Wikipedia,Critical Social Theory,and the Possibility of Rational Discourse 1     

Sean Hansen  Nicholas Berente  Kalle Lyytinen 《The Information Society》2013,29(1):38-59

Information systems researchers that apply critical social perspectives frequently emphasize the potential for information technology to serve as a mechanism for increased rationalization, domination, and control. Such theorists often overlook or discount the liberating aspects of information systems. In this study, we apply the ideal of rational discourse developed by Jürgen Habermas to the phenomenon of Wikipedia in an effort to explore empirically the emancipatory potential of information systems. We contend that Wikipedia embodies an approximation of the necessary conditions for rational discourse. While several challenges persist, the example of Wikipedia illustrates the positive potential of information systems in supporting the emergence of more emancipatory forms of communication. The corresponding implications for researchers and design professionals alike are discussed.  相似文献   

In context: Some recent Australian writing for adolescents     

I. V. Hansen 《Children‘s Literature in Education》1989,20(3):151-163

He has taught in schools in Australia and England and for over 25 years has been involved in teacher education.  相似文献   

A retrospective view of a study of middle school science curriculum materials: Implementation,scale‐up,and sustainability in a changing policy environment     

Sharon Jo Lynch  Curtis Pyke  Bonnie Hansen Grafton 《科学教学研究杂志》2012,49(3):305-332

This article provides an extended, comprehensive example of how teachers, schools, districts, and external factors (e.g., parental pressure and policy mandates) shape curriculum research in the U.S. It retrospectively examines how three different middle school curriculum units were implemented and scaled‐up in a large, diverse school system. The curriculum materials were cognitively based, hands‐on, guided inquiry units; each focused on a different “big idea” in science. The units met some criteria for instructional strategies rated by the Project 2061 Curriculum Analysis. Using evidence‐based decisions, two of the units were found to be effective and equitable, and went to scale, but one was not effective. However, the course of scale‐up was also affected by a changing policy climate, and proceeded in unpredictable ways, with small scale effects not found at large scale, and experienced teachers less effective than inexperienced teachers. Four years after funding ended, none of the units were sustained within the school district. The interactions between the demands of the units and of the school district's policy environment suggests reasons why this occurred, despite evidence that two of the units were successful with diverse learners. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 305–332, 2012  相似文献   

Communication Forms as Predictors of Issue Knowledge in Presidential Campaigns: A Meta-Analytic Assessment     

Glenn J. Hansen  William L. Benoit 《Mass Communication and Society》2013,16(2):189-210

Theory and past research argue for the importance of understanding the effect of various campaign communication forms (e.g., newspapers, television news, radio, debates, candidate advertising, and personal discussions) on levels of issue knowledge (IK). This study used a meta-analytic approach to examine how well these forms predict IK. The aggregate analysis indicates that any of these forms can affect IK but that the different forms are not equally successful. Findings also indicate that the level of campaign interest moderates the effect of reading newspapers and watching television news and that those who watch debates in years with incumbents are less likely to learn. In addition, studies of newspapers are less likely to find significant effects in recent years, even though the issue content of newspapers has increased. The findings also suggest that television news is more likely to influence IK when levels of issue content are greater. These data indicate that measures of media use and IK can systematically influence the study results. Several conclusions are drawn from the research in the hopes of moving toward a theoretical model of communication forms and the attainment of IK.  相似文献   

Inclusive and exclusive education in Sweden: principals' opinions and experiences     

Eva Heimdahl Mattson  Audrey Malmgren Hansen 《欧洲特需教育杂志》2013,28(4):465-472

To support the national and international aims of inclusion, special teacher training in Sweden was replaced in 1990 by special educator training. These special educators would supervise the teachers in their school and would not exclusively teach students. The aim of this study was to investigate what the principals of 14 municipal compulsory schools in Stockholm County thought about the organisation and realisation of special education in 1996 and 2006 respectively. According to the results, there were fewer segregated groups in these schools in 2006, but an increasing number of students were placed in segregated groups that were common to several schools or municipalities. Principals at schools with teaching teams usually saw the special educator as a coordinating and supervising resource while others preferred the special teacher function. The former approach led to a more inclusive school and the latter in the direction of exclusion.  相似文献   

Effects of a classroom management intervention on student selective attention: results from a randomized controlled trial     

Maria Keilow  Anders Holm  Mette Friis-Hansen  Rune Müller Kristensen 《School Effectiveness & School Improvement》2013,24(2):194-211

