Rater sensitivity to lexical accuracy,sophistication and range when assessing writing     

Erik Fritz  Rachael Ruegg 《Assessing Writing》2013,18(2):173-181

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Kawaii Killers and Femme Fatales: A Textual Analysis of Female Characters Signifying Benevolent and Hostile Sexism in Video Games     

Jessica E. Tompkins  Teresa Lynch  Irene I. Van Driel  Niki Fritz 《广播与电子媒介杂志》2020,64(2):236-254

ABSTRACT

Game developers potentially convey socio-cultural values about gender through design choices. This study interpreted the designs of 11 purposively selected female game characters, developed by studios located in the United States and Japan, through the lens of ambivalent sexism. This social psychological theory posits that sexism consists of hostile and benevolent attitudes about women. Two themes emerged across characterizations: bodies as objects, bodies as weapons and (in)dependence. Both consisted of empowering qualities paired with problematic beliefs about women. This analysis contributes to interdisciplinary literature by using an empirical perspective to interpret gender representations in video games.  相似文献   

The synthesis of ammonia from its elements Nobel Lecture,June 2, 1920     

Fritz Haber 《Resonance》2002,7(9):86-94

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Tutoring conjunctions and construction of geometry concepts in the early childhood education: The case of the angle     

Niki Filippaki  Yannis Papamichael 《European Journal of Psychology of Education - EJPE》1997,12(3):235-247

Recent research concerning the understanding of geometrical concepts, such as the concept of angles, shows that children of pre-school age, as far as it concerns problems of angle comparison, systematically focus on visual comparative procedures. We suggest, however, that social interaction of a child having the role of tutor in diverse guided environments, could allow the building of this concept in the nursery school on strategies that have formed in natural settings. Sixty-four (64) subjects were accessed according to their performance in a test of angle comparison. They were introduced for an equal period to two experimental guidance conditions. In the first condition, the code of guidance is exclusively verbal and, in the second, the symbolic code of the Logo environment suceeds the verbal communication. Results show, on one hand, much more systematic improvement in a subjects performance where different contexts of guidance were used. On the other hand, in the verbal guidance experimental condition, children’s correct answers showed a dinstinct progress to the stage of finally advancing their performance.  相似文献   

Strategies for infusing curricula with a multicultural perspective     

David MacPhee  Kevin Ann Oltjenbruns  Janet J. Fritz  Jill C. Kreutzer 《Innovative Higher Education》1994,18(4):289-309

We describe pedagogical strategies for infusing a multicultural perspective into courses across a variety of disciplines; these methods have proven effective with students who are predominantly Anglo and oriented toward careers in the human services. The strategies include personalizing information through vicarious learning and case studies; inculcating critical thinking skills; simulations; literary analysis; and cooperative learning in large classes. Changes were documented in student attitudes, emotions, knowledge, professional skills, and the classroom environment. We review lessons learned about the process of curriculum revision, especially the importance of faculty support systems and impediments to implementation.All of the authors are faculty members in the Department of Human Development and Family Studies at Colorado State University; Drs. MacPhee, Oltjenbruns, and Kreutzer are Associate Professors and Dr. Fritz is a Professor. Each of the authors is a trainer for the multicultural infusion project. David MacPhee holds a Ph.D. in developmental psychology from the University of North Carolina-Chapel Hill. His primary research interests include primary prevention for at-risk youth and families, and multicultural and gender issues. Kevin Oltjenbruns completed her doctoral degree in educational and psychological studies at the University of Colorado. The principle focus of her work has been on grief and loss, career development, and student retention. As Associate Dean of the College of Applied Human Sciences, she spearheaded the multicultural infusion project described in this article. Janet Fritz's graduate work was completed at Cornell University. Her research interests include cognitive development, children's self-worth, stress and coping, and cross-cultural variations in socialization. Jill Kreutzer earned her Ph.D. in education from Colorado State University. She is interested in adolescent development, especially resilience among at-risk youth, and career development.Portions of this work were presented at the 5th Annual National Conference on Racial & Ethnic Relations in American Higher Education (June, 1992).Requests for curriculum and training materials should be directed to the Dean's Office, College of Applied Human Sciences.  相似文献   

