Participation,Perplexity and Plurality: Exploring the Shared Reading of a ‘Difficult’ Poem     

Susan Jones  Kevin Harvey 《Changing English: An International Journal of English Teaching》2020,27(1):34-49

ABSTRACT

In this article, we explore how adults in a community shared reading group discuss the notoriously difficult poem ‘The Emperor of Ice-Cream’ by the American poet Wallace Stevens. Drawing on Hannah Arendt’s notion of action, we explore how participants negotiate the poem, actively constructing meanings from their shared personal experiences rather than simply reading off meanings contained in and bounded by the poem, a text which continues to be divisively contested by literary ‘experts’. In enabling them to act collectively in such a purposive and immersive fashion, shared reading, we suggest, constitutes a public space where participants experience the plurality that Arendt argues is central to the human condition. At a time when tolerance of difference has been compromised by divisive politics, a focus on the collaborative aspect of shared reading contributes to a greater understanding of the role it can play in supporting inclusive, participatory arts practices in communities.  相似文献   

On the Correspondence between the Latent Growth Curve and Latent Change Score Models     

Sarfaraz Serang  Kevin J. Grimm  Zhiyong Zhang 《Structural equation modeling》2019,26(4):623-635

There has been a great deal of work in the literature on the equivalence between the mixed-effects modeling and structural equation modeling (SEM) frameworks in specifying growth models (Willett &; Sayer, 1994). However, there has been little work on the correspondence between the latent growth curve model (LGM) and the latent change score model (see Grimm, Zhang, Hamagami, &; Mazzocco, 2013 Grimm, K. J., Zhang, Z., Hamagami, F., &; Mazzocco, M. M. (2013). Modeling nonlinear change via latent change and latent acceleration frameworks: Examining velocity and acceleration of growth trajectories. Multivariate Behavioral Research, 48, 117–143.[Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]). We demonstrate that four popular variants of the latent change score model – the no change, constant change, proportional change, and dual change models – have LGM equivalents. We provide equations that allow the translation of parameters from one approach to the other and vice versa. We then illustrate this equivalence using mathematics achievement data from the National Longitudinal Survey of Youth.  相似文献   

Perceptual learning with tactile stimuli in rodents: Shaping the somatosensory system     

Nicole Pacchiarini  Kevin Fox  R. C. Honey 《Learning & behavior》2017,45(2):107-114

The animal kingdom contains species with a wide variety of sensory systems that have been selected to function in different environmental niches, but that are also subject to modification by experience during an organism’s lifetime. The modification of such systems by experience is often called perceptual learning. In rodents, the classic example of perceptual learning is the observation that simple preexposure to two visual stimuli facilitates a subsequent (reinforced) discrimination between them. However, until recently very little behavioral research had investigated perceptual learning with tactile stimuli in rodents, in marked contrast to the wealth of information about plasticity in the rodent somatosensory system. Here we present a selective review of behavioral analyses of perceptual learning with tactile stimuli, alongside evidence concerning the potential bases of such effects within the somatosensory system.  相似文献   

You don’t always get what you pay for: User experiences of engaging with contract cheating sites     

Wendy Sutherland-Smith  Kevin Dullaghan 《Assessment & Evaluation in Higher Education》2019,44(8):1148-1162

Abstract

Contract cheating sites advertise that they provide high quality, undetectable, bespoke work delivered in a timely manner to students purchasing their assignments. This paper tests contract cheating sites’ promises about the products they sell. We built on previous reported research examining contract cheating sites’ persuasive features which were mapped into three major dimensions. In this study, we explore how those dimensions are realised in practice. By purchasing 54 assignments from 18 different contract cheating sites across a range of disciplines, we found contract cheating sites’ promises flawed. Many sites do not deliver assignments on time, or at all; they provide variable quality assignments (including fail grade work), and do not necessarily respond rapidly to user queries. When markers graded work, 52% of cheated tasks failed to meet the university pass standard. Furthermore, many contract cheating sites retain the right to share personal details with third parties under their privacy clauses and require levels of personal identification that leave users vulnerable. Students need to be aware that contract cheating sites’ slick advertising is not necessarily borne out in reality. Universities can draw on this study’s findings for student awareness and deterrence campaigns pointing out the risks of using contract cheating sites.  相似文献   

