The Answer is Often Another Question: Towards a Heuristic Curriculum     

Andy Larter  Erica Holley 《English in Education》1988,22(3):64-75

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Producing PSAs on consumer culture: youth reception of advertising     

Christine Olson  Kylie Lanthorn  Gamze Onut  Laras Sekarasih  Erica Scharrer 《Critical Studies in Media Communication》2019,36(1):58-74

This study is a qualitative analysis of Public Service Announcement (PSA) storyboards produced by 177 fourth and sixth-grade students as part of a Media Literacy Education program on advertising and commercial culture. The program curriculum addressed the ubiquity and hidden nature of ads, as well as gender portrayals, violence, and nutritional messages in advertising content. Textual analysis revealed differing patterns in student reception of the varied lesson topics. Students called for specific behavioral changes in PSAs for the topics of nutrition and gender, although most were limited to non-media-related behaviors such as improving eating habits and encouraging fluidity across roles more traditionally associated with masculinity or with femininity. The analysis also suggested responsibility for the problems students identified with advertising were largely based on individual, consumerist perspectives rather than on collective or social, citizen-based terms. Fourth graders’ storyboards especially indicated an apparent mimicry of mainstream commercial productions and practices. The analysis further explores these fourth and sixth graders’ underlying orientations toward the U.S. commercial media system as well as the potential strengths and limitations of a production component in MLE programs to promote outcomes associated with critical media literacy.  相似文献   

Entertaining audiences,ensuring inclusivity,and considering media influence: Sixth graders’ understanding of media producers’ responsibility     

Laras Sekarasih  Kavita Nayar  Donica O’Malley  Christine Olson  Erica Scharrer 《The Communication Review》2016,19(2):128-152

Qualitatively analyzing 35 responses from a letter-writing homework in a media literacy education program, this study examines sixth graders’ understandings of producers’ responsibility in creating media content. Responses suggest their understandings about producers’ responsibility are bounded within the context of their media use as consumers, rather than as citizens. Findings focus on the importance of introducing contextual factors of media production as well as the challenges that researchers and educators might face.  相似文献   

带宽按需分配     

Erica Naone 《中国教育网络》2008,(5):29-29

美国非盈利性高级网络联盟Internet2,正在致力于设计一种能够根据需要,拓展和加速专用带宽的新网络。例如,对于远程外科技术,流畅且可靠的互联网连接是十分重要的,而研究者想要检验该技术时,就有可能利用这种新网络来建立临时的专用路径。这种网络又称为动态电路网络,该网络当前的应用是学术性的,但其潜在的技术在未来可能会渗透到商业网络中,例如,它可能会用在高清视频上。  相似文献   

Diversifying High Schools in Racially Changing Suburban Districts: Expanding Opportunity,Creating Barriers?     

Erica Frankenberg  Jennifer B. Ayscue  Alison C. Tyler 《Peabody Journal of Education》2016,91(3):383-403

Although demographic change is happening more rapidly at the elementary school level, the intersection of these demographic trends with the changing mission of high schools may offer the opportunity to reduce some of the persistent racial gaps in educational attainment. At the same time, when schools became diverse as desegregation took place, stratification within schools occurred, leading to inequality within diverse schools. Thus, this article seeks to examine whether high schools can help to expand opportunity for low-income students and students of color as suburban racial change occurs. To answer this question, this article draws on school-level interviews in six public high schools in racially changing suburban districts in some of the nation's largest metropolitan areas. High schools in this study focused on ways to provide access to diverse students through structural reforms and information dissemination, yet they also saw academic programs as a way to compete for certain students to shape their student body composition and maintain enrollment.  相似文献   

Student’s social interaction in inquiry-based science education: how experiences of flow can increase motivation and achievement     

Robin Ellwood  Eleanor Abrams 《Cultural Studies of Science Education》2018,13(2):395-427

This research investigated how student social interactions within two approaches to an inquiry-based science curriculum could be related to student motivation and achievement outcomes. This qualitative case study consisted of two cases, Off-Campus and On-Campus, and used ethnographic techniques of participant observation. Research participants included eight eighth grade girls, aged 13–14 years old. Data sources included formal and informal participant interviews, participant journal reflections, curriculum artifacts including quizzes, worksheets, and student-generated research posters, digital video and audio recordings, photographs, and researcher field notes. Data were transcribed verbatim and coded, then collapsed into emergent themes using NVIVO 9. The results of this research illustrate how setting conditions that promote focused concentration and communicative interactions can be positively related to student motivation and achievement outcomes in inquiry-based science. Participants in the Off-Campus case experienced more frequent states of focused concentration and out performed their peers in the On-Campus case on 46 % of classroom assignments. Off-Campus participants also designed and implemented a more cognitively complex research project, provided more in-depth analyses of their research results, and expanded their perceptions of what it means to act like a scientist to a greater extent than participants in the On-Campus case. These results can be understood in relation to Flow Theory. Student interactions that promoted the criteria necessary for initiating flow, which included having clearly defined goals, receiving immediate feedback, and maintaining a balance between challenges and skills, fostered enhanced student motivation and achievement outcomes. Implications for science teaching and future research include shifting the current focus in inquiry-based science from a continuum that progresses from teacher-directed to open inquiry experiences to a continuum that also deliberately includes and promotes the necessary criteria for establishing flow. Attending to Flow Theory and incorporating student experiences with flow into inquiry-based science lessons will enhance student motivation and achievement outcomes in science and bolster the success of inquiry-based science.  相似文献   

Evaluating leadership development in an academic program     

Brett Christensen  Erica Cormack  Barb Spice 《Performance Improvement》2011,50(1):9-16

An evaluation of the Royal Military College of Canada's Aboriginal Leadership Opportunity Year leadership practicum was conducted in 2009. This novel approach used several human performance technology (HPT) models to frame the evaluation and identify the dimensions and subdimensions of merit. This article explains the theoretical framework of the evaluation, how and why different HPT models complemented the evaluation process, the challenges faced in executing the evaluation, and the teams' findings on using this approach.  相似文献   

National news     

Erica Keeps 《Performance Improvement》1979,18(8):9-9

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National news     

Erica Keeps 《Performance Improvement》1979,18(4):18-18

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Skill Sets for the Human Performance Technologist     

Harold D. Stolovitch  Erica J. Keeps  Daniel Rodrigue 《Performance Improvement Quarterly》1995,8(2):40-67

Demand for human performance technology (HPT) practitioners is growing at the same time as their numbers are increasing. Yet no standard repertoire of professional skills exists, nor is there any agency with authority to define required skill sets. A number of sources do, however, offer guidelines. These are observation of current practice, a rich and expanding literature, professional societies, recognized practitioners and knowledgeable clients. These sources provide us with strong indicators as to what constitute skill sets for both current and future practice. This article presents suggested basic and advanced skill sets, identifies future skill needs, and concludes with suggestions for maintaining and enhancing proficiency as a human performance technologist.  相似文献