Ethnic minority-serving higher education institutions in the United States and China: a comparative case study of two institutions     

Xiong  Weiyan  Jacob  W. James 《Asia Pacific Education Review》2020,21(2):295-309

Asia Pacific Education Review - Tribal Colleges and Universities in the United States and Ethnic Minority-Serving Institutions in China play a significant role in changing the underrepresented...  相似文献   

Partisan Media Selectivity and Partisan Identity Threat: The Role of Social and Geographic Context     

Jacob A. Long  William P. Eveland Jr.  Michael D. Slater 《Mass Communication and Society》2019,22(2):145-170

There is growing concern about the polarizing impact of citizens primarily choosing sources of political information consistent with their existing partisan perspective. Although research has begun providing answers about the consequences, questions remain about what factors drive such selective use of political media. This study conceptualizes partisanship as a social identity and the decision to selectively use like-minded political media as a method for maintenance of that identity. Using the logic of the reinforcing spirals model (Slater, 2007, 2015), we investigated partisan media selectivity as a response to identity threat. We argue the partisan composition of one’s geographic locale and the presence of partisan difference in one’s interpersonal network are common causes of identity threat, which we predict will be associated with compensatory use of partisan media. Results from national survey data generally provide support for the assertion that greater partisan media selectivity is associated with the presence of various forms of identity threat, especially for strong partisans.  相似文献   

Re-Examining the Similarities Between Teacher and Student Conceptions About Physical Science     

Jacob N. Burgoon  Mandy L. Heddle  Emilio Duran 《Journal of Science Teacher Education》2011,22(2):101-114

There is a large body of research that has explored students’ misconceptions about science phenomena. Less research, however, has been devoted to identifying teachers’ misconceptions, but the results of the few existing studies demonstrate that teachers and students possess similar misconceptions. This study explored the physical science conceptions of 103 elementary science teachers to determine whether, after three decades of misconception research, teachers still possess conceptions similar to those held by students. We found that our teachers expressed misconceptions regarding gravity, magnetism, gases, and temperature that were similar to common student misconceptions. Suggestions for improving science professional development programs are discussed.  相似文献   

What Does it Mean to Assess Gifted Students’ Perceptions of Giftedness Labels?     

Bryan Meadows  Jacob W. Neumann 《Interchange》2017,48(2):145-165

Measuring gifted and talented (GT) students’ perceptions of their GT label might seem to be a relatively straightforward affair. Most of this research uses survey methods that ask GT students to complete Likert scale or open-ended response questionnaires about their perceptions of the label and then presents results in clear and quantifiable terms, such as “X % of students hold positive perceptions of the GT label.” However, our qualitative study of GT students in two middle school social studies classrooms presents findings that not only trouble, but prompt questions about simple proclamations regarding GT students’ perceptions of the GT label. What we found was that given the opportunity to share their thoughts at length, this group of GT students expressed a range of often contradictory perceptions about their GT label. Students expressed multiple interpretations and perceptions of the GT label, as well as both embraced the label and rejected the label.  相似文献   

Educational Activities and Studies By Council Members     

Jacob S. Golub 《Journal of Jewish Education》2013,79(3):171-177

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Jeremy L. Caradonna. The Enlightenment in Practice: Academic Prize Contests and Intellectual Culture in France, 1670–1794. Ithaca,NY: Cornell University Press, 2012. 352 pp. Hardcover $59.95.     

Margaret C. Jacob 《History of education quarterly》2013,53(1):104-106

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Ballade of Delightful Books     

Jacob C. Solovay 《The Educational forum》2013,77(2)

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Just Between You and I     

Jacob C. Solovay 《Clearing house (Menasha, Wis.)》2013,86(1)

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Ten Years of Research: A Systematic Review of Three Refereed LD Journals     

Laura McFarland  Jacob Williams  Jeremy Miciak 《Learning disabilities research & practice》2013,28(2):60-69

Content analyses of journals in the field of LD provide a means of surveying research and publication trends, the knowledge of which may inform policy and practice related to future research agendas. As the first decade of the current millennium was particularly contentious for the field of LD, we felt that a content review would be timely. In this paper, the content of three refereed LD journals—Journal of Learning Disabilities, Learning Disabilities Research & Practice, and Learning Disabilities Quarterly—was analyzed. Articles from 2001–2010 (n = 841) were systematically coded to capture article type, area of interest, population of interest, sample characteristics, and inclusion of students with LD. Results indicate that across the decade, (a) 68% of articles reported empirical research; (b) empirical research trended up; (c) publication of intervention research remained steady; (d) the most common foci were literacy and the non‐academic characteristics of individuals with LD; and (e) inclusion of participants labeled as having a LD declined. We discuss trends, possible explanations, and implications, highlighting areas for future research.  相似文献   

Thomas Hopley and mid‐Victorian attitudes to corporal punishment     

Jacob Middleton 《History of education》2013,42(6):599-615

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