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Benjamin Gonzalez O’Brien Elizabeth Hurst Loren Collingwood 《Mass Communication and Society》2019,22(6):756-778
The refugee sanctuary movement in the United States has shifted to include undocumented immigrants fleeing violence and economic strife. Given the negative tenor of coverage of undocumented immigration, and ties between framing and policy views on immigration, how the media frames sanctuary cities is likely to impact public perceptions of these cities and their policies. To assess media coverage of sanctuary policies, we analyzed articles from five national newspapers from 1980 to 2017 with both human content analysis and dictionary-based computational analysis. We find that framing around religion/morality and conflict has decreased, while stories focusing on crime and partisanship have increased. We discuss implications for public opinion and the likelihood that the American public will take their cues from media framing and elite discourse when it comes to sanctuary policies. 相似文献
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Elizabeth H. McEneaney 《课程研究杂志》2015,47(6):802-819
This article offers a critique of Michael Young’s perspective on the Internet as it relates to the knowledge-driven curriculum he supports. I argue that the Internet is a site of both theoretical knowledge and everyday concepts which challenges the differentiation of knowledge that premises much of Young’s writing. Google searches from the perspective of a student and teacher show that theoretical knowledge with vertical links to subject and disciplinary communities as well as coherence built through links between concepts is fairly readily accessed on the Internet. The importance of information literacy for students, the critical need to curate content on the web, as well as the implications for the curriculum of framing ‘knowing’ as encompassing ‘being familiar’ and comprehending’ are highlighted. 相似文献
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Elizabeth Warren 《International Journal of Early Years Education》2015,23(2):192-208
In the Australian context, children living in disadvantaged circumstances, whose second language is English, are one of the groups at risk of failing in mathematics. This paper explores the impact purposely developed learning activities (Representations, Oral Language and Engagement in Mathematics Learning activities) have on pupils' mathematics outcomes in the first three years of formal schooling (Foundation, Year 1 and Year 2). The participating group (n = 461) comprised 328 English language learners and 133 mainstream pupils. To ascertain the impact of the learning experience, pre- and post-tests were conducted at the commencement and completion of each school year. The results indicate that all of the children significantly improved, with English as a second language pupils showing the greatest gains, and achieving norm-referenced expectations for their age. 相似文献
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Developmental Differences in Relations Between Episodic Memory and Hippocampal Subregion Volume During Early Childhood
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Tracy Riggins Sarah L. Blankenship Elizabeth Mulligan Katherine Rice Elizabeth Redcay 《Child development》2015,86(6):1710-1718
Episodic memory shows striking improvement during early childhood. However, neural contributions to these behavioral changes are not well understood. This study examined associations between episodic memory and volume of subregions (head, body, and tail) of the hippocampus—a structure known to support episodic memory in school‐aged children and adults—during early childhood (n = 45). Results revealed significant positive relations between episodic memory and volume of the hippocampal head in both the left and right hemispheres for 6‐ but not 4‐year‐old children, suggesting brain–behavior relations vary across development. These findings add new information regarding neural mechanisms of change in memory development during early childhood and suggest that developmental differences in hippocampal subregions may contribute to age‐related differences in episodic memory ability. 相似文献
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John W. Eagle Shannon E. Dowd-Eagle Andrew Snyder Elizabeth Gibbons Holtzman 《Journal of educational and psychological consultation》2015,25(2-3):160-177
Current educational reform mandates the implementation of school-based models for early identification and intervention, progress monitoring, and data-based assessment of student progress. This article provides an overview of interdisciplinary collaboration for systems-level consultation within a Multi-Tiered System of Support (MTSS) framework. The roles of school psychologists and school-based administrators are presented in relation to the implementation of MTSS practices within an implementation science model. The training and expertise of each discipline are highlighted related to respective aspects of implementation drivers (i.e., competency, organization, leadership). Functions of principals and school psychologists during team-based, problem-solving MTSS practices are described based on a problem-solving framework consistent with school-based consultation. Future directions for graduate training of school psychologists and principals and directions for consultation research are provided. 相似文献
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