Game‐Based Curricula in Biology Classes: Differential Effects Among Varying Academic Levels     

Troy D. Sadler  William L. Romine  Parker E. Stuart  Dominike Merle‐Johnson 《科学教学研究杂志》2013,50(4):479-499

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University agency in peacebuilding: Perspectives on conflict and development in Kenya     

Ane Turner Johnson 《Prospects》2013,43(3):329-345

In 2007, Kenya erupted into violence as a result of heavily contested elections. Because identity divisions lay at the heart of the conflict, the nation’s public universities were deeply impacted, at times pitting students, faculty, and staff against one another, and disrupting the ability of Kenyan higher education to contribute to the development process. This qualitative case study explores how faculty and administrators, at two public institutions in a conflict zone, understand and describe their university’s contributions to development. Analyzed through the lens of conflict transformation, the data reveal that the universities changed internal policies and practices to accommodate constituents impacted by the conflict and to cut across conflict lines, and that participants shifted in their thinking about the institution’s internal and external relationships and purposes. The article has two aims. It offers preliminary heuristics for peacebuilding as a university process, providing a framework of practices and policies that engage university constituencies and may transform conflict. It also shows how conflict changed participants’ perspectives about the relationships between themselves, higher education, and development in their country. Further, this article explores a connection between participant beliefs about peacebuilding and development in Kenya.  相似文献   

Ninth Hour At School     

Judith Johnson 《The Educational forum》2013,77(3)

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The Limits of Persuasion: Rhetoric and Resistance in the Last Battle of the Korean War     

Jenell Johnson 《Quarterly Journal of Speech》2013,99(3):323-347

This essay explores the case of twenty-three American POWs who refused to return to the United States at the end of the Korean War. It first highlights the role of resistance in liberal rhetorical theory and then uses resistance as a lens to analyze public discourse about the incident. Looking closely at the three most common explanations for the soldiers' turning (youth, impairment, and brainwashing), the essay shows how the debate over the nonrepatriates was fundamentally a controversy over the limits of persuasion.  相似文献   

New books in review     

E. J. West  John W. Black  Otto A. Dieter  Wendell Johnson  Donald C. Bryant 《Quarterly Journal of Speech》2013,99(3):372-395

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The Significance of Physical Education Content: “Sending the Message” in Physical Education Teacher Education     

Tyler G. Johnson 《Quest (Human Kinetics)》2013,65(3):187-196

Mind-body dualism has likely influenced how many view human beings and their behavior—mind (i.e., thinking) is elevated over body (i.e., performing)—even in Physical Education Teacher Education. The problem is that such a perspective makes physical education content (i.e., dance, games, play, and sport) subsidiary to more “intellectual” or “academic” content. This article invites Physical Education Teacher Education faculty to consider how to effectively “send the message” to future physical educators that physical education content is valuable and respectable and in many ways epitomizes intelligent human behavior. Specifically, Physical Education Teacher Education faculty are invited to (a) challenge traditional definitions of intelligence and introduce alternative definitions, (b) participate regularly in their own playgrounds, (c) provide a sufficient dose of activity courses in their curricula, (d) teach activity courses, (e) establish a performance-oriented culture, and (f) administer performance and/or game play evaluations.  相似文献   

New Curricular Material for Science Classes: How Do Students Evaluate It?     

Sofia Freire  Cláudia Faria  Cecília Galvão  Pedro Reis 《Research in Science Education》2013,43(1):163-178

Living in an unpredictable and ever changing society demands from its’ citizens the development of complex competencies that challenges school, education and curriculum. PARSEL, a pan-European Project related to science education, emerges as a contribution to curricular development as it proposes a set of teaching-learning materials (modules) in order to make science classes more popular and relevant in the eyes of the students and as such to increase their interest with school science. The goal of this study was to understand how students evaluate those innovative modules. This paper presents data concerning 134 secondary students, collected through interviews, questionnaires and written documents. A quantitative analysis of the data collected through questionnaires was complemented by a qualitative analysis of the data collected by interviews and written documents. Results show that understanding the relationship between science and daily life, participating in practical activities based on problem solving and developing critical thinking and reasoning were the issues most valued by students.  相似文献   

Preferences,Proximity, and Controlled Choice: Examining Families’ School Choices and Enrollment Decisions in Louisville,Kentucky     

Erica Frankenberg 《Peabody Journal of Education》2013,88(4):378-394

This study provides evidence studying one diverse, countywide district’s integration efforts utilizing school choice and parental preferences. The findings illustrate substantial differences about the way in which the district’s student assignment policy affects students. In particular, this choice-based integration policy with a weak geographic preference still advantages those who choose their nearest schools as well as white students and those living in more advantaged areas. Examining differences in families’ school preferences, whether students are assigned to their preferred school, and whether and where students enroll in schools illustrates how an integration-focused assignment policy can still result in segregation and inequality. Yet, by illustrating the many influences on family preferences beyond proximity, it also suggests the opportunity for using assignment policy to overcome persistent neighborhood segregation.  相似文献   

Leading the Local: Teachers Union Presidents Chart Their Own Course     

Susan Moore Johnson  Morgaen L. Donaldson  Mindy Sick Munger  John P. Papay  Emily K. Qazilbash 《Peabody Journal of Education》2013,88(3):374-393

Teachers unions are among the most powerful, yet least studied, actors in public education today. Although public attention focuses on the influence of national unions, the policies that most affect teachers and schooling are bargained by local unions and school boards. Interviews with 30 recently elected local union presidents reveal that these leaders balance competing interests and obligations, from the concerns and priorities of their members to pressures from state and national affiliates. Although these presidents reaffirm the traditional union agenda, most also advocate an expanded agenda of teacher professionalism and more collaborative approaches to collective bargaining and contract management.  相似文献   

Demography and Educational Politics in the Suburban Marketplace     

Erica Frankenberg  Stephen Kotok 《Peabody Journal of Education》2013,88(1):112-126

The demography of public school enrollment continues to change dramatically, with students of color comprising an increasing proportion of the whole. As such, suburbia, with both White and non-White students, is a place in which integration is more possible in the beginning of the 21st century. Due to the intertwined nature of how these factors affect educational politics in suburban districts, we draw on Hirschman's exit-voice-loyalty framework to examine factors influencing residential and education decisions. Drawing on in-depth fieldwork in seven multiracial suburban districts, this article examines how, and whether, the way in which districts define issues related to increasing diversity shapes the actions they take. The article also examines how district jurisdiction affects the implementation of diversity policies as well as the policies themselves. We argue that policymakers’ decision making, both due to the pressure of exit to less diverse suburban districts and the rising voices of more advantaged residents in the suburban marketplace, has increased inequality within districts, particularly those that we call “multimunicipal,” or districts with multiple, disparate municipalities within the district.  相似文献