Causal Indicator Models: Identification,Estimation, and Testing     

Kenneth A. Bollen  Walter R. Davis 《Structural equation modeling》2013,20(3):498-522

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Tweens' conceptions of privacy online: implications for educators     

Katie Davis  Carrie James 《Learning, Media and Technology》2013,38(1):4-25

There is considerable debate about young people's concern for privacy today, given their frequent use of social media to share information and other content about themselves and others. While researchers have investigated the online privacy practices of teens and emerging adults, relatively little is known about the attitudes and behaviors of younger youth. Drawing on interviews with 42 middle school students, or ‘tweens’, we explore how youth in this age group think about and manage privacy issues online, as well as the messages they report hearing from educators about online privacy. Our findings suggest that most tweens value privacy, seek privacy from both strangers and known others online, and use a variety of strategies to protect their privacy online. Further, tweens' online privacy concerns are considerably broader than the ‘stranger danger’ messages they report hearing from teachers. We discuss the educational implications of these findings.  相似文献   

The war of 1870 in the pattern of Franco‐German relations     

Colin Davis 《Culture, Theory & Critique》2013,54(1):77-89

The worlds of the living and the dead might seem irrevocably cut off from one another. Nevertheless, an important strand of modern thought attempts to find some form of intelligibility emanating from the dead. Paul de Man's discussion of prosopopoeia suggests the possibility of giving voice to the dead, though this turns out to be a form of delusion inherent in language. Emmanuel Levinas, arguing against Heidegger, seeks to maintain a relationship with the other beyond death, and Giorgio Agamben tries to find meaning in the silent testimony of victims of the Holocaust. This article examines these various attempts to mediate with the dead and suggests that it may be impossible to eliminate the risk of imposing our own words on those who cannot speak. However, a readiness to be surprised by unanticipated meanings may be the necessary condition to finding signifying sources outside ourselves.  相似文献   

概念研究:设计发展教师学科知识     

布伦特·戴维斯  余洁 《全球教育展望》2011,(7):3-14

目前大多数关于数学教师学科知识的研究都集中在描述其学科知识的特质及其与学生学习的关系,或者只研究两者之一。我的研究课题在研究这两者之外还关注学科知识的可教性及其发展过程。在我设计的"概念研究"中,教师们集思广益,共同探究他们用于教学的数学知识。本文还囊括了一些原始数据来说明教师们在概念研究中的参与是如何逐步改变他们对于数学的认识和理解并实施到教学中的。  相似文献   

Evaluation of a randomized intervention to delay sexual initiation among fifth-graders followed through the sixth grade     

Koo HP  Rose A  El-Khorazaty MN  Yao Q  Jenkins RR  Anderson KM  Davis M  Walker LR 《Sex education》2011,11(1):27-46

US adolescents initiate sex at increasingly younger ages, yet few pregnancy prevention interventions for children as young as 10-12 years old have been evaluated. Sixteen Washington, DC schools were randomly assigned to intervention versus control conditions. Beginning in 2001/02 with fifth-grade students and continuing during the sixth grade, students completed pre-intervention and post-intervention surveys each school year. Each year, the intervention included 10-13 classroom sessions related to delaying sexual initiation. Linear hierarchical models compared outcome changes between intervention and control groups by gender over time. Results show the intervention significantly decreased a rise over time in the anticipation of having sex in the next 12 months among intervention boys versus control boys, but it had no other outcome effects. Among girls, the intervention had no significant outcome effects. One exception is that for both genders, compared with control students, intervention students increased their pubertal knowledge. In conclusion, a school-based curriculum to delay sexual involvement among fifth-grade and sixth-grade high-risk youths had limited impact. Additional research is necessary to outline effective interventions, and more intensive, comprehensive interventions may be required to counteract adverse circumstances in students' lives and pervasive influences toward early sex.ClinicalTrials. gov identifier: NCT00341471.  相似文献   

When sistahs support sistahs: A process of supportive communication about racial microaggressions among Black women     

Shardé M. Davis 《Communication monographs》2019,86(2):133-157

This study extends a rich line of research on racial microaggressions (Sue, 2010) by examining the way friendship networks of Black women communicate support to a targeted individual. Groups of Black women friends (n?=?52) engaged in supportive discussions about racial microaggressions by white women perpetrators, and a research team of Black women inductively analyzed the supportive encounters. The findings indicated that groups engaged in a two-phase process of supportive communication that began with Individual Orientation, which describes person-centered messages that solely supported a target, and continued to Collective Orientation, which describes group-centered discussions about the prevalence and effects of racial injustice on all Black women. Three co-occurring sub-themes emerged in Collective Orientation: Hostile Differentiation, Socio-political Contextualization, and Collective Uplift. Humor and Laughter were important in both phases. Generational dynamics were also considered in this study, but few differences emerged. Implications and directions for future research are discussed.  相似文献   

Need for approval and antisocial behavior moderate the effect of socioemotional cues on adolescent girls’ cognitive control     

Haina H. Modi  Megan M. Davis  Wendy Troop Gordon  Eva H. Telzer  Karen D. Rudolph 《Child development》2023,94(2):529-543

To examine whether need for approval (NFA) and antisocial behavior (ASB) moderate the effects of socioemotional stimuli on cognitive control, 88 girls (M_age = 16.31 years; SD = 0.84; 65.9% White) completed a socioemotional Go/No-go and questionnaires. At high approach NFA, girls responded more slowly during appetitive than control (b = −8.80, p < .01) and aversive (b = −5.58, p = .01) trials. At high ASB, girls responded more slowly (b = −6.12, p = .02) and less accurately (OR = 1.11, p = .03) during appetitive than aversive trials; at low ASB, girls responded more slowly during aversive than control trials (b = −4.42, p = .04). Thus, both context and individual differences influence adolescents' cognitive control.  相似文献   

Teachers' trust in AI-powered educational technology and a professional development program to improve it     

Tanya Nazaretsky  Moriah Ariely  Mutlu Cukurova  Giora Alexandron 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(4):914-931

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Higher education’s duty to defend democracy     

Davis  Avery M. D. 《Higher Education》2022,84(2):465-468

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Disrupted Lessons in Engineering Robotics: Pivoting Knowledge Transfer From Physical to Virtual Learning Environments     

Chichekian  Tanya  Trudeau  Joel  Jawhar  Tawfiq 《Journal of Science Education and Technology》2022,31(5):555-569

Journal of Science Education and Technology - This study examined the effects of an Arduino microrobot activity on college students’ interest in robotics through three specific objectives:...  相似文献