Daily reports of witnessing and experiencing peer harassment in middle school   总被引：1，自引：0，他引：1  

Nishina A  Juvonen J 《Child development》2005,76(2):435-450

Two studies examined daily incidents of peer harassment in urban middle schools. Sixth-grade students (M age = 11 years) described their daily personal experiences and witnessed accounts of peer harassment, and rated their negative feelings across a 2-week period. In Study 1 (n = 95), within-subject analyses across 4 days revealed that both personally experienced and witnessed harassment were associated with increases in daily anxiety, whereas witnessing harassment buffered students against increases in humiliation on days when they personally experienced harassment. Evidence for witnessing as a buffer against increases in humiliation and anger was also found in Study 2 (n = 97) that included 5 daily reports. Witnessing harassment also protected students against increases in negative self-perceptions.  相似文献   

What’s next?: the LGBTQ video game archive     

Adrienne Shaw 《Critical Studies in Media Communication》2017,34(1):88-94

This essay describes the author’s new project: a digital archive documenting the history of lesbian, gay, bisexual, transgender, and queer (LGBTQ) content in video games. The LGBTQ game archive covers approximately 30 decades of game content at present, and nearly 500 games. This essay describes the project’s origins, the methods used to research the game content, and some initial findings. Finally, some particular surprises from the project are discussed, which point to areas for future LGBTQ games research.  相似文献   

A DEVELOPMENTAL APPROACH TO MATHEMATICS TESTING FOR UNIVERSITY ADMISSIONS AND COURSE PLACEMENT     

Wim Haeck  Nan Yeld  Jurie Conradie  Neill Robertson  Adrienne Shall 《Educational Studies in Mathematics》1997,33(1):71-91

Decisions on admissions to university and placement into university courses are usually based on the results of achievement (as in secondary school exams) and/or aptitude (in intelligence-type tests and SAT). This paper argues that in a situation where educational provision at secondary school level is highly unequal, a third approach to testing offers an alternative which is preferable both on grounds of theory of cognitive psychology and because it yields much better discrimination.The Alternative Admissions Research Project at University of Cape Town has developed a mathematics test according to the dynamic testing approach as advocated by Miller (1990) for admission of African students from grossly under-resourced schools, as well as for placing these and other students into a diversifying first year curriculum. This approach aims to assess the ability of a candidate to learn from authentic academic material within the test. This paper focuses on the reasons for the development of the mathematics test and the process by which the test questions were developed and piloted. The reliability of the test and correlations of this test with subsequent mathematical performance data are discussed.Following the encouraging data for the test as an admission mechanism, the value of the dynamic testing approach for furnishing additional information for placement into an increasingly varied curriculum at first year level was investigated. This enabled the piloting of more topics and more comprehensive validation of this type of testing. The paper concerns itself with the reliability and predictive value of each of the topics in this placement test for a range of core courses in various faculties and the extent to which these tests can identify potentially at risk students who should be placed onto an appropriate curriculum.  相似文献   

Review of measurements used in computing education research and suggestions for increasing standardization     

Lauren Margulieux  Tuba Ayer Ketenci  Adrienne Decker 《Computer Science Education》2019,29(1):49-78

Background and context: The variables that researchers measure and how they measure them are central in any area of research, including computing education. Which research questions can be asked and how they are answered depends on measurement.

Objective: To summarize the commonly used variables and measurements in computing education and to compare them to best practices in measurement for human-subjects research.

Method: Systematic literature review analyzing 197 papers published during 2013–2017 in computing education research venues.

Findings: The review illuminates common practices related to: variables measured (including learner characteristics), measurements used, and type of data analysis. The paper lists standardized measurements that were used and highlights commonly used variables for which no standardized measures exist.

