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This study tests the agenda-setting hypothesis for the environmentalissue in Hong Kong from 1983 to 1995. It was found that theagenda-setting hypothesis was supported for the initial periodof five and a half years. In the subsequent period of sevenand a half years, despite the increased media coverage of theissues, there was a significant drop in the perceived salienceof the environmental problem. This may be due to the dilutionof public attention as a result of diversity in the news agendaand reporting of local environmental problems as ‘soft’news. It was also found that the environmental issue failedto compete with other prominent issues directly affecting thepublic. The mass media played a much less important role inkeeping the environmental issue on the public agenda at thelater stage. 相似文献
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Ford Burles Irene Liu Chelsie Hart Kara Murias Susan A. Graham Giuseppe Iaria 《Child development》2020,91(3):e733-e744
Although much is known about adults’ ability to orient by means of cognitive maps (mental representations of the environment), it is less clear when this important ability emerges in development. In the present study, 97 seven- to 10-year-olds and 26 adults played a video game designed to investigate the ability to orient using cognitive maps. The game required participants to reach target locations as quickly as possible, necessitating the identification and use of novel shortcuts. Seven- and 8-year-olds were less effective than older children and adults in using shortcuts. These findings provide clear evidence of a distinct developmental change around 9 years of age when children begin to proficiently orient and navigate using cognitive maps. 相似文献
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Joseph C. DiPietro Wendy Drexler Kathryn Kennedy Vasa Buraphadeja Feng Liu Kara Dawson 《TechTrends》2010,54(1):25-32
This article focuses on the experiences of seven Ph.D. students implementing a wiki to collaboratively prepare for qualifying
examinations in the educational technology program at a large southeastern university. Concomitant study for such a rigorous
examination is rare, and the trials and tribulations of the group are described in detail. Specific guidelines highlighting
effective preparation options for qualifying exams are often elusive, and, as such, this article explores current research
related to collaborative preparation and mentoring, as well as the qualifying examination process in total, in hopes of adding
to the scientific body of knowledge related to these subjects. It also offers best practice strategies, suggests possible
technology tips regarding wiki implementation, and seeks to better scaffold future scholars and/or mentors seeking to effectively
participate in or plan for collaborative qualifying examination preparation. 相似文献
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Dawn A. Rowe James Sinclair Kara Hirano Josh Barbour 《American journal of sexuality education》2018,13(2):205-216
An important goal of any sexuality education program is to support youth and young adults to develop a positive self-image and develop competence and confidence in skills needed to express sexuality and develop positive relationships. For youth and young adults with disabilities, sexuality education is offered far less often than for their same aged peers without disabilities. This article describes a three-step process for developing specially designed instruction in sexuality education using principles of instructional design to meet the unique needs of students with disabilities. 相似文献
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The longitudinal association of childhood school engagement with adult educational and occupational achievement: findings from an Australian national study 
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下载免费PDF全文 Joan Abbott‐Chapman Kara Martin Nadia Ollington Alison Venn Terry Dwyer Seana Gall 《British Educational Research Journal》2014,40(1):102-120
The research investigated the association between school engagement and adult education and occupation outcomes, within the context of a 1985 Australian longitudinal national cohort study of the factors affecting children's long‐term health and well‐being. School engagement may be more modifiable than other factors related to academic success, such as academic attainment, which is influenced by family background. A School Engagement Index was constructed using questionnaire items on school enjoyment and boredom. Related school engagement items included learner self‐concept, motivation to learn, sense of belonging, participation in school or extra‐mural activities, and enjoyment of physical activity. In 2004–2006, participants (aged 26 to 30 years) reported their highest level of education achieved and current occupation. Potential covariates included age, sex, markers of socio‐economic status in childhood, personality and school‐level variables (i.e., number of students, single sex versus co‐education; government, private or independent). Logistic regression was used to estimate the odds of achieving post‐compulsory school education and achieving higher status occupations. Findings revealed that each unit of school engagement was independently associated with a 10% higher odds (OR 1.10 95% CI 1.01,1.21) of achieving a post‐compulsory school education. Maternal education, self‐concept as a learner, motivation to learn, all also significantly predicted achieving post‐compulsory school education. School engagement was found to mediate the association between the personality characteristic of agreeableness and education outcomes. Higher school engagement was also independently associated with achieving higher status occupations 20 years later (OR 1.11 95% CI 1.03, 1.20). Importantly, this was independent of a host of background factors. 相似文献
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Fred Chou Janelle Kwee Robert Lees Kara Firth Jordan Florence Jake Harms 《Educational Action Research》2013,21(3):436-459
This Youth Participatory Action Research (YPAR) study represents a collaboration with six students from alternative education to inquire about the experiences of vulnerable youth – students in alternative education and youth who have dropped out of school. Utilizing the Enhanced Critical Incident Technique, youth researchers asked their peers what helped and hindered their retention and success in mainstream and alternative education. Youth researchers engaged in authentic participation and took part in the iterative phases of YPAR – critical reflection and social action. Their involvement empowered them to advocate for their peers by disseminating the results and recommendations to key stakeholders within the community. Youth researchers conducted semi-structured interviews with 18 participants. Overall, the findings show that relationships with staff and peers, flexibility, psychosocial and academic supports, and personal circumstances are vital in helping vulnerable students succeed in school. Engagement in YPAR provided insight into working with vulnerable youth in a manner that promotes agency and social change within educational institutions. 相似文献
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