Advanced educational technologies     

Spaulding  Seth 《Prospects》1970,1(3):9-19

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Experiential influences on multimodal perception of emotion     

Shackman JE  Pollak SD 《Child development》2005,76(5):1116-1126

The impact of 2 types of learning experiences on children's perception of multimodal emotion cues was examined. Children (aged 7-12 years) were presented with conflicting facial and vocal emotions. The effects of familiarity were tested by varying whether emotions were presented by familiar or unfamiliar adults. The salience of particular emotional expressions was tested by contrasting the performance of physically abused and nonabused children. Children exhibited a preference for auditory expressions produced by their mothers but not by strangers. Additionally, abused children were biased to rely on auditory cues when their own abusive mother was expressing anger. These results are discussed in terms of the impact of both typical and atypical early experiences on the development of emotion perception.  相似文献   

Answers from the Liberal Point of View     

Dr. Seth L. Tetteh-Ocloo 《The Educational forum》2013,77(2):198-200

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Fidelity of Implementation and Instructional Alignment in Response to Intervention Research     

David R. Hill  Seth A. King  Christopher J. Lemons  Jane N. Partanen 《Learning disabilities research & practice》2012,27(3):116-124

In this review, we explore the extent to which researchers evaluating the efficacy of Tier 2 elementary reading interventions within the framework of Response to Intervention reported on fidelity of implementation and alignment of instruction between tiers. A literature search identified 22 empirical studies from which conclusions were drawn. Results suggest that fidelity of implementation is typically monitored at Tier 2 and that alignment between tiers of intervention is often apparent yet not explicitly stated. However, researchers frequently neglect to report on fidelity of intervention in Tier 1, potentially limiting claims that can be made about the efficacy of subsequent Tier 2 intervention. Limitations and implications for future research are discussed.  相似文献   

Prescriptions for Educational Reform: dilemmas of the real world     

Seth Spaulding 《比较教育学》1988,24(1):5-17

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Measuring and Evaluating Reciprocal Journalism as a Concept     

Mark Coddington  Seth C. Lewis  Avery E. Holton 《Journalism Practice》2018,12(8):1039-1050

Building on research proposing reciprocal journalism as a concept underlying participatory practices and norms in journalism, this study examines how reciprocity might meaningfully be measured in a journalistic context. Using a survey of US journalists, this study adapts measures of reciprocal attitudes and behaviors to journalistic practices. It also develops measures of direct, indirect, and sustained reciprocity as applied to journalism, and explores the relationship between each of these reciprocal forms and one type of participatory behavior: interacting with audiences online. The results indicate that some measurements of positive reciprocity can be meaningfully translated to a journalistic environment and may help to predict forms of audience interaction. For future research, the findings point to the potential for forms of reciprocity to be explored as antecedents for other journalistic norms and practices.  相似文献   

The Effects of Metaphor Use and Message Format on Cognitive Processing and Persuasive Outcomes of Condom Promotion Messages     

Stephanie K. Van Stee  Seth M. Noar  Nancy Grant Harrington  Lisanne F. Grant 《Communication Studies》2018,69(1):23-41

The potential of pictorial and verbal metaphors to gain attention and enhance persuasion is considerable. Few scholars, however, have investigated the persuasive effects of metaphor in health messages. We applied a 2 × 2 factorial experiment to examine the effects of metaphor use (metaphor/literal) and message format (verbal/pictorial) on cognitive processing and persuasive outcomes of condom promotion messages. Results showed no significant differences in cognitive processing according to metaphor or format, but there were differences in attitudes and behavioral intentions according to metaphor and format, with literal and verbal messages performing best. Potential explanations for findings and implications for future research and health message design are discussed.  相似文献   

Virtual(ly) Athletes: Where eSports Fit Within the Definition of “Sport”     

Seth E. Jenny  R. Douglas Manning  Margaret C. Keiper  Tracy W. Olrich 《Quest (Human Kinetics)》2017,69(1):1-18

Electronic sports, cybersports, gaming, competitive computer gaming, and virtual sports are all synonyms for the term eSports. Regardless of the term used, eSports is now becoming more accepted as a sport and gamers are being identified as athletes within society today. eSports has even infiltrated higher education in the form of an intercollegiate athletic sport, as two university athletic departments have made eSports an official varsity sport where scholarships are provided to collegiate eSports athletes. Thus, the intertwining of eSports and university athletics brings into question whether eSports should be considered sport by broader society. This article provides a brief history of eSports, a further developed definition of eSports, and a comparison of eSports to traditional philosophical and sociological definitions of sport. The purpose of this article is to provoke thought on the academically accepted definitions of sport and debate whether eSports should be considered a sport. Attention will be given to the following components of sport: play, organization, competition, skill, physicality, broad following, and institutionalization.  相似文献   

Reconceptualising elite athlete programmes: ‘undoing’ the politics of labelling in health and physical education     

Seth Brown 《Sport, Education and Society》2015,20(2):228-240

High-performance sport is a big business, with nations such as Australia and New Zealand dedicating hundreds of millions of dollars in the development of facilities and in creating sporting centres of excellence. Historically, high-performance sport and elite athlete programmes (EAPs) were regulated to an extra-curricular space in schools or local communities, but over the last couple of decades, schools in Australia and New Zealand have introduced EAPs into health and physical education (PE). Recent work has begun to explore the rationale for these programmes and their educational priorities, but little research has explored how the elite athlete body is being constructed within this curriculum space. In this paper, I consider two interrelated problems. The first concerns the conflicting discourses of winning in high-performance sport versus getting everyone healthy and active in health and PE. The second involves an explanation of how the elite athlete body is being constructed in these programmes. I argue the juxtaposition of the elite athlete body as disciplined, attractive and healthy to other bodies as lazy, unattractive and unhealthy renders the other bodies as pathological or resistant to disciplinary institutions of the school. In particular, I focus on the ways in which young people's bodies are conceptualised within EAPs in relation to recreation, health, PE and other curriculum spaces. Throughout this paper, I provide examples to illustrate how EAPs may perpetuate normative ways of thinking that legitimatise elitism in schools. I propose that under radical reform, EAPs may have the potential to provide educational value and opportunities to students. I conclude by offering the cultural studies curriculum model that retains sport and desirable educational outcomes for health and PE as an alternative to elite athlete or talent development models.  相似文献   

Investigation of science faculty with education specialties within the largest university system in the United States     

Bush SD  Pelaez NJ  Rudd JA  Stevens MT  Tanner KD  Williams KS 《CBE life sciences education》2011,10(1):25-42

Efforts to improve science education include university science departments hiring Science Faculty with Education Specialties (SFES), scientists who take on specialized roles in science education within their discipline. Although these positions have existed for decades and may be growing more common, few reports have investigated the SFES approach to improving science education. We present comprehensive data on the SFES in the California State University (CSU) system, the largest university system in the United States. We found that CSU SFES were engaged in three key arenas including K-12 science education, undergraduate science education, and discipline-based science education research. As such, CSU SFES appeared to be well-positioned to have an impact on science education from within science departments. However, there appeared to be a lack of clarity and agreement about the purpose of these SFES positions. In addition, formal training in science education among CSU SFES was limited. Although over 75% of CSU SFES were fulfilled by their teaching, scholarship, and service, our results revealed that almost 40% of CSU SFES were seriously considering leaving their positions. Our data suggest that science departments would likely benefit from explicit discussions about the role of SFES and strategies for supporting their professional activities.  相似文献