Deep Participation in Underserved Communities: A Quantitative Analysis of Hearken’s Model for Engagement Journalism     

Jennifer Brannock Cox 《Journalism Practice》2020,14(5):537-555

ABSTRACT

Hearken is a proprietary news engagement platform growing in popularity. Under the Hearken approach, audience members are invited to participate in the newsmaking process. Hearken strives to assist news organizations in providing local and hyperlocal content that meets audience needs and demands while preserving elements of the journalist’s role as gatekeeper. Hearken has also worked to help news organizations reach underrepresented populations with mixed results per its own anecdotal analyses. This study employs a quantitative content analysis comparing one year’s worth of coverage at four different local NPR affiliates in the United States to provide a breakdown of Hearken content versus traditional reporter-driven content in the following four categories: emphasis on hyperlocal coverage, story topic prevalence within local and hyperlocal coverage, emphasis on coverage of underrepresented communities, and story topic prevalence within coverage of underrepresented communities. Findings reveal listener-driven Hearken content favors hyperlocal news on lifestyle issues while reporter-driven stories emphasize state-level governance and politics as well as local crime. These indicate a stark contrast between the content audiences want and that which journalists tend to report. The nuanced normative implications, possibilities and limitations of Hearken’s model of “deep participation” are addressed in some detail.  相似文献   

The historical context of science and education at the American Museum of Natural History     

Jennifer D. Adams 《Cultural Studies of Science Education》2007,2(2):393-440

In this article I critically examine the historical context of science education in a natural history museum and its relevance to using museum resources to teach science today. I begin with a discussion of the historical display of race and its relevance to my practice of using the Museum’s resources to teach science. I continue with a critical review of the history of the education department in a natural history museum to demonstrate the historical constitution of current practices of the education department. Using sociocultural constructs around identity formation and transformation, I move to the present with a case study of a teacher who transforms the structure of science education in her classroom and school as a result of her identity transformation and association with a museum-based professional education program.

Jennifer D. AdamsEmail:

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Long-term physical and mental health consequences of childhood physical abuse: results from a large population-based sample of men and women     

Springer KW  Sheridan J  Kuo D  Carnes M 《Child abuse & neglect》2007,31(5):517-530

OBJECTIVE: Child maltreatment has been linked to negative adult health outcomes; however, much past research includes only clinical samples of women, focuses exclusively on sexual abuse and/or fails to control for family background and childhood characteristics, both potential confounders. Further research is needed to obtain accurate, generalizable estimates and to educate clinicians who are generally unaware of the link between childhood abuse and adult health. The purpose of this project is to examine how childhood physical abuse by parents impacts mid-life mental and physical health, and to explore the attenuating effect of family background and childhood adversities. METHODS: We analyzed population-based survey data from over 2,000 middle-aged men and women in the Wisconsin Longitudinal Study using self-reported measures of parental childhood physical abuse, mental health (depression, anxiety, anger), physical health (physical symptoms and medical diagnoses), family background, and childhood adversities. RESULTS: Parental physical abuse was reported by 11.4% of respondents (10.6% of males and 12.1% of females). In multivariate models controlling for age, sex, childhood adversities, and family background, we found that childhood physical abuse predicted a graded increase in depression, anxiety, anger, physical symptoms, and medical diagnoses. Childhood physical abuse also predicted severe ill health and an array of specific medical diagnoses and physical symptoms. Family background and childhood adversities attenuated but did not eliminate the childhood abuse/adult health relationship. CONCLUSIONS: In a population-based cohort of middle-aged men and women, childhood physical abuse predicted worse mental and physical health decades after the abuse. These effects were attenuated, but not eliminated, by age, sex, family background, and childhood adversities.  相似文献   

Smart Conformists: Children and Adolescents Associate Conformity With Intelligence Across Cultures     

Nicole J. Wen  Jennifer M. Clegg  Cristine H. Legare 《Child development》2019,90(3):746-758

