Childhood and the philosophy of education: an anti‐Aristotelian perspective     

Joshua Russell 《Environmental Education Research》2009,15(5):621-624

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How Massive Multiplayer Online Games Incorporate Principles of Economics     

By Joshua H. Barnett  Leanna Archambault 《TechTrends》2010,54(6):29-35

Games have always been a part of the human experience. Even the earliest of civilizations created games for enjoyment and entertainment. However, the educational value of those games is a relatively recent consideration. Over the previous fifty years, scholars have questioned the potential positive lessons learned from games such as Monopoly®, Scrabble®, and sports. While millions of children participate in these activities, a new type of gaming has emerged over the previous decade and is quickly surpassing other gaming formats. Massively Multiplayer Online Role Playing Games (MMORPGS), such as World of Warcraft and Diablo, now have millions of players; however, the potential educational influence of these games is relatively unknown. This article presents an exploration of one potential educational strand – economic theory – that these types of games may facilitate.  相似文献   

A measure of emergent literacy for students with severe developmental disabilities     

Joshua N. Baker  Fred Spooner  Lynn Ahlgrim‐Delzell  Claudia Flowers  Diane M. Browder 《Psychology in the schools》2010,47(5):501-513

This study examined the underlying structure of the Nonverbal Literacy Assessment (NVLA), an instrument designed to measure emergent literacy for K–fourth‐grade students with severe developmental disabilities. The NVLA was conceptualized as having six constructs that reflected emergent literacy skills: (a) phonemic awareness, (b) phonics, (c) comprehension, (d) vocabulary, (e) listening comprehension, and (f) text awareness. Confirmatory factor analysis using data from 207 student administrations was used to examine the six‐factor model and two alternative models. Results suggested that all three models fit the data, but the high corrections coefficients among the constructs suggested that a one‐factor model of emergent literacy was the best‐fitting model. Implications and limitations are discussed. © 2010 Wiley Periodicals, Inc.  相似文献   

Ensuring technical competency for management of research-focused organizations     

Joshua M. Pearce 《The Journal of High Technology Management Research》2018,29(2):172-180

Does a national research-focused organization need a technically competent leader? This study provides preliminary answers to that question using a natural experiment underway at the Department of Energy (DOE): a leader with significant high-level management experience superior to that of his predecessors, but no relevant technical experience was appointed to run the vast scientific research operation. The following hypothesis is proposed: A major risk of allowing technically-unqualified leadership is that an amateur can be more easily manipulated by special interests against the best interests of the nation. The hypothesis is tested by technically analyzing three case studies on proposals from the Secretary of Energy. The results show 1) requests for budget cuts undermining DOE's mission, 2) requests for redundant studies wasting DOE resources, and 3) counter-productive recommendations derived from a misrepresentation of the studies' results, which indicate technical competence is important for DOE leadership. These preliminary results indicate technical competency is important for leaders running organizations that oversee research. Finally, a potential policy safe guard to the risks of extreme technical incompetence is provided, which can be applied to either independent- or politically-appointed bureaucrats.  相似文献   

Associations Between Sexting Behaviors and Sexual Behaviors Among Mobile Phone‐Owning Teens in Los Angeles          下载免费PDF全文

Eric Rice  Jaih Craddock  Mary Hemler  Joshua Rusow  Aaron Plant  Jorge Montoya  Timothy Kordic 《Child development》2018,89(1):110-117

The implications of teen sexting for healthy development continue to concern parents, academics, and the general public. Using a probability sample of high school students (N = 1,208) aged 12–18, the prevalence of sexting, associations with sexting, and associations between sexing and sexual activity were assessed. Seventeen percent both sent and received sexts, and 24% only received sexts. Sending and receiving sexts were positively associated with each other and both behaviors were associated with having peers who sext. Lifetime reports of sexual intercourse, anal sex, oral sex, and recent unprotected sex were positively associated with reports of texting 300 or more times per day, only receiving sexts, and both sending and receiving sexts.  相似文献   

Pedagogy and practice in STEM field experiences: intersections of student and mentor identity and impacts upon student outcomes     

Christopher J. Felege  Cheryl Hunter  Joshua Hunter  Susan N. Ellis-Felege 《师资教育杂志》2018,44(4):514-516

Practicums, internships and field experiences are essential components in many fields. These varied experiences embed both students and their mentors in immersive experiences. Such immersive experiences are essential for STEM students preparing for future jobs, yet little is known about how these research-intensive and immersive experiences impact the practice of teaching in the natural sciences. In order to evaluate the impact, opportunities and challenges associated with such experiences, our team collected and analysed end-of-semester reflections from five students and their faculty mentor. Thematic analysis related to inferences and implications about the impacts of the experience showed a need to formalize and further develop an understanding of both students’ self-identity and the cultural attitudes of the students and the mentor.  相似文献   

The Psychological Contracts of Undergraduate University Students: Who Do They See as Exchange Partners,and What Do They Think the Deals Are?     

