between psychological well-being, sociopolitical factors and education.  相似文献   

Relations between children's reading motivation,activity and performance at the end of primary school     

Lauren Kavanagh 《Journal of Research in Reading》2019,42(3-4):562-582

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Relationship between R&D expenditures and publication output for U.S. colleges and universities     

Paul R. McAllister  Deborah Ann Wagner 《Research in higher education》1981,15(1):3-30

Two large independent sources of data, NSF's University Science Statistics Program Integrated Data Base and CHI Research's bibliometric data base, are brought together in a comprehensive study of the relationships among research resources, as measured by R&D expenditures, and research output, as measured by the quantity and visibility of scientific journal articles. The study is based on approximately 500 U.S. colleges and universities. For each of 11 fields of science, there is strong indication of a linear relationship between R&D expenditures and number of papers. The evidence also indicates a positive relationship between number of cites received per paper and number of papers published, but only for papers published in the basic research journals of the fields of chemistry, physics, and biology.  相似文献   

Online collaborative documents for research and coursework     

Karen L. Murphy  Lauren Cifuentes  Yu-Chih Doris Shih 《TechTrends》2004,48(3):40-46

Conclusion Garrison’s (2000) review of distance education theories describes the current need for ”sustained real two-way communication ... that refiect(s) a collaborative approach to distance education” (p. 13). One way to apply such theories to research and coursework is to use collaborative documents to promote transactions culminating in deliberation among the key players. Such deliberation can create ”a particular kind of democratic public culture among the deliberators: listening as well as talking, sharing resources, forging decisions together rather than only advocating positions taken earlier, and coming to disagreement” (Parker, Ninomiya, & Cogan, 1999, p. 129). Her research interests are collaborative learning in distance education, impact of culture on online learners, and design of online instruction for constructivist learning environments. Her primary research interests are in design considerations for collaborative online environments and in the powers of shared multimedia for enhancing personal growth, multicultural understanding, and global awareness. She investigates visual messages: how they can be shared and interpreted by learners, their impact, and how their impact can be researched. Her research interests are in computer and network-based foreign language and cultural learning.  相似文献   

Book reviews     

Charles F. Hoban  Robert W. Wagner  Roger Brown  James A. Fellows  Francis A. Cartier 《Educational technology research and development : ETR & D》1962,10(6):343-350

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(Trans)lating Identity: Exploring Discursive Strategies for Navigating the Tensions of Identity Gaps     

Phillip E. Wagner  Benjamin L. Compton 《Communication quarterly》2016,64(3):251-272

This study explored the formation and expression of gender identity among 19 self-identified transgender individuals through the use of qualitative, in-depth interviews. Through the lens of the Communication Theory of Identity (CTI), we examined how trans* individuals form and perform gender identity, the tensions produced between identity frames, and the discursive strategies used to navigate those tensions. We identified the manifestation of three specific identity gaps: personal-enacted, personal-relational, and enacted-relational. Furthermore, we discovered four discursive strategies previously recognized for navigating tensions that emerge from identity gaps: closeted enactment, passing, disengagement, and label changing, and we identified a fifth discursive strategy—hyper-engagement—used to navigate these tensions. Results revealed that these identity layers and discursive strategies collaboratively manifest and coalesce in response to specific communicative contexts. Our results are discussed within the resounding call for greater understanding of trans* identity formation and expression.  相似文献   

Letting the village be the teacher: a look at community-based learning in Northern Thailand     

Lauren Collins 《Teaching in Higher Education》2019,24(5):694-708

ABSTRACT

Higher education in the U.S. sees global learning as critical to student development. Over the last seventy years, study abroad has emerged as the method of choice for teaching global knowledge and intercultural competence. In this context, community-based global learning programs are a type of program where students live in communities to learn directly from people and place. Looking at a field studies program in Northern Thailand, this paper explores the educational mobility of study abroad and impact on host communities. It shares findings on the experiences of two communities who have hosted study abroad students for almost twenty years. Best practices and recommendations for faculty and institutions running community-based global learning programs are shared, including the centrality of community voice in curriculum, benefits of applying a range of pedagogical methods on course, the critical nature of adequately preparing students for cultural immersion, and compensating communities justly for their work.  相似文献   

On the relationship between environmental management, environmental innovation and patenting: Evidence from German manufacturing firms   总被引：1，自引：0，他引：1  

Marcus Wagner   《Research Policy》2007,36(10):1587-1602

This paper analyses empirically the relationship between environmental innovations, environmental management and patenting. In particular it tests a number of propositions on how environmental management systems and the interaction with environmentally more or less concerned stakeholders are associated with the probability of firms to pursue innovation in general (measured as patenting behaviour) and specifically environmental innovation (measured based on firm self-assessment and through patent data). In applying a negative binomial as well as binary discrete choice models the relationship is studied using data on German manufacturing firms. As a novel and important insight, the study finds that environmental innovation can be meaningfully identified using patent data and that environmental innovation defined this way is less ubiquitous than self-reported environmental innovation. It also reveals that the implementation level of environmental management systems has a positive effect exclusively on environmental process innovation, whereas it is negatively associated with the level of a firms’ general patenting activities. For environmental product innovation and patented environmental innovations a positive relationship with environmentally concerned and a negative link with environmentally neutral stakeholders is found.  相似文献   

Processes of language acquisition in children with autism: evidence from preferential looking     

Swensen LD  Kelley E  Fein D  Naigles LR 《Child development》2007,78(2):542-557

Two language acquisition processes (comprehension preceding production of word order, the noun bias) were examined in 2- and 3-year-old children (n=10) with autistic spectrum disorder and in typically developing 21-month-olds (n=13). Intermodal preferential looking was used to assess comprehension of subject-verb-object word order and the tendency to map novel words onto objects rather than actions. Spontaneous speech samples were also collected. Results demonstrated significant comprehension of word order in both groups well before production. Moreover, children in both groups consistently showed the noun bias. Comprehension preceding production and the noun bias appear to be robust processes of language acquisition, observable in both typical and language-impaired populations.  相似文献   

An Expanded View of Joint Attention: Skill,Engagement, and Language in Typical Development and Autism     

Lauren B. Adamson  Roger Bakeman  Katharine Suma  Diana L. Robins 《Child development》2019,90(1):e1-e18

This study provides an expanded view of joint attention and its relation to expressive language development. A total of 144 toddlers (40 typically developing, 58 with autism spectrum disorder [ASD], 46 with developmental delay [DD]) participated at 24 and 31 months. Toddlers who screened positive for ASD risk, especially those subsequently diagnosed with ASD, had poorer joint attention skills, joint engagement during parent–toddler interaction, and expressive language. Findings highlight the dynamic relation between joint attention and language development. In the ASD and DD groups, joint engagement predicted later expressive vocabulary, significantly more than predictions based on joint attention skills. Joint engagement was most severely impacted when toddlers did not talk initially and improved markedly if they subsequently began to speak.  相似文献