Environmental education in television narratives: a Brazilian case study     

Leandro Belinaso  Lúcia Estevinho  Mariana Brasil Ramos 《Environmental Education Research》2018,24(10):1490-1500

Abstract

This article discusses recent Brazilian research on the relationship between environmental education and cultural studies. Television narratives about the environment and/or sustainability in our everyday lives are used to pose some initial questions about this relation. First, culture is discussed briefly showing how it potentially relates to teaching and informs our role as environmental educators. We argue that culturalist perspectives on research in environmental education politicise teaching practices, even though they are in a context that strays from prerogatives that envisage a future world marked by sustainable development and a green economy. We investigate the impacts of television narratives and images on our everyday lives wherein we are consistently taught particular written and visual messages about how to plan for our future. Examples are draw from the teaching effects of a Brazilian television programme called Repórter Eco, broadcast on a public television network, including the sustainable management of the baru (a typical tree from the Brazilia Cerrado). We argue the educational aspects of television programmes should receive critique, as the relationships established between people and various media artifacts produce particular meanings and ways of seeing the world. This presents a challenge for teachers as examining these subjective ways carefully requires critical examination, not only in terms of education for sustainability or environmental preservation, but also teaching using media.  相似文献   

AILEM Programme: a long‐term intervention to promote literacy learning in low‐performing primary schools in Chile     

Malva Villalón Bravo Corresponding author  Margarita Silva  Tonia Razmilic  Stanley L. Swartz 《Early Years: An International Journal of Research and Development》2005,25(2):97-111

After one year of implementation, this paper describes a programme designed to support literacy learning in low performing schools from poor sectors in Santiago, Chile. School‐based intensive training on theory and practice of a literacy learning framework for classroom instruction and long‐term support were used to impact the achievement of students from disadvantaged families in 16 kindergarten classrooms and 16 1st‐grade classrooms in nine primary schools. Preliminary results showed an improvement in learning achievement positively related to level of implementation of the literacy instruction framework in the classrooms and teachers' perception of an improvement in their knowledge and classroom practices. Although findings from this study cannot support definite conclusions, because of the lack of experimental conditions, they provide relevant information for future experimental studies on how to meet the literacy learning needs of children from disadvantaged backgrounds.  相似文献   

Gender bias in IQ-discrepancy and post-discrepancy definitions of reading disability     

Share DL  Silva PA 《Journal of learning disabilities》2003,36(1):4-14

The present study investigated the hypothesis that the higher prevalence of reading disability (RD) often observed among boys is partly an artifact of gender bias in the prediction of reading from IQ. The relevant regression statistics derived from a sample of more than 900 children revealed a statistically significant intercept bias. Predicted reading scores for boys were systematically overestimated, thereby inflating IQ-reading discrepancies; the converse was found for girls. When defined separately for girls and boys, severe underachievement in reading was found to be equally prevalent in both genders and, furthermore, was associated with qualitatively and quantitatively similar patterns of deficits. Because the bias arose from general differences between boys and girls in reading score distributions (a lower mean and greater variance for boys) rather than from differences in IQ scores, gender bias poses a potential threat not only to traditional IQ-discrepancy definitions but also to post-discrepancy definitions that are based solely on reading score cutoffs. Future classification criteria for RD need to take heed of the possibility that when the distributions of reading scores for boys and girls are not identical, performance cutoffs designating low achievement that are based on data pooled from both genders are likely to result in the overidentification of boys with RD and the underidentification of girls with RD.  相似文献   

Scenario for a Ghetto school system     

Ramon Sanchez 《The Urban Review》1973,6(4):8-11

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The organization and temporal properties of appetitive behavior in rats     

Kathleen M. Silva  William Timberlake 《Learning & behavior》1998,26(2):182-195

In the presence and absence of an externalinterfood clock stimulus (a sequence of flashing lights), rats showed a multimodal behavior pattern during successive quarters of interfood intervals (IFI) ranging from 12 to 192 sec. Responses near the feeder peaked before and just after food presentations, whereas locomotion remote from the feeder peaked toward the middle of the IFI. The temporal patterns of nosing in the feeder and remote locomotion were scalar (the time at which a response peaked in the IFI was proportional to the IFI length), whereas the patterns of postfood feeder-directed behavior, rearing, and pawgrooming were time bound (peaking at a fixed time after food, regardless of IFI length). Responses varied in their control by the external clock stimulus. During the last half of the IFI, rats nosed in the feeder more with an external clock, but only at intermediate IFIs. During the first quarter of the IFI, rats pawgroomed more with an external clock, but only at the longest IFI. The general sequence of responses during the interfood clock was consistent with the view that food delivery engages an organized sequence of search states that are expressed through a variety of responses.  相似文献   