Community of practice versus community of readers: the literacy tutors’ dilemma     

Frank Sligo  Elspeth Tilley  Niki Murray  Margie Comrie 《Journal of Vocational Education & Training》2019,71(1):108-125

This paper describes a journey undertaken by literacy tutors who were caught between incompatible values and needs in building apprentices’ literacy. The highly literate tutors were committed to teaching critical literacy. They believed that improved literacy could support learners’ aspirations to advance their prospects at work, build their connections within their community and improve their health. Hence, the tutors aimed to guide their learners into membership of an imagined community of fluent readers. They found, however, that the apprentices, along with their managers and training coordinators, saw literacy as instrumental rather than a desired outcome in its own right. Essentially, achieving a sufficient level of literacy was needed for the apprentices to become members of workplace communities of practice. Tutors then questioned their prior assumptions about the intrinsic importance of literacy, slowly accepting a dichotomous way of thinking where industrial ways of learning and knowing were predominant. Tutors’ realisation that apprentices already possessed embodied and oral literacies helped them to support the apprentices in escaping (though not leaving) workplace contexts that were becoming increasingly document-driven in character and featuring rising expectations of improved print literacy.  相似文献   

Estimating scale economies and the optimal size of school districts: A flexible form approach          下载免费PDF全文

Fritz Schiltz  Kristof De Witte 《British Educational Research Journal》2017,43(6):1048-1067

This paper investigates estimation methods to model the relationship between school district size, costs per student and the organisation of school districts. We show that the assumptions on the functional form strongly affect the estimated scale economies and offer two possible solutions to allow for more flexibility in the estimation method. First, we introduce a model by adding higher‐degree district size polynomials, allowing for multiple optima. Second, we develop a Fourier cost function, innovative in the literature on scale economies in education. We then compare both models to classical approaches in the literature. We illustrate how a minor change in the estimation method can alter policy conclusions significantly using Flemish school district data. In doing so, we find sizeable potential cost savings from the consolidation of school districts, especially at the lower tail of the district–size distribution. The organisational transition from small to large school districts is characterised by an interval between two optima. Beyond an apparent slowdown in cost savings in medium‐sized school districts, cost savings from school district consolidation increase again, up to the optimal size of around 6,500 students. Beyond this optimum, school districts incur diseconomies of scale. The commonly used quadratic form (‘U’‐shaped cost function) overestimates scale economies, and fails to identify the interval between both optima.  相似文献   

Science Teaching as a Dialogue – Bakhtin,Vygotsky and some Applications in the Classroom     

Fritz?KubliEmail author 《Science & Education》2005,14(6):501-534

The theory of dialogism, developed by the Russian linguist Mikhail Bakhtin (1895–1975) with regard to literature and everyday communication, can be used to improve the teaching of science. Some of Bakhtin's conceptual instruments are helpful in analysing the teaching process, and it is interesting to compare them with former ideas about teaching and learning, especially with the points of view of other constructivists. Together with Lev Vygotsky's analysis of thought and language, Bakhtin's dialogism shows how teachers can support students effectively by addressing them as producers of a meaningful picture of the world. The differences between ‘dialogic’ teaching and the well-known ‘Socratic’ method are shown and analysed, as are Bakhtin’s discussions of a ‘carnivalistic’ approach to the students.  相似文献   

Will Undergraduate Students Play Games to Learn How to Conduct Library Research?     

Karen Markey  Professor  Fritz Swanson  Lecturer  Andrea Jenkins  Programmer  Brian Jennings  Programmer  Beth St. Jean  Graduate Student Research Assistant  Victor Rosenberg  Associate Professor  Xingxing Yao  Graduate Student Research Assistant  Robert Frost  Associate Professor 《The Journal of Academic Librarianship》2009,35(4):303-313

This exploratory study examines whether undergraduate students will play games to learn how to conduct library research. Results indicate that students will play games that are an integral component of the course curriculum and enable them to accomplish overall course goals at the same time they learn about library research.  相似文献   

Book reviews     

Langeveld  M. J.  Idenburg  Ph. J.  Quattrocchi  Luigi  Völcker  Otto  de Bousingen  R. Durand  Gillett  C. R. E.  Trébous  Madeleine  Bohnsack  Fritz  Kirchhoff  Hans  Lauwerys  J. A. L. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1956,2(3):345-359

International Review of Education -  相似文献