The current study used a novel methodology based on multivocal ethnography to assess the relations between conformity and evaluations of intelligence and good behavior among Western (U.S.) and non-Western (Ni-Vanuatu) children (6- to 11-year-olds) and adolescents (13- to 17-year-olds; N = 256). Previous research has shown that U.S. adults were less likely to endorse high-conformity children as intelligent than Ni-Vanuatu adults. The current data demonstrate that in contrast to prior studies documenting cultural differences between adults' evaluations of conformity, children and adolescents in the United States and Vanuatu have a conformity bias when evaluating peers' intelligence and behavior. Conformity bias for good behavior increases with age. The results have implications for understanding the interplay of conformity bias and trait psychology across cultures and development.  相似文献   

The Development of Empathic Concern in Siblings: A Reciprocal Influence Model     

Marc Jambon  Sheri Madigan  André Plamondon  Ella Daniel  Jennifer M. Jenkins 《Child development》2019,90(5):1598-1613

This study utilized actor–partner interdependence modeling to examine the bidirectional effects of younger (M_age = 18 months) and older siblings (M_age = 48 months) on later empathy development in a large (n = 452 families), diverse (42% immigrant) Canadian sample. Controlling for parenting, demographic characteristics, sibling relationship quality, and within-child stability in empathic concern, both younger and older siblings’ observed empathic concern uniquely predicted relative increases in the other's empathy over a period of 18 months. The strength of the partner effects did not differ by birth order. Sex composition moderated the younger sibling partner effect, whereas age gap moderated the older sibling partner effect. This study highlights the important role that siblings play in enhancing the development of care and concern for others.  相似文献   

Editorial     

Beverly J. Irby  Jennifer Boswell  Kimberly Kappler Hewitt  Shinhee Jeong  Elisabeth Pugliese 《Mentoring & Tutoring: Partnership in Learning》2019,27(1):1-4

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A literature of questions: non-fiction for the critical child,     

Jennifer Farrar 《Curriculum Journal》2019,30(1):91-92

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Evaluating the Comparability of Paper‐ and Computer‐Based Science Tests Across Sex and SES Subgroups     

Jennifer Randall  Stephen Sireci  Xueming Li  Leah Kaira 《Educational Measurement》2012,31(4):2-12

As access and reliance on technology continue to increase, so does the use of computerized testing for admissions, licensure/certification, and accountability exams. Nonetheless, full computer‐based test (CBT) implementation can be difficult due to limited resources. As a result, some testing programs offer both CBT and paper‐based test (PBT) administration formats. In such situations, evidence that scores obtained from different formats are comparable must be gathered. In this study, we illustrate how contemporary statistical methods can be used to provide evidence regarding the comparability of CBT and PBT scores at the total test score and item levels. Specifically, we looked at the invariance of test structure and item functioning across test administration mode across subgroups of students defined by SES and sex. Multiple replications of both confirmatory factor analysis and Rasch differential item functioning analyses were used to assess invariance at the factorial and item levels. Results revealed a unidimensional construct with moderate statistical support for strong factorial‐level invariance across SES subgroups, and moderate support of invariance across sex. Issues involved in applying these analyses to future evaluations of the comparability of scores from different versions of a test are discussed.  相似文献   

Reflections on a post September 11 student‐led project: Teaching strategies that foster tolerance and emotional coping     

Jennifer L. Gilliard 《Journal of Early Childhood Teacher Education》2013,34(1):79-84

Abstract

Sixteen preservice teachers participated in a service‐learning project to build tolerance in the community as a result of their desire to do something or to make a difference after the terrorist attacks of September 11, 2001. Student reflection papers revealed an increase in student tolerance and feelings of competence after participating in the project. Student‐led project work enabled students to direct their own learning, reflect on feelings about terrorism and tolerance, participate in collaborative relationships and make a contribution to campus and community life. Advocacy and mentoring are discussed as key teaching strategies for replicating project outcomes. © 2004 Published by Elsevier Inc.  相似文献   

Teacher, Know Thyself     

Jennifer E. Round 《CBE life sciences education》2012,11(3):237-238

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