The Duality of Structure in China's National Television Market: A Network Analysis of Audience Behavior     

Elaine J. Yuan Ph.D.  Thomas B. Ksiazek Ph.D. 《广播与电子媒介杂志》2013,57(2):180-197

This study adapts Giddens' structuration theory to assess audience agency and its relationship with media structures. It employs network analysis to examine the co-evolution of audience duplication patterns and elements of media structure in China's national television market. The findings reveal that Chinese audiences tend to gravitate to channels with greater market share, higher household penetration rates, and more drama programming. Furthermore, channels tend to adjust their levels of drama programming relative to patterns of audience duplication in the long run. Finally, there was evidence of higher-order patterns of audience behavior, suggesting the existence of channel repertoires, and market concentration.  相似文献   

Measurement Uncertainty in Racial and Ethnic Identification Among Adolescents of Mixed Ancestry: A Latent Variable Approach     

Allison J. Tracy  Sumru Erkut  Michelle V. Porche  Jo Kim  Linda Charmaraman  Jennifer M. Grossman 《Structural equation modeling》2013,20(1):110-133

In this article, we operationalize identification of mixed racial and ethnic ancestry among adolescents as a latent variable to (a) account for measurement uncertainty, and (b) compare alternative wording formats for racial and ethnic self-categorization in surveys. Two latent variable models were fit to multiple mixed-ancestry indicator data from 1,738 adolescents in New England. The first, a mixture factor model, accounts for the zero-inflated mixture distribution underlying mixed-ancestry identification. Alternatively, a latent class model allows classification distinction between relatively ambiguous versus unambiguous mixed-ancestry responses. Comparison of individual indicators reveals that the Census 2000 survey version estimates higher prevalence of mixed ancestry but is less sensitive to relative certainty of identification than are alternate survey versions (i.e., offering a “mixed” check box option, allowing a written response). Ease of coding and missing data are also considered in discussing the relative merit of individual mixed-ancestry indicators among adolescents.  相似文献   

Racism and Asian American Student Leadership     

Jennifer Y. Chung 《Equity & Excellence in Education》2013,46(2):117-132

This article provides a theoretical analysis and ethnographic account of Asian American student leadership in higher education. Existing literature highlights Asian and Asian American leadership styles as cultural differences. I shift the analysis from culture to racism in order to work toward a more socially just conception of Asian American student leadership, grounded in the social and historical realities of racism in the U.S. I bring the issue of racism to the forefront by framing this project in racial formation theory and Orientalism and by looking at Asian American student leadership in the context of anti-racism activism. Participants challenged the notion of “Asian American leadership” in two ways: First, students described how they struggled with the Asian American racial category in their day-to-day lives as student leaders, and second, they discussed the negative consequences of being racialized as Asian American leaders.  相似文献   

Review of the Year's Publications for 2003: Social Justice Education     

Susan D. Allen  Marcella Runell  Rani Varghese  Tanya O. Williams  Maurianne Adams  Elaine R. Whitlock 《Equity & Excellence in Education》2013,46(4):360-376

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Review of the Year's Publications for 2004: Social Justice Education     

Rachel R. Briggs  D. Chase Catalano  Elaine R. Whitlock  Teeomm Williams 《Equity & Excellence in Education》2013,46(4):342-366

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Evaluation Findings from High School Reform Efforts in Baltimore     

Becky Smerdon  Jennifer Cohen 《Journal of Education for Students Placed at Risk》2013,18(3):238-255

The Baltimore City Public School System (BCPSS) is one of the first urban districts in the country to undertake large-scale high school reform, phasing in small learning communities by opening new high schools and transforming large, comprehensive high schools into small high schools. With support from the Bill & Melinda Gates Foundation, a dozen local foundations, and school reform developers and technical assistance providers, BCPSS opened 18 small high schools between 2002 and 2006. Using data from surveys, administrative records, and site visits, we examine the implementation and outcomes of these reform efforts. Although BCPSS high schools met many obstacles while implementing the reform, including continual leadership turnover and limited resources, students and staff in the small learning communities reported more positive social and academic environments than their counterparts in the district's comprehensive high schools. In addition, students in small, newly created high schools demonstrated positive academic outcomes (e.g., higher test scores, engagement) relative to students in the other schools in the district.  相似文献   

