Conceptualizing climate change in the context of a climate system: implications for climate and environmental education     

Daniel P. Shepardson  Dev Niyogi  Anita Roychoudhury  Andrew Hirsch 《Environmental Education Research》2012,18(3):323-352

Today there is much interest in teaching secondary students about climate change. Much of this effort has focused directly on students’ understanding of climate change. We hypothesize, however, that in order for students to understand climate change they must first understand climate as a system and how changes to this system due to both natural and human influences result in climatic and environmental changes and feedbacks. The purpose of this article is to articulate a climate system framework for teaching about climate change and to stimulate discussion about what secondary students should know and understand about a climate system. We first provide an overview of the research on secondary students’ conceptions of climate and climate change. We then present a climate system framework for teaching about climate and climate change that builds on students’ conceptions and scientific perspectives. We conclude by articulating a draft conceptual progression based on students’ conceptions and our climate system framework as a means to inform curriculum development, instructional design, and future research in climate and environmental education.  相似文献   

Responding to students' needs in special schools in Ireland and England: findings from two schools     

Therese Day  Anita Prunty  Maeve Dupont 《Journal of Research in Special Educational Needs》2012,12(3):141-150

As more students with special educational needs attend mainstream schools, it is critical that the role and operation of special schools be examined. This article reports on two case studies, one special school in England and one in Ireland, which formed part of a national review of the role of special schools and special classes in Ireland. Two students, in each case study school, were shadowed and observed during two‐day visits by the research team. These students, and everyone belonging to them, were interviewed and relevant documents were analysed. Findings are discussed in terms of responding to students' needs through: organization of teaching and learning, curriculum, leadership, specialist staff, collaboration and links outside the special school. The implications are considered with reference to research, policy and practice and the authors conclude that the evidence provides support for maintaining the special school as an integral part of the continuum of educational provision for students with special educational needs.  相似文献   

Self‐Reflexivity and the Creative Voice: Issues of Transgression Identified with Participant Ethnographic Research in Art and Design Education     

Anita Reardon 《The International Journal of Art & Design Education》2012,31(2):127-139

This article shares my experience as a doctoral student researching within the domain of art and design education. This is a professional doctorate bringing together my experience as an educator and that of researcher where boundaries between education and social science research disciplines cross. My research paradigm is situated within critical theory. It is an interpretive hermeneutic study where I am cast as a participant ethnographer. At the time of writing I wanted to make known the issues and tensions that I encountered with research protocols, such as permissions mechanisms and ethical gatekeepers. These tensions I still perceive as confining, but more significantly, I realise that knowing and understanding research methodology is key to achieving creative and unpredictable research practice. This article is, therefore, focused on my journey to discover a research methodology that enables me to use a creative voice. By this I mean a method by which I can develop a writing style that articulates my practice that enables me in the construction and reporting of my research analysis to fully capitalise on my reflexive self. I have referenced papers produced by others at the time of writing their doctoral thesis and have found this enlightening. This is my contribution.  相似文献   

Problem-based learning used in the context of cardiac rehabilitation: different scenes and different roles     

Lisa Hjelmfors  Madeleine Abrandt Dahlgren  Anita Kärner  Pia Tingström 《Studies in Continuing Education》2014,36(2):218-232

Several studies show that how patients have difficulties in changing lifestyle even though such changes are essential because they are suffering from a life-threatening disease. Coronary artery disease (CAD) patients met 13 times during a year and used problem-based learning (PBL) to improve their empowerment and self-efficacy in making lifestyle changes. District nurses functioned as tutors, helping patients to formulate issues and to state self-care goals. To identify and describe the enactment of PBL, an ethnographic approach was used, including, for example, participant observations and interviews, all derived from six sessions of the education programme. Five different enactments were found, metaphorically expressed as: ‘The study circle’, ‘The classroom’, ‘The expert consultation’, ‘The therapy session’ and ‘The coffee party’. The education programme did not always function as it was supposed to according to the model, but perhaps this should not be seen as a failure of the pedagogical intervention since these enactments as a whole seem to be a way for the patients to be able to make healthy lifestyle changes. The metaphors can broaden the understanding of what can happen when implementing problem-based learning in health care practice.  相似文献   

Longitudinal correlates of reading comprehension difficulties in Chinese children     

Juan Zhang  Catherine McBride-Chang  Anita M.-Y. Wong  Twila Tardif  Hua Shu  Yuping Zhang 《Reading and writing》2014,27(3):481-501

The present study explored the early predictors of reading comprehension difficulties in Chinese children. We originally recruited 290 Beijing and 154 Hong Kong children and further selected from each sample those (30 from Beijing and 22 from Hong Kong sample) in the lowest 25 % on reading comprehension tests across the last two consecutive testing years (Beijing: ages 9 and 10; Hong Kong: ages 8 and 9) as poor comprehenders. These groups were matched to a group of children from the same sample whose reading comprehension was above 30 % across the two final years and matched on mothers’ education levels, age, nonverbal reasoning at age 4, and Chinese word reading across the same final two consecutive years. We then examined early linguistic/cognitive skills at ages 5–9 that could distinguish the poor and typically developing groups in each city separately. Compared to the control group, poor comprehenders from both samples performed significantly and consistently worse on word reading at early ages, and generally worse on morphological compounding awareness, phonological awareness, and vocabulary knowledge from ages 6 and onwards. In addition, lexical tone sensitivity across ages and grammatical sensitivity (administered at age 5 only) failed to distinguish the two groups for the Beijing sample but did for Hong Kong children.  相似文献   