Evaluating models of how morphological awareness connects to reading comprehension: A study in Portuguese     

Márcia Oliveira  Kyle C. Levesque  S. Hélène Deacon  Márcia Maria Peruzzi Elia da Mota 《Journal of Research in Reading》2020,43(2):161-179

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Exploring features for the automatic identification of user goals in web search     

Mauro Rojas Herrera  Edleno Silva de Moura  Marco Cristo  Thomaz Philippe Silva  Altigran Soares da Silva 《Information processing & management》2010

Queries submitted to search engines can be classified according to the user goals into three distinct categories: navigational, informational, and transactional. Such classification may be useful, for instance, as additional information for advertisement selection algorithms and for search engine ranking functions, among other possible applications. This paper presents a study about the impact of using several features extracted from the document collection and query logs on the task of automatically identifying the users’ goals behind their queries. We propose the use of new features not previously reported in literature and study their impact on the quality of the query classification task. Further, we study the impact of each feature on different web collections, showing that the choice of the best set of features may change according to the target collection.  相似文献   

Reported Research Funding in Four Early Childhood Journals     

Bridget A. Walsh  Claudia Sanchez 《Early Childhood Education Journal》2010,37(4):289-293

Funding for research in the area of early childhood is an ongoing challenge. The present research objective was to identify the frequency of acknowledgment of federal funding in articles published by four leading early childhood journals from 1999 to 2008. We conducted a content analysis of 1,338 publications found in Early Child Development and Care, Early Childhood Education Journal, Early Childhood Research and Practice, and Early Childhood Research Quarterly. Approximately 28% of the sample (368 articles in the target journals) reported funding in general. More specifically, 43% of the sample (160 articles of the 368 articles funded) reported federal funding. It is concluded that external funding, particularly federal funding for early childhood research may be the exception rather than the rule.  相似文献   

History effects on induced and operant variability     

da Silva Souza A  Abreu-Rodrigues J  Baumann AA 《Learning & behavior》2010,38(4):426-437

Two experiments evaluated history effects on induced and operant variability. College students typed three-digit sequences on a computer keyboard. Sequence variability was induced (by no reinforcement or variation- independent reinforcement) or reinforced (by variation- or repetition-dependent reinforcement). Conditions with induced and operant variability were presented according to a reverse between-groups design. In Experiment 1, we examined transitions from the variation or repetition contingencies to no reinforcement, and vice versa. In Experiment 2, the variation or repetition contingencies were followed or preceded by variation-independent reinforcement. The results showed that (1) a history of no reinforcement impaired operant variability learning; (2) induced variability levels were higher and lower after a history of reinforcement for variation and repetition, respectively; (3) repetition was more easily disrupted by no reinforcement and independent reinforcement than was variation; and (4) response variability and stability were a function of past and current reinforcement conditions. These results indicate that reinforcement history influences both induced and operant variability levels.  相似文献   

The criminal act as means of lust： The will and the death in culture     

Francisco Ramos  de Farias 《美中教育评论》2010,(11):113-120

Crime, which is an intriguing aspect of the human condition, has been the object of great concern amongst many modalities of knowledge. Even when dealing with the so-called ＂primal crime＂, dissolution is what always results. If people understand the primal crime of the mythical father as the necessary condition to cross from a horde to a clan state, eventually reaching a fraternal group state, then they should also understand that the social bond, which results from this action, brings in its kernel the scars of irreversible destruction. Freud＇s tyrannical father was murdered because he kept absolute enjoyment for himself, yet this crime did not set free the authors of the crime from their own enjoyment. The dynamics of the criminal act as a means of lust has been studied with the intent of articulating both perverse subjectivation and the pervert act, as well as considering the convict＇s standing in social relationships. Symbolization of reality and temporality are significantly altered by imprisonment, due mainly to lack of scopes and systematic conveying references which reflect reality. The study related to the temporal being of detainees is inferred as to better portray questionings on temporal subjection. The analysis of the discourse production lead to conclude： （1） When it is destined to penal institutions, the condemned lose pace with time （time halts）; （2） Interns must render time objective （produce time）. Rebellion and fights may be endeavors to create rhythm to register time, wherein, the desire to live time is, desperately, externalized; （3） Penal work is a time-reducing factor of imprisonment, therefore, time acquires objective and exchangeable value for the interns; and （4） Three worlds unfold and introduce themselves from the very moment when the imprisoned take place within a penal institution. The internal scope of the penal unit is propagated by the interns as being the inside world, exterior social context and relationships thereof are known as the outside world and the world of crime abides essentially different temporality notions. Within the inside world time halts, in the outside world time escapes and the crime world dimensions time is as time itself.  相似文献