ABSTRACT

A main objective of classroom management (CM) is to raise students’ attention to their daily academic work by creating a classroom environment that supports academic and socioemotional learning. While studies have addressed CM effects on classroom-level behaviour or students’ academic outcomes, students’ attention skills been largely overlooked. This randomized controlled trial evaluates the effectiveness of a teacher-targeted CM intervention on students’ selective attention. Twenty-four primary schools were randomized into receiving the Inclusive And Appreciative Classroom Management (IACM) intervention (treatment) or a general information technology (IT) didactics course (control condition). All participating 1st-grade teachers and their students (N = 1,160) were followed for 1 year. Using repeated measurements of the d2 Test of Attention, we find that the IACM intervention improves students’ selective attention with .26 standard deviations. The effect is robust to the inclusion of student- and classroom-level characteristics. All analyses account for the variation across students, classrooms, and schools.  相似文献   

The Relation between Reading Comprehension and Task‐specific Strategies used in Arithmetical Word Problems     

Nils S⊘vik  Per Frostrad  Mette HEGGBERGET 《Scandinavian Journal of Educational Research》2013,57(4):371-398

The study was concerned with the relation between reading comprehension and task‐specific strategies used in arithmetical word problems. Two hypotheses were formulated in the study. H1 stated that subjects good at arithmetic as well as reading (Group 1) would emphasize deductive strategies to a greater extent than subjects in the remaining groups. H2 considered IQ to be a stronger predictor for subjects’ strategies in arithmetical word tasks than reading comprehension. Four groups of 9‐year‐old children with different competencies in arithmetic and reading were sampled for the investigation. An intelligence test (WISC) and three other tests, Mathematical tests 1‐3, were constructed and administered to the 20 subjects. The tests were used to examine subjects’ strategies in completed task solutions. The findings indicated that great similarities existed between Groups 1 (good at both skills) and 2 (good at arithmetic and poor at reading) as to strategies used in addition and subtraction problems. Whereas subjects in groups 1 and 2 mainly used deductive strategies, those in Groups 3 (good at reading and poor at arithmetic) and 4 (poor at both skills) rather used procedural strategies in solving the problems. Concerning strategies applied in multiplication and division tasks a more diverse pattern of strategies was revealed in all of the four groups, but the majority of subjects emphasized deductive strategies. Multiple regression analyses of the data indicated strong linear relationships between the predictors and the criteria used in the analyses. However, IQ was the only significant single predictor found in the regression analyses. H1 had to be suspended, but H2 could not be rejected.  相似文献   

Changes in the Multi‐Level Effects of Socio‐Economic Status on Reading Achievement in Sweden in 1991 and 2001     

Kajsa Yang Hansen  Monica Rosén  Jan‐Eric Gustafsson 《Scandinavian Journal of Educational Research》2013,57(2):197-211

This study examines the changes in educational inequality at the school‐ and individual‐levels in 1991 and 2001. Comparisons are made between the IEA Reading Literacy Study 1991 and the so called 10‐Year Trend Study in PIRLS 2001. The between‐school differences in reading achievement variance and the size of the relationship between SES and reading achievement at school‐level are the two main focuses. Applying a two‐level structural equation modeling technique, it was found that the between‐school differences in reading achievement were greater in RLS 2001 than in RLS 1991, and the school SES effect has been strengthened over time. These changes indicate that educational inequality in Sweden has increased over time. Some possible explanations to these changes are discussed with reference to school reforms and demographic changes.  相似文献   

Presidential debate questions and the public agenda   总被引：1，自引：1，他引：0  

William L. Benoit  Glenn J. Hansen 《Communication quarterly》2013,61(2):130-141

Presidential debates have become an institutionalized component of presidential campaigns. Debates have been shown to create learning in voters and are capable of influencing vote choices. Although candidates have some control over their utterances, questions, usually asked by journalists, have a strong influence on the topics candidates can address. It is fashionable to criticize the questions posed by journalists in these “joint press conferences.” This study adds a new twist to media agenda‐setting, providing empirical evidence on the question of whether voters’ issue interests influence the topics of journalists’ questions. Results show that the questions asked by journalists in debates do not reflect the public interest. We recommend that future debates eschew the use of journalists as sources of questions for presidential debates.  相似文献   

And madly they teach     

J. Merrell Hansen 《Peabody Journal of Education》2013,88(3):217-223

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