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Sarah Riggs Stapleton 《The Journal of environmental education》2013,44(2):94-113
This article uses sociocultural identity theory to explore how practice, action, and recognition can facilitate environmental identity development. Recognition, a construct not previously explored in environmental identity literature, is particularly examined. The study is based on a group of diverse teens who traveled to South Asia to participate in a global education program focused on climate change impacts. Kempton and Holland's (2003) environmental identity model is applied to find that different types of social interactions fostered different types of identity development. Interactions with people affected by climate change helped participants move toward salience, while interactions with their peers helped youth in environmental action. An additional finding was the importance of diversity within social interactions in shaping environmental identity. 相似文献
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This study investigated the contributions of maternal education and ethnicity to three dimensions of home‐based parental involvement in young children’s education and development: parental expectations about educational attainment, children’s activities at home and outside the home, and family routines. Controlling for family background variables such as family size and structure, household income, and neighbourhood safety, we examined these relations in a nationally representative U.S. sample of 9,864 Asian American, African American, Latino American, and European American five‐year‐old children. Multiple regression models suggested that maternal education explained small to moderate amounts of variation in parental home‐based involvement, and was more strongly associated with these outcome variables than was income. Ethnicity significantly predicted additional variation in only two outcome variables: parental educational expectations and family discussions. Maternal education plays a unique role in explaining U.S. ethnic group variations in parental involvement in young children’s education. 相似文献
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Recent research has remarked upon the widespread use of Internet sources by undergraduate students in support of their written ideas. Results of this research indicate there is a tendency for some students to cite sources whose content meets their expedient needs, while ignoring standards of rigor typically required for academic citation. Despite this tendency, the present study explores whether Web sources which would normally be considered unconventional for academic citation, in fact, offer enriching content. This study isolates the unconventional Web references from three second-language students' research papers for qualitative analysis. Results indicate that although the cavalier use of Web sources by students remains a serious concern, unconventional sites can sometimes be an unusually rich source of information. Such a finding has implications for how students are taught to consider Internet sources. Specifically, it is suggested that sites normally considered unconventional not be summarily dismissed as potential sources of information. 相似文献
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John A. Lent H.Edward English John Stapleton Tamas Szecsko Gabor Fodor Walter A. Mahle 《Communication Booknotes Quarterly》2013,44(7):83-85
John A. Lent's Asian Mass Communications: A Comprehensive Bibliography (Philadelphia: Temple University School of Communications and Theater, 1975---$44.00, paper with spiral binding) H.Edward English (ed.) Telecommunications for Canada: An Interface of Business and Government (Toronto: Methuen, 1973---price not known) Television Advertising Conditions in Europe Communication Policies in Ireland, by John Stapleton (1974, 73 pages, $3.95, paper) Communication Policies in Hungary, by Tamas Szecsko and Gabor Fodor (1974, 58 pages, $3.30, paper) Communication Policies in the Federal Republic of Germany, by Walter A. Mahle and Rolf Richter (1974, 86 pages, $4.95, paper) Communication Policies in Sweden, by Lars Furhoff, Lennart Jonsson, and Lennart Nilsson (1974, 76 pages, $4.65, paper) 相似文献
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Physical education programs in colleges/universities have been called on to provide students with opportunities to develop an appreciation for, and increase participation in, lifetime physical activity. Higher Education Physical Activity Programs (HEPAPs) have evolved over the past 100 years in response to changing societal and institutional expectations. The purpose of this article is to celebrate the long history of HEPAPs and recommend innovative strategies for program development that will maintain their position as a valued aspect of campus life. After tracing the historical roots and trends of HEPAPs, the authors suggest (a) adopting a public health perspective, (b) applying theoretical models as a framework for program development, (c) focusing on meaningful learner engagement, and (d) employing learner-centered instructional approaches. Within these overall themes, specific recommendations for program improvement are provided, including the use of alternative content areas, model-based instruction, universal design, instructional technology, and professional development for faculty/staff. 相似文献
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Paul Stapleton 《Teaching in Higher Education》2019,24(4):578-586
The content of research methods courses in tertiary education, as revealed by popular textbooks, tends to focus largely on procedural aspects of research investigations. Although following proper procedures is essential for reaching valid and reliable outcomes, there is another attribute of good quality research that is often missing from research methods courses and textbooks: appropriate decision making and the avoidance of cognitive biases, such as confirmation bias and base rate neglect. In this essay, some of the more common cognitive biases are highlighted with examples from everyday life in order to illustrate how these biases can influence decision-making processes when reading about or conducting research investigations. 相似文献
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The purpose of this study was to investigate the connotation of performance labels used in standard setting. For example, do the performance labels basic, proficient, and advanced hold different connotations than limited knowledge, satisfactory, and distinguished?If these terms hold different connotations, such differences may play a role in the standard-setting process. A nationally representative sample of participants (n = 167) provided connotation ratings to an online instrument containing an experimental manipulation. Results suggested that the selected terms themselves do hold different connotations. After definitions were provided with the terms, the differences in the evaluative nature of the labels were mitigated. However, some differences remained; the term limited knowledge was persistently perceived as less favorable than basic and apprentice, and satisfactory was persistently perceived as less favorable than proficient. 相似文献