The analysis and conservation of a Chinese silk birthday hanging of the Qing dynasty     

Angela Cheung  Louise Sam  Lydia Messerschmidt  Evita Yeung 《文物保护研究》2014,59(5):S28-S31

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Interventions for resilience in educational settings: challenging policy discourses of risk and vulnerability     

Kathryn Ecclestone  Lydia Lewis 《教育政策杂志》2014,29(2):195-216

‘Resilience’ has become a popular goal in research, social policy, intervention design and implementation. Reinforced by its conceptual and political slipperiness, resilience has become a key construct in school-based, universal interventions that aim to develop it as part of social and emotional competence or emotional well-being. Drawing on a case study of a popular behavioural programme used widely in British and American primary schools, this paper uses a critical social understanding that combines bio-scientific and social constructionist ideas in order to evaluate key challenges for policy, research and practice framed around resilience. The paper argues that although critical social perspectives illuminate important contemporary manifestations of old problems with behavioural interventions, and challenge narrow, moralising definitions of ‘risk’ and ‘vulnerability’, they coalesce with behavioural perspectives in a search for better state-sponsored responses to the shared question of how to build resilience amongst ‘vulnerable’ groups and individuals. Instead, we argue that critical sociologists need to resist responses that offer more sophisticated behavioural interventions and generate new forms of governance and subjectivity.  相似文献   

Measuring knowledge integration: Validation of four‐year assessments     

Ou Lydia Liu  Hee‐Sun Lee  Marcia C. Linn 《科学教学研究杂志》2011,48(9):1079-1107

Science education needs valid, authentic, and efficient assessments. Many typical science assessments primarily measure recall of isolated information. This paper reports on the validation of assessments that measure knowledge integration ability among middle school and high school students. The assessments were administered to 18,729 students in five states. Rasch analyses of the assessments demonstrated satisfactory item fit, item difficulty, test reliability, and person reliability. The study showed that, when appropriately designed, knowledge integration assessments can be balanced between validity and reliability, authenticity and generalizability, and instructional sensitivity and technical quality. Results also showed that, when paired with multiple‐choice items and scored with an effective scoring rubric, constructed‐response items can achieve high reliabilities. Analyses showed that English language learner status and computer use significantly impacted students' science knowledge integration abilities. Students who took the assessment online, which matched the format of content delivery, performed significantly better than students who took the paper‐and‐pencil version. Implications and future directions of research are noted, including refining curriculum materials to meet the needs of diverse students and expanding the range of topics measured by knowledge integration assessments. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1079–1107, 2011  相似文献   

Networked texts: discourse,power and gender neutrality in Ugandan physics textbooks     

Lydia Namatende-Sakwa 《Gender and education》2019,31(3):362-376

Research within science textbooks has dominantly focused on examining explicit representations of women and men using quantitative methodology. The assumption that gendered arrangements are necessarily explicit and therefore visible and countable, overlooks how power works explicitly and implicitly through discourse to produce specific gendered subjectivities. In taking up feminist post-structuralisms, this study contributes to textbook studies within sciences by illuminating both explicit and implicit representations of gender. Using discourse analysis, ‘gender-neutral’ and/or disembodied subjects and objects were ‘unmasked,’ revealing a generic male and/or masculine subject. Gender-neutrality, which is pervasive within the physics textbooks, was thus exposed as a mask for generic maleness/masculinity. I argue that this objectivist science, which remains compatible with a narrow range of student gendered identities, forecloses possibilities for a wide range of scientist subjectivities, to produce a more inclusive physics curriculum, with a greater possibility of developing physics using diverse subjectivities.  相似文献   

Classroom Popularity Hierarchy Predicts Prosocial and Aggressive Popularity Norms Across the School Year     

Lydia Laninga-Wijnen  Zeena Harakeh  Claire F. Garandeau  Jan K. Dijkstra  René Veenstra  Wilma A. M. Vollebergh 《Child development》2019,90(5):e637-e653