Joshua R. Knapp  Suzanne S. Masterson 《Research in higher education》2018,59(5):650-679

The relationship between students and their academic institution is based on exchange. However, we have limited knowledge regarding how many exchanges students perceive, who (or what) the perceived exchange partners are, and what the perceived terms of those exchanges contain. To address this gap, we utilized a mixed-method approach to explore and describe the psychological contracts of two sets of undergraduate university students: newly entering freshman, and experienced university students. Results clearly demonstrated that students perceive numerous psychological contracts relevant to their education with a variety of partners both inside and at the boundaries of the institution. Results also demonstrated that these contracts are qualitatively and quantitatively distinct. The overarching implication of these findings is that students navigate a web of diverse exchange partners, and it would be a mistake for educators and researchers to focus exclusively on one or few relationships presupposed to be most important.  相似文献   

Changing attitudes and intentions related to doping: An analysis of individual differences in need for cognition     

Javier Horcajo  David Santos  Joshua J. Guyer  Lorena Moreno 《Journal of sports sciences》2013,31(24):2835-2843

ABSTRACT

Research has shown that athletes’ attitudes towards the use of banned performance-enhancing substances are reliable predictors of their intentions to use these substances, which in turn can be relevant predictors of their actual doping behaviours. Despite the important role played by attitudes and intentions in doping, research analysing how to change those attitudes and intentions is relatively scarce. The present study examined how individual differences in Need for Cognition (NC, Cacioppo & Petty, 1982) influenced doping-related attitude change and subsequent behavioural intentions. Participants were randomly assigned to read a persuasive message either against or in favour of legalising the use of several banned substances, including anabolic androgenic steroids (AAS) and Erythropoietin (EPO). In addition, participants completed the NC scale, and finally reported their attitudes and behavioural intentions regarding the legalisation proposal. As hypothesised, results showed that participants who received an anti-legalisation message had significantly more unfavourable attitudes towards the proposal than participants who received a pro-legalisation message, regardless of NC. However, as predicted, NC moderated the relationship between individuals’ attitudes and their intentions. That is, high-NC participants showed greater attitude-intention correspondence than low-NC participants.  相似文献   

First Things First: Developing Academic Competence in the First Year of College*   总被引：3，自引：0，他引：3  

Robert D. Reason  Patrick T. Terenzini  Robert J. Domingo 《Research in higher education》2006,47(2):149-175

Perhaps two-thirds of the gains students make in knowledge and cognitive skill development occur in the first 2 years of college (Pascarella, E. T., and Terenzini, P. T. (2005). How college affects students Vol. 2. A third decade of research. San Francisco: Jossey-Bass). A significant proportion of the students entering America’s colleges and universities, however, never make it to their second year at the institution where they began. This study, part of a national effort to transform how colleges and universities think about, package, and present their first year of college, is based on data from nearly 6,700 students and 5,000 faculty members on 30 campuses nationwide. The study identifies the individual, organizational, environmental, programmatic, and policy factors that individually and collectively shape students’ development of academic competence in their first year of college. *Paper presented at the meeting of the Association for Institutional Research, June 6, 2005 San Diego, CA. This study was supported by grants from the Atlantic Philanthropies and the Lumina Foundation for Education to the Policy Center for the First Year of College, Brevard, NC. The opinions expressed herein do not necessarily reflect the opinions or policies of those foundations or the Policy Center, and no official endorsement should be inferred.  相似文献   

Applying White Dialectics: Exploring Whiteness and Racial Identity among White College Athletes     

Joshua D. Vadeboncoeur  Trevor Bopp 《Quest (Human Kinetics)》2019,71(1):1-20

This article seeks to synthesize and apply White racial identity theory and concomitant research to the interaction between athletic and racial identity, specifically as it relates to the experiential variations of how race impacts White athletes within the college sport environment. White dialectics, or the tensions that White Americans experience as dominant social group members, serve as the guiding theoretical framework and provide a theoretical lens through which the experience of White college athletes is examined at each distinct dialectic. Through this article, the application of White dialectics offers a theoretical foundation for developing a better understanding of how White college athletes not only make sense of their racial identity, but also understand their racialized experiences within intercollegiate athletics.  相似文献