Insights on Caring for Early Childhood Professionals and Families     

Kevin James Swick 《Early Childhood Education Journal》2007,35(2):97-102

Caring is the core value that empowers families and early childhood professionals. This article articulates the meaning and power of caring in the lives of children and families. It also explores family, professional, and community strategies for creating caring and nurturing children and families. In particular, insights that show that caring is learned early and that its impact is life long are discussed and applied to the early childhood professional’s identity.  相似文献   

Territorial behavior of laboratory rats under conditions of peripheral anosmia     

Kevin J. Flannelly  Donald H. Thor 《Learning & behavior》1976,4(3):337-340

Two experiments investigated the influence of peripheral anosmia with zinc sulfate solution on aggressive and nonaggressive behaviors of rats in the colony intrusion paradigm. Experiment I was a replication of a previous observation that anosmic intruders arenot attacked by resident males. No significant differences were found in aggressive response to normal or anosmic intruders. Experiment II tested colony residents under normal and anosmic conditions for aggressive and nonaggressive response to intruders. The results were in agreement with previous reports that anosmia abolishes differential responding between males and females as well as all aggressive acts normally directed against unfamiliar males.  相似文献   

Power of Two: The Impact of 2 Years of High Quality Teacher Child Interactions     

Anne Henry Cash  Arya Ansari  Kevin J. Grimm  Robert C. Pianta 《Early education and development》2019,30(1):60-81

The current study focuses on the cumulative effect on children’s early learning outcomes of the quality of teacher–child interactions over multiple years during early childhood. Using propensity score matching to minimize selection bias, we compared the academic outcomes of children who experienced consistently high-quality or consistently low-quality teacher–child interactions, as defined by the Classroom Assessment Scoring System, during prekindergarten and kindergarten. Research Findings: Results indicated statistically significant differences in directly assessed language and literacy skills between children who experienced consistently high- and consistently low-quality instructional support. This was true after just 1 year, and gains were even greater for children who experienced high levels of instructional support over 2 years. Emotional support and classroom organization were not associated with children’s academic learning. Practice or Policy: Although children experience cumulative benefits in response to high-quality instructional supports over 2 years, relatively few children have access to such opportunities. We discuss these results in light of limited consistency in children’s experiences over the early school years and the presence of selection bias.  相似文献   

Exploring the potential of natural language processing to support microgenetic analysis of collaborative learning discussions     

Florence R. Sullivan  P. Kevin Keith 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3047-3063

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Effect of taste context and ambient context changes on successive negative contrast     

Charles F. Flaherty  Kevin Hrabinski  Patricia S. Grigson 《Learning & behavior》1990,18(3):271-276

Rats shifted from 32% sucrose to 4% sucrose lick less than rats that experience oniy the 4% solution. Previous experiments have found this negative contrast effect to be reduced (“disinhibited”) by the addition of a novel tone in the postshift period. In Experiment 1 of this paper, the negative contrast effect was enhanced when a novel flavor was added to the sucrose solution in the postshift period. In Experiments 2–4, changes in the ambient context, even changes sufficient to produce disruptions in licking, did not alter the degree of negative contrast. Tiese results suggest that (1) rats compare rewards across substantially different contexts, (2) contrast may serve to enhance taste neophobia, and (3) a disinhibitory effect may be confined to the presentation of punctate, nontaste, novel stimuli within a familiar context.  相似文献   

Reviewing and developing a psychological service’s response to managing behavioural difficulties through action research     

C. Eleanor Law  Kevin Woods 《Educational Psychology in Practice》2019,35(1):99-117

Educational or school psychologists (EPs/SPs) can offer support with behaviour concerns at the levels of individual, group or organisation. Their practices, whilst being psychologically based, must be responsive to local contexts and needs. To explore behaviour practice in a real-world context, and to consider how development in this domain might occur during the adoption of a “part-traded” service delivery model, an empirical investigation was conducted within one English local authority (LA) educational psychology service (EPS). Using an action research model, data were gathered through a focus group with six EPs and an interview with the Principal EP (PEP). Current behaviour practices, psychological approaches and future development priorities were identified, as well as perceived facilitators and barriers to change and the EPs’ reflections on professional development through research participation. Implications for EP practice and future research are considered.  相似文献