This study examined the coevolution of prosocial and aggressive popularity norms with popularity hierarchy (asymmetries in students’ popularity). Cross-lagged-panel analyses were conducted on 2,843 secondary school students (N_classrooms = 120; M_age = 13.18; 51.3% girls). Popularity hierarchy predicted relative change in popularity norms over time, but not vice versa. Specifically, classrooms with few highly popular and many unpopular students increased in aggressive popularity norms at the beginning of the school year and decreased in prosocial popularity norms at the end of the year. Also, strong within-classroom asymmetries in popularity predicted relatively higher aggressive popularity norms. These findings may indicate that hierarchical contexts elicit competition for popularity, with high aggression and low prosocial behavior being seen as valuable tools to achieve popularity.  相似文献   

The F3-index. Valuing reviewers for scholarly journals     

Federico Bianchi  Francisco Grimaldo  Flaminio Squazzoni 《Journal of Informetrics》2019,13(1):78-86

This paper presents an index that measures reviewer contribution to editorial processes of scholarly journals. Following a metaphor of ranking algorithms in sports tournaments, we created an index that considers reviewers on different context-specific dimensions, i.e., report delivery time, the length of the report and the alignment of recommendations to editorial decisions. To test the index, we used a dataset of peer review in a multi-disciplinary journal, including 544 reviewers on 606 submissions in six years. Although limited by sample size, the test showed that the index identifies outstanding contributors and weak performing reviewers efficiently. Our index is flexible, contemplates extensions and could be incorporated into available scholarly journal management tools. It can assist editors in rewarding high performing reviewers and managing editorial turnover.  相似文献   

Implementing a Proactive Chat Widget in an Academic Library     

Lydia L. Pyburn 《Journal of Library & Information Services in Distance Learning》2019,13(1-2):115-128

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More than a Body's Work: Widening Cultural Participation through an International Exploration of Young People's Construction of Visual Image and Identity     

June Bianchi 《The International Journal of Art & Design Education》2008,27(3):293-308

The article presents the rationale, methodology, and selected outcomes from More than a body's work, a collaborative, international, arts educational interactive research project. The project, taking place in both New York and England, explored the ways in which young people construct and ‘perform’ identity through the construction of their body and its appearance. The project's central intention was both to investigate diversity in young people's personal and cultural experience, and demonstrate their potential for creative engagement in mediating and expressing identity through a visual form. With its inclusive ethos, More than a body's work facilitated opportunities for young people who may not ordinarily have access to the arts to be partners in collaborative arts production, generating models of wider participation through innovative participatory approaches to visual art and interdisciplinary practice. The ongoing project is developmental, continuing to involve young people as participants, responding to the synthesis of local, national and international influences creatively deployed within youth culture. In considering More than a body's work's significance as a model for inclusive practice within art education, the article will discuss its strategies and its potential impact in relation to current initiatives and policies within the arts, culture and education.  相似文献   

Brain‐Based Learning and Educational Neuroscience: Boundary Work          下载免费PDF全文

Rosanne Edelenbosch  Frank Kupper  Lydia Krabbendam  Jacqueline E. W. Broerse 《Mind, Brain, and Education》2015,9(1):40-49

Much attention has been given to “bridging the gap” between neuroscience and educational practice. In order to gain better understanding of the nature of this gap and of possibilities to enable the linking process, we have taken a boundary perspective on these two fields and the brain‐based learning approach, focusing on boundary‐spanning actors, boundary objects, and boundary work. In 26 semistructured interviews, neuroscientists and education professionals were asked about their perceptions in regard to the gap between science and practice and the role they play in creating, managing, and disrupting this boundary. Neuroscientists and education professionals often hold conflicting views and expectations of both brain‐based learning and of each other. This leads us to argue that there are increased prospects for a neuroscientifically informed learning practice if science and practice work together as equal stakeholders in developing and implementing neuroscience research.  相似文献   

The ‘desegregation’ of English schools: bussing,race and urban space, 1960s-1980s,by Olivier Esteves     

Lydia May Townsend 《History of education》2020,49(5):737-739

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