Implications: The paper concludes with information about best practices currently being used in the community that should be continued, as well as pointing out practices that could be improved along with recommendations for how to begin to adopt those best practices.  相似文献   

Conceptualizations of nature: An interpretive study of 16 ninth graders' everyday thinking     

William W. Cobern  Adrienne T. Gibson  Scott A. Underwood 《科学教学研究杂志》1999,36(5):541-564

The research reported in this article sought to provide a broader understanding of high school science students as persons by describing the personal thoughts, or everyday thinking, about a question relevant to science: What is Nature? The purpose was to gain an understanding of students' fundamental beliefs about the world on the basis that developing scientific literacy can be successful only to the extent that science finds a niche in the cognitive and cultural milieu of students. The theoretical background for this research came from cultural anthropology and the methodology was interpretive, involving student interviews. The assertions of the study in summary form were: (a) The ninth‐grade students in the study tended to discuss Nature using several different perspectives (e.g., religious, aesthetic, scientific, conservationist). A rich breadth of perspectives typically characterized any one student's discussion of Nature. (b) After 9 years of schooling, however, the level of science integration within everyday thinking remained low for many of these ninth graders. In their discussions of Nature, most volunteered little school knowledge of science. They were aware of school science topics such as the ozone layer, rain forests, and the Big Bang theory. Such topics were voluntarily mentioned but usually without elaboration even when asked. (c) Science grade success was not correlated with the concepts these ninth graders typically chose to use in a discussion about the natural world. The students with the most grade success in science had not necessarily grasped fundamental concepts about Nature and science. (d) Regardless of school grade success, including school science grade success, most of the ninth graders attached considerable importance to personal experiences with Nature. Their environmental inclinations were strong. The article ends with a discussion of the implications. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 541–564, 1999  相似文献   

Writing critical race theory and method: a composite counterstory on the experiences of black teachers in New Orleans post-Katrina     

Daniella Ann Cook  Adrienne D. Dixson 《International journal of qualitative studies in education》2013,26(10):1238-1258

Using a critical race theory lens, the authors propose a way of writing race research using composite counterstories. Drawing on data from a yearlong study of school rebuilding in the time period immediately after Hurricane Katrina devastated the City of New Orleans, the authors examine the experiences of African-American educators in the school rebuilding efforts. Cook and Dixson look specifically at how composite counterstories speak back to racialized constructions of black educators that justified their post-Katrina displacement and usher in an era of school reform in which New Orleans is described as “ground zero” for the expansion of charter schools, the disempowerment of teachers’ unions, and the re-organization of teacher preparation. Given the context of the research, the authors argue that researchers should consider how composite counterstories facilitate racial research and ensure the protection of research participants.  相似文献   

Universal patterns or the tale of two systems? Mathematics achievement and educational expectations in post-socialist Europe     

Katerina Bodovski  Stephen Kotok  Adrienne Henck 《Compare》2014,44(5):732-755

Although communist ideology claimed to destroy former class stratification based on labour market capitalist relationships, de facto during socialism one social class hierarchy was substituted for another that was equally unequal. The economic transition during the 1990s increased stratification by wealth, which affected educational inequality. This study examines the relationships among parental education, gender, educational expectations and mathematics achievement of youths in five post-socialist Eastern European countries, comparing them with three Western countries. We employed the 8th-grade data from the Trends in International Mathematics and Science Study (TIMSS) 1995 and 2007. The findings point to the universal associations between parental education and student outcomes, whereas gender comparisons present interesting East-West differences. The theoretical and policy implications of these findings are discussed.  相似文献   

The Effects of Profanity in Violent Video Games on Players' Hostile Expectations,Aggressive Thoughts and Feelings,and Other Responses     

Adrienne Holz Ivory  Christine E. Kaestle 《广播与电子媒介杂志》2013,57(2):224-241

Although effects of violence in video games have been researched extensively, no empirical studies have examined effects of profanity, a form of verbal aggression, in video games. An experiment (N = 321) investigated effects of profanity used by protagonist and antagonist characters in a “first-person shooter” game on players' hostile expectations, accessibility of aggressive thoughts, aggressive feelings, and other responses. Profanity used by both protagonist and antagonist characters increased hostile expectations, a direct precursor to aggressive behaviors. Findings suggest that profanity in video games may affect aggressive outcomes, emphasizing the need for more research investigating effects of profanity in media.  相似文献   

The Internet Is Full of Jerks,Because the World Is Full of Jerks: What Feminist Theory Teaches Us About the Internet     

Adrienne Shaw 《传播与批判/文化研究》2013,10(3):273-277

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Preface to Special Topic: Papers from the 2006 Annual Meeting of the American Electrophoresis Society, San Francisco, CA     

Adrienne R. Minerick  Victor M. Ugaz 《Biomicrofluidics》2007,1(2)

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