Clarifying Functional Contextualism: A Reply to Commentaries     

Eric J. Fox 《Educational technology research and development : ETR & D》2006,54(1):61-64

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On the Boundaries of Framing Terrorism: Guilt,Victimization, and the 2016 Orlando Shooting     

Nathan Walter  Thomas J. Billard  Sheila T. Murphy 《Mass Communication and Society》2017,20(6):849-868

The 2016 Orlando shooting offers an intriguing lens through which to evaluate the boundaries of media frames in the interpretation of terrorism. Using an experimental design (N = 243), the current study investigated the effects of two dominant frames—the homophobic hate crime and the Islamic terrorist frame—on collective guilt, collective victimization, and pro–lesbian, gay, bisexual, transgender, and queer (LGBTQ) political action. In addition, political partisanship and social network diversity were evaluated as potential moderators. Compared to the Islamic terrorist frame, exposure to the homophobic hate crime frame increased collective guilt and decreased collective victimization, subsequently enhancing support for the LGBTQ community. Moreover, social network diversity was shown to override the framing effect, as individuals who reported high diversity were more likely to sign a petition in solidarity with the LGBTQ community, irrespective of frame condition.  相似文献   

Distinguishing technologies for social interaction: The perceived social affordances of communication channels scale     

Jesse Fox  Bree McEwan 《Communication monographs》2017,84(3):298-318

The concept of affordances in communication technology research has proven to be heuristically provocative, yet perceived affordances are rarely measured. After extracting commonly cited social affordances from the literature, we developed a measure to assess participants’ perceptions of these affordances. The scale was tested across eight communication channels in two studies (face-to-face; texting; phone; email; posts on social networking sites, specifically Facebook; instant messaging; Skype videoconferencing; and mobile app Snapchat). A factor structure was developed in Study 1 and confirmed in Study 2. The resultant Perceived Social Affordances of Communication Channels Scale includes 41 items measuring 10 communicative affordances: accessibility, bandwidth, social presence, privacy, network association, personalization, persistence, editability, conversation control, and anonymity. Potential methodological and theoretical applications are discussed.  相似文献   

Metacognition and Self-Regulation in James,Piaget, and Vygotsky   总被引：3，自引：3，他引：0  

Emily Fox  Michelle Riconscente 《Educational Psychology Review》2008,20(4):373-389

This article investigates the intertwined constructs of metacognition and self-regulation as they emerge in the works and theories of James, Piaget, and Vygotsky. To coordinate this exploration, we use an interpretive framework based on the relation of subject and object. In this framework, James’s perspective on metacognition and self-regulation is aligned with the Self, Piaget’s with the other and object, and Vygotsky’s with the medium or agency of language. We explore how metacognition and self-regulation function within the realm of human behavior and development as described in the works of each of these theorists. Key questions or issues that emerge for current research are outlined, and the limitations and benefits of each theorist’s perspective vis-à-vis metacognition and self-regulation are discussed.  相似文献   

What emotional-centred challenges do children attending special schools face over primary–secondary school transition?     

Charlotte L. Bagnall  Claire L. Fox  Yvonne Skipper 《Journal of Research in Special Educational Needs》2021,21(2):156-167

Primary–secondary school transition encompasses multiple social, academic and environmental changes which can negatively impact children’s emotional well-being. Children with Social, Emotional and Mental Health difficulties (SEMH) are believed to be especially vulnerable during this time. However, the voices of children with SEMH are heavily underrepresented in this field within practice and research. The present case study examined how children with SEMH difficulties within one special school experience primary–secondary school transition and how they are supported, in order to make recommendations to improve this period. The case study was qualitative and longitudinal, conducted over 18-months and methodologies included ethnographic observations, child photo-elicitation focus groups (with 11 Year 6 children) and three adult interviews. Findings demonstrated that over primary–secondary school transition children with SEMH difficulties (a) negotiate significant structural changes in support (often unanticipated) and (b) need to feel a sense of safety and belonging. To manage this effectively, transition provision for children with SEMH difficulties needs to consider their short-term emotional well-being whilst still in primary school, in addition to their long-term well-being looking ahead to secondary school. Greater collaboration and communication across schools and stakeholders can help ensure children receive continuity in standards and support.  相似文献   

Intensive evaluation An example of formative evaluation in curriculum development     

Ruth Zuzovsky  Nathan Orpaz 《Studies in Educational Evaluation》1979,5(3):199-204

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The new historiography of American medical education     

Fox DM 《History of education quarterly》1986,26(1):117-124

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Education of Ethnic and National Minorities in the USSR: a report on current developments     

Nathan Kravetz 《比较教育学》1980,16(1):13-23

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ISDN: Linking the information highway to the classroom     

John Fox  Karen Loutsch  Michelle O’Brien 《TechTrends》1993,38(5):18-20

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Interaction of wait time feedback and questioning instruction on middle school science teaching     

J. Nathan Swift  C. Thomas Gooding 《科学教学研究杂志》1983,20(8):721-730

Wait time, the duration of teacher pauses after questions, is an important variable in research on science teaching. This project investigated the effects of increasing teacher's wait times on general questioning skills in science teaching. In previous research, the influence of wait time training has been confounded with instruction in general questioning skills, making it difficult to test the hypothesis that increasing the wait time will by itself improve classroom discussions. In this project, these variables were separated through the use of four treatment groups made up of science teachers. One group received instruction in wait time using a newly developed electronic feedback device that monitors the duration of teacher and student pauses; a second group received instruction in general questioning skills; a third group received both types of instruction; a comparison group received no instruction of either type. The tape recordings were coded and analyzed for classroom interaction data. Comparisons were made using discriminant analysis, analyses of variance, and correlational relationships. The wait time feedback devices facilitated the production of wait time means consistently superior to baseline performance, albeit slightly below the 3-second criterion sought. Regardless, the feedback groups did produce a large number of the hypothesized changes. Significant effects were found from a comparison of the discriminant function scores. Effects consistently favored the groups with the feedback devices. The presence of the guides seemed to make little difference. The groups with the devices used greater numbers of high-level questions, especially those of the evaluative level. There were more contributions from students, as measured by length of answers, frequency of volunteered contributions, numbers of relevant student words, and percentages of student talk.  相似文献