Portugal     

David C. Tyler  Joyce C. Melvin  Yang Xu  Marylou Epp  Anita M. Kreps 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(1-2):57-90

In the library literature, a great deal of interest in patron-driven collection development has recently been expressed, especially in those programs that link acquisitions with interlibrary loan. However, the implementation of such programs has been limited, at least in part because of concerns over the potential for wasteful spending. The authors will attempt to address this common concern by assessing whether monies spent via a patron-driven acquisitions program were more or less effective than monies spent via traditional modes of acquisition.  相似文献   

Broadcasting and Telecommunications     

Arthur Hezlet  W.M. Dalton  Anita Klever  Donald L. Guimary  John Blair  James W. Brown 《Communication Booknotes Quarterly》2013,44(5):58-61

Arthur Hezlet's Electronics and Sea Power (New York: Stein & Day, 1975—$15.00)

W.M. Dalton's The Story of Radio (London: Adam Hilger Ltd., 1975—about $9.00 for each of three volumes)

Anita Klever's Women in Television (Philadelphia: Westminster Press, 1975—$5.95)

Donald L. Guimary's Citizen's GrouRs and Broadcasting (New York: Praeger Special Studies, 1975—$14.00)

John Blair & Co.'s Statistical-Trends in Broadcasting 1975: 11th Edition (New York: John Blair & Co., 1975—$2.50, paper)

Natan Katzman's Public Television Program Content: 1974 (Washington: Corporation for Public Broadcasting, 1975—price not given, paper)

James W. Brown (ed.) Educational Media Yearbook: 1975-76 (New York: R.R. Bowker, 1975—$21.95)

Alan Bermingham et al. The Small TV Studio: Equipment and Facilities (New York: Hastings House, 1975—$7.95, paper)

John H. Barwick and Stewart Kranz's Profiles in Video: Who's Using Television and How (White Plains, N.Y.: Knowledge Industries Publications, 1975— $27.50)  相似文献   

The Profound Sound of Ernest Hemingway's Typist: Gendered Typewriting as a Solution to the Problems of Communication     

Kathleen F. McConnell 《传播与批判/文化研究》2013,10(4):325-343

Beginning in the late nineteenth century, the association between women and typewriters first generated and then ameliorated anxieties over the potential unfaithfulness of the writing technology. Typing techniques designed to minimize miscommunication developed in response to fears of and frustrations with the machine. Gendered typewriting reconciled a perception of the typewriter as a powerful means of expression with the desire for a trustworthy mode of communication. Through an examination of literature and typing tutorials, this article shows gender's regulatory function in the pursuit of clear, reliable, and faithful communication processes, suggesting that gender functions primarily as solution to, rather than as a problem for, communication.  相似文献   

Making inquiry-based science learning visible: the influence of CVS and cognitive skills on content knowledge learning in guided inquiry     

Anita Stender  Martin Schwichow  Corinne Zimmerman  Hendrik Härtig 《International Journal of Science Education》2013,35(15):1812-1831

ABSTRACT

Many science curricula and standards emphasise that students should learn both scientific knowledge and the skills associated with the construction of this knowledge. One way to achieve this goal is to use inquiry-learning activities that embed the use of science process skills. We investigated the influence of scientific reasoning skills (i.e. conceptual and procedural knowledge of the control-of-variables strategy) on students’ conceptual learning gains in physics during an inquiry-learning activity. Eighth graders (n?=?189) answered research questions about variables that influence the force of electromagnets and the brightness of light bulbs by designing, running, and interpreting experiments. We measured knowledge of electricity and electromagnets, scientific reasoning skills, and cognitive skills (analogical reasoning and reading ability). Using structural equation modelling we found no direct effects of cognitive skills on students’ content knowledge learning gains; however, there were direct effects of scientific reasoning skills on content knowledge learning gains. Our results show that cognitive skills are not sufficient; students require specific scientific reasoning skills to learn science content from inquiry activities. Furthermore, our findings illustrate that what students learn during guided inquiry activities becomes visible when we examine both the skills used during inquiry learning and the process of knowledge construction. The implications of these findings for science teaching and research are discussed.  相似文献   

Taking light for a walk     

Anita R. Warrier  C. Vijayan 《Resonance》2013,18(11):1015-1031

Recent research on manipulating the speed of light has established the possibility of bringing down the speed of light to a value that can be challenged by a humble bullock cart. The processes that influence the speed of light in natural and artificial materials have been investigated in depth, leading to the design of specific techniques to slow down and even store light in appropriate medium at room temperature. We introduce here the basic science of slow-light propagation in materials and artificial structures such as photonic crystals and highlight the important milestones in research on this fascinating frontier.  相似文献