Whitewashing Nature: Sanitized Depictions of Biology in Children’s Books and Parent–Child Conversation     

Andrew Shtulman  Andrea Villalobos  Devin Ziel 《Child development》2021,92(6):2356-2374

The biological world includes many negatively valenced activities, like predation, parasitism, and disease. Do children’s books cover these activities? And how do parents discuss them with their children? In a content analysis of children’s nature books (Study 1), we found that negatively valenced concepts were rarely depicted across genres and reading levels. When parents encountered negative information in books (Studies 2–3), they did not omit it but rather elaborated on it, adding their own comments and questions, and their children (ages 3–11) were more likely to remember the negative information but less likely to generalize that information beyond the animal in the book. These findings suggest that early input relevant to biological competition may hamper children’s developing understanding of ecology and evolution.  相似文献   

Commentary: Spanking and Externalizing Problems: Examining Within-Subject Associations     

Jennifer E. Lansford  W. Andrew Rothenberg 《Child development》2021,92(6):2603-2609

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Physical literacy praxis: A theoretical framework for transformative physical education     

Gleddie  Douglas L.  Morgan  Andrew 《Prospects》2021,50(1-2):31-53

PROSPECTS - This article aims to propose a theoretical framework, based on the literature, that supports the growth of students’ physical literacy in physical education. The framework...  相似文献   

Preventing violent extremism: Resourcing,stakeholder strategies and fostering belonging and connection in Australian schools     

Garth Stahl  Melanie Baak  Sam Schulz  Ben Adams  Andrew Peterson 《British Educational Research Journal》2021,47(5):1177-1193

Countering violent extremism (CVE) continues to be a topic of national and international concern as well as media interest. In the field of CVE, educational institutions have an important role to play, but precisely how educators and policymakers should best respond to extremism within schools remains unclear. This article draws on interviews with multiple stakeholders implementing a small-scale nationally funded grant in Australian schools to guard against behaviours leading to violent extremism through developing restorative justice (RJ) practices. In foregrounding their accounts, we draw attention to the complexity of negotiating the CVE space by resisting dominant narratives that could be considered ‘exaggerations’ regarding both the manifestations of and motivations behind violent or extreme student behaviour. To conclude, we highlight how—in important ways—the money and resourcing allocated for CVE in local settings simply recycles what are already established to be best practices for fostering belonging and connection in schools, particularly in socio-economically disadvantaged communities.  相似文献   

Educational Failure and Working Class White Children in Britain - By Gillian Evans     

Andrew  Peterson 《British Journal of Educational Studies》2008,56(4):492-494

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SIGNIFICANCE AND DIALOGUE IN LEARNING AND TEACHING     

Andrew Metcalfe  Ann Game 《Educational theory》2008,58(3):343-356

A bstract .  In this essay Andrew Metcalfe and Ann Game argue that although the term "dialogue" is commonly used in educational theory, its full significance is diluted if it is seen as a matter of exchange or negotiation of prior positions and identities. As a meeting point, they argue, dialogue suspends the senses of time, space, and ontology on which identities are based. It is therefore not simply metaphorical to say that dialogue changes lives and opens minds. Using empirical material from interviews with Australian students and teachers, Metcalfe and Game draw out the relational qualities of genuine dialogue and the significance they have for how we understand everyday classroom life.  相似文献   

CACTUS: Command and control training using knowledge‐based simulations*     

Roger Hartley  Andrew Ravenscroft  R J Williams 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(2):390-400

The CACTUS project was concerned with command and control training of large incidents where public order may be at risk, such as large demonstrations and marches. The training requirements and objectives of the project are first summarized justifying the use of knowledge‐based computer methods to support and extend conventional training techniques. The software designs are based on a world model in which crowd groups and police units are placed on a digitized map and have probabilistic rules that govern their interactive behaviour. The simulation runs as a decision‐making exercise that can include pre‐event logistic planning, incident management, and debriefing evaluation. A key feature is the flexibility of the software, for it provides not only a working simulation but also a methodology and software tools for customizing programs to suit particular circumstances and training needs.  相似文献   

Institutions of Schooling, Systemic Prescriptions, and Emotional Discord: Toward Pedagogies of Relational Meaning     

Andrew N. McKnight 《Interchange》2008,39(3):351-373

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Professional ethics professional ethics for technology     

Andrew R. J. Yeaman 《TechTrends》2004,48(2):11-15

Conclusion Professional ethics express what a professional society is about. They are an emblem to focus on, to support, to identify with and to advocate for. Our Code expresses who we are, what we do, and shows how our profession functions for the good of all. Our areas of work are related specialties. Those who are unqualified have the potential to do harm. Although ethics is a word with multiple connotations, what professional ethics are about is sociological. Professional ethics are always a matter of work and who is qualified to perform what task for which clients. Professional ethics should ultimately be for the benefit of those who are served by those who labor in professional occupations. Our Code reflects our profession’s relationships with the larger society and, it is anticipated, the present update will be officially adopted by our affiliated professional organizations and state affiliates.  相似文献   

Responses to an interactive science exhibit in a school setting     

Mr. A. Rex Kerrison  Dr. Brian L. Jones 《Research in Science Education》1994,24(1):201-207

Unattended science and technology exhibits of both static and operational types have been an integral part of museum displays for many years. More recently interactive exhibits in which observers are encouraged to become part of the system of exhibits have become more common. A study was commenced to explore the impact and potential of low cost, unattended, interactive exhibitsset up singly in a normal school classroom without the distractions of a multiplicity of activities as is common in ‘science museums’. Three small groups of Grade 5/6 primary school children interacted with a ‘Falling Towers’ exhibit and their voluntary activities were recorded on videotape for later analysis. Children appeared to state the results of their activity in ways consistent with their expectations rather than with their most recent experience with the exhibit. The responses of girls, boys and mixed groups are reported. Specializations: primary mathematics and science education, teaching strategies. Specializations: science education, students' understandings of phenomena in science.  相似文献