Investigating Change in Field Sites Through Mentor and Candidate Dialogues     

Janice Kroeger  Sandra Pech  Jennifer Cope 《Journal of Early Childhood Teacher Education》2013,34(4):328-345

The work of teacher candidates matters in particular ways to the quality of children's experiences and environments when they teach in preschools. We conducted a mixed-method study with survey, interviews, focus groups, and photographic documentation of classroom spaces, and theorized findings through Bahktin's dialogism and the notion of figured worlds. Ranked survey items confirmed that the physical environments of preschools were shaped by projects stemming from university courses. Although the physical traces of candidates' work were short-lived, ending with student teaching, the classroom climate changes garnered positive social and emotional supports to children in situ that made lasting changes in children's places in the social community of preschool. Dialogues allowed mentors and candidates to reinterpret their images of children and in some cases renew instructional approaches and act against standardized forms of accountability, which limited curriculum and pedagogic choice.  相似文献   

Evaluating constructivist beliefs of teacher candidates     

Jennifer E. Aldrich  Kelli R. Thomas 《Journal of Early Childhood Teacher Education》2013,34(4):339-347

Abstract

Teacher education programs that want their future teachers to embrace and employee constructivist principles must strive to provide opportunities for teacher candidates to develop an understanding of constructivism. The paper presents a structure for embedding constructivist principles into early childhood and elementary teacher education courses and the results of a pilot study at a Mid‐Western University. The results of the study demonstrate that teacher candidates believe that constructivist practices are very to extremely important. In addition, their responses indicated that the teacher candidates believe that their role in a constructivist environment is very to extremely important. The study reinforces the importance of providing experiences in teacher education programs that will result in positive views of constructivism. © 2005 Elsevier Inc. All rights reserved.  相似文献   

An Aesthetic for Deliberating Online: Thinking Through “Universal Pragmatics” and “Dialogism” with Reference to Wikipedia     

Nicholas Cimini  Jennifer Burr 《The Information Society》2013,29(3):151-160

In this article we examine contributions to Wikipedia through the prism of two divergent critical theorists: Jürgen Habermas and Mikhail Bakhtin. We show that, in slightly dissimilar ways, these theorists came to consider an “aesthetic for democracy” (Hirschkop 1999) or template for deliberative relationships that privileges relatively free and unconstrained dialogue to which every speaker has equal access and without authoritative closure. We employ Habermas's theory of “universal pragmatics” and Bakhtin's “dialogism” for analyses of contributions on Wikipedia for its entry on stem cells and transhumanism and show that the decision to embrace either unified or pluralistic forms of deliberation is an empirical matter to be judged in sociohistorical context, as opposed to what normative theories insist on. We conclude by stressing the need to be attuned to the complexity and ambiguity of deliberative relations online.  相似文献   

Interactivity-as-Product and Interactivity-as-Process     

Jennifer Stromer-Galley 《The Information Society》2013,29(5):391-394

This article attempts to clarify the murky conceptual water of “interactivity,” arguing that the term refers to two distinct phenomena: interactivity between people and interactivity between people and computers or networks. The former orients research on the process of interactivity. The latter orients research on the product of interactivity. That two distinct phenomena have been labeled with the same term causes problems when one wants to move from theorizing about interactivity in the abstract to investigating what effects interactivity has and then to operationalizing measurement terms. Studying interactivity-as-process entails a research focus on human interaction. Studying interactivity-as-product entails a research focus on user interactions with technology. In wading into the murky waters of what interactivity is, we must not lose sight of why it matters. In research focused on the opportunities and constraints for citizen participation in the political process afforded by communication technology, for example, interactivity is a variable of importance.  相似文献