The crowd in mind and crowded minds: an experimental investigation of crowding effects on students’ views regarding tuition fees in Germany     

Jens H. Hellmann  Regina Jucks 《Higher Education》2017,74(1):131-145

In higher education, just amounts of tuition fees are often a topic of heated debate among different groups such as students, university teachers, administrative staff, and policymakers. We investigated whether unpleasant situations that students often experience at university due to social crowding can affect students’ views on the justified amount of tuition fees at universities. We report two experiments on whether conditions that lead to experienced crowding in higher education can affect how students cognitively deal with a given topic. Experiment 1 (N = 80) showed that the mere cognitive activation of crowdedness in text stories about situations related to student activities influenced prospective students’ estimates of what are justified university tuition fees. In Experiment 2 (N = 72), student participants wrote an essay on tuition fees in a small versus large room in groups of three versus six persons. Here, results showed that students together with relatively many others in a small room estimated higher tuition fees to be justified than participants in all other experimental conditions. We discuss the implications of the present findings for the configuration of classes in higher education.  相似文献   

The triarchic theory of intelligence and computer-based inquiry learning     

Bruce C. Howard  Steven McGee  Namsoo Shin  Regina Shia 《Educational technology research and development : ETR & D》2001,49(4):49-69

Sternberg's (1985) triarchic theory of human intelligence distinguished among three types of intellectual abilities: analytic, creative, and practical. Our study explored the relationships between student abilities and the cognitive and attitudinal outcomes that resulted from student immersion in a computer-based inquiry environment. In particular, we examined outcome variables related to content understanding, problem solving, and science-related attitudes. Results indicated that more practical abilities predicted greater content understanding and transfer of problem-solving skills. High analytic abilities were predictive of content understanding but not transfer of problem-solving skills. High creative abilities predicted problem solving, but were not predictive of performance on content understanding. In terms of science-related attitudes, students who were dominant in practical abilities had significantly more positive posttest attitudes than those dominant in analytic abilities. The results from this study were used to make recommendations regarding design principles used in the subsequent development of computer-based inquiry environments.  相似文献   

A Year of Equity literacy: community actions and invitations     

Christy Wessel‐Powell  Alexandra Panos  Regina Weir 《Literacy》2021,55(1):62-76

School inequity is a persistent and ‘wicked’ problem communities have a responsibility to solve. Here, we argue that critical literacy advocacy within community‐based settings provides an unprecedented opportunity to examine and disrupt school inequity and promote sustainable actions towards justice‐based solutions. This article connects critical literacy and equity literacy theoretical frameworks to describe a series of invitations and actions that focused on addressing school inequity in one town. Here, authors offer lessons learned from a community‐led school equity literacy campaign where researchers and participants collectively organised and reflected on a public event series entitled ‘Year of Equity’ (YoE). Three key YoE processes are described: facilitating book clubs, facilitating a community conversation event and forming action committees. These processes relied on critical equity literacies through the promotion of new relationships and shared experiences centring on engagement with a variety of texts, through a focus on incremental change over time.  相似文献   

Diagnosis and treatment of reading disabilities based on the component model of reading: an alternative to the discrepancy model of LD     

Aaron PG  Joshi RM  Gooden R  Bentum KE 《Journal of learning disabilities》2008,41(1):67-84

Currently, learning disabilities (LD) are diagnosed on the basis of the discrepancy between students' IQ and reading achievement scores. Students diagnosed with LD often receive remedial instruction in resource rooms. The available evidence suggests that the educational policy based on this discrepancy model has not yielded satisfactory results. This has led researchers to try other paradigms, such as the component model and response to intervention, for dealing with children with reading disabilities. The component model of reading (CMR) described in the present article identifies the reading component that is the source of reading difficulty and targets instruction at that component. Study 1 describes the CMR and reports on its validity. Study 2 describes the successful outcome of a 7-year CMR-based reading instruction program. Compared to the discrepancy model, the CMR has demonstrated several advantages.  相似文献   

Social mapping and environmental education: dialogues from participatory mapping in the Pantanal,Mato Grosso,Brazil     

Regina Silva  Michelle Jaber  Michèle Sato 《Environmental Education Research》2018,24(10):1514-1526

Abstract

This article illustrates the steps taken to enact a new methodology for participatory social mapping by the Environmental Education, Communications and the Arts (GPEA) Research Group of the Federal University of Mato Grosso (UFMT). The aim of Social Mapping is to record the identities, territories and socio-environmental conflicts experienced by social groups, based on their own namings and narratives, rather than relying on those more typically generated or provided by researchers or theorists. As such, it offers an important dialogical pathway for environmental education practices, in that it highlights the intrinsic relationship between culture and nature, and reinforces the understanding that the loss of one implies the disappearance of the other.  相似文献   

Sage Extract as a Natural Source of Corrosion Inhibitor for Tinplate in 3.0% NaCl     

Maja Dent  Regina Fuchs-Godec 《Food Technology and Biotechnology》2021,59(4):413

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Moving Toward An Empowering Setting in a First Grade Classroom Serving Primarily Working Class and Working Poor Latina/o Children: An Exploratory Analysis     

Janelle M. Silva  Regina Day Langhout 《The Urban Review》2016,48(1):149-174

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Attention Deficit Hyperactivity Disorder-Symptoms,Social Media Use Intensity,and Social Media Use Problems in Adolescents: Investigating Directionality     

Maartje Boer  Gonneke Stevens  Catrin Finkenauer  Regina van den Eijnden 《Child development》2020,91(4):e853-e865

Cross-sectional research shows that adolescents’ social media use (SMU) and attention deficit hyperactivity disorder (ADHD)-symptoms are related, but it is unclear whether this relation is explained by SMU intensity or by addiction-like SMU problems. Also, due to the lack of longitudinal studies, the direction of this relation remains unknown. This study aims to disentangle which type of SMU is related to ADHD-symptoms, and in which direction, using a three-wave longitudinal study among Dutch adolescents aged 11–15 years (n = 543). Findings suggest a unidirectional relation: SMU problems increased ADHD-symptoms over time, SMU intensity did not. This implies that problematic use, rather than the intensity of use harmfully affects adolescents’ ADHD-symptoms.  相似文献   

The impact of teacher credentials on ADHD Stigma Perceptions     

Lindsay Bell  Susanne Long  Cynthia Garvan  Regina Bussing 《Psychology in the schools》2011,48(2):184-197

Attention‐Deficit/Hyperactivity Disorder (ADHD) is one of the most frequently diagnosed psychiatric disorders in childhood and adolescence. It is associated with high levels of stigma, which may lead to treatment barriers, self‐fulfilling prophecies, and social rejection. This study established the reliability of the ADHD Stigma Questionnaire (ASQ) when applied to teachers by evaluating its internal consistency and confirmed the previously reported factor structure. In addition, the study examined the extent to which holding a special education certification and having years of teaching experience impact teachers' perceptions of ADHD stigma. Results indicated that teachers holding special education certification endorsed higher ratings, which indicated high stigma perceptions, on the Overall Stigma score, as well as the three subscales, Disclosure Concerns, Negative Self‐Image, and Concern with Public Attitudes; however, years of teaching experience was not related to stigma scores. Implications for teacher training practices are discussed. © 2010 Wiley Periodicals, Inc.  相似文献   

Me and Bill: Connecting Black Curriculum Orientations to Critical Race Feminism     

Theodorea Regina Berry 《Educational Studies A Journal of the American Educational Studies Association》2015,51(5):423-433

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