A cognitive diagnostic analysis of the Social Issues Advocacy Scale (SIAS)     

Jacob M. Marszalek  Carolyn Barber  Johanna E. Nilsson 《教育心理学》2019,39(6):839-858

‘What would an ideal social justice advocate look like, and how do our graduates compare?’ is asked by training programs in the helping/health professions (e.g. counselling and psychology, nursing, and education) that have social justice advocacy (SJA) as a core competency. We demonstrate a method for answering this question empirically – cognitive diagnostic modelling (CDM). We used the four dimensions of the Social Issues Advocacy Scale (SIAS; Nilsson, Marszalek, Linnemeyer, Bahner, &; Hanson Misialek, 2011 Nilsson, J. E., Marszalek, J. M., Linnemeyer, R. M., Bahner, A. E., &; Hanson Misialek, L. (2011). Development and assessment of the Social Issues Advocacy Scale. Educational and Psychological Measurement, 71(1), 258–275. doi:10.1177/0013164410391581[Crossref], [Web of Science ®] , [Google Scholar]) as attributes of SJA, and fit SIAS responses to a CDM of 16 attribute mastery profiles. One-quarter of the sample had a profile suggesting SJA attitudes without action; one-fifth, a profile suggesting monitoring SJA in politics without participation; and one-eighth, a profile suggesting individuals rarely engage in action without SJA attitudes. We also found significant relationships between mastery profiles and degree pursued, degree field, and political affiliation. These results demonstrated the utility of CDM for training program assessment of SJA.  相似文献   

Teaching one thing at a time or several things together? – teachers changing their way of handling the object of learning by being engaged in a theory-based professional learning community in mathematics and science     

Angelika Kullberg  Ulla Runesson  Ference Marton  Anna Vikström  Pernilla Nilsson  Pernilla Mårtensson 《Teachers and Teaching》2016,22(6):745-759

Twelve lower secondary schoolteachers in mathematics and science were asked to teach a topic of their choice during a lesson that was video-recorded. We were able to analyse 10 of the cases and we found that all of them were similar in one respect: concepts and principles were introduced one at a time, each one followed by examples of the concept or principle in question, apparently to highlight its essential meaning. All the teachers participated in three modified lesson studies with three cycles in four different groups during three semesters. The modified lesson studies were built on a theoretical idea supported by a large number of recent studies. The theory states that new meanings (of concepts and principles, for instance) are learned through engaging with instances of contrasting concepts and principles. The core idea is that new meanings derive from differences, not from sameness. After the three modified lesson studies, the teachers were asked to once again teach the same topic as in the recorded lessons before the lesson studies. The new lessons were also recorded and the analysis showed that there was one thing in common in all cases: all of the 10 teachers dealt with the relevant concepts and principles in relation to each other (i.e. simultaneously) and not one at a time. By thus bringing out the differences between them, their meaning was made possible to grasp for the students. The study lends support to the conjecture that the modified lesson study is a powerful tool for enabling teachers to structure the content of their teaching in accordance with a principle that is more powerful in making learning possible, even if this contradicts their taken-for-granted practice.  相似文献   

On Enumerating the Trees of the Wheel and Other Special Graphs     

David E. Johnson  Johnny R. Johnson 《Journal of The Franklin Institute》1983,315(2):139-148

A specialized method is presented for listing all the spinning trees of the wheel, homeomorphs of the wheel, and certain cellular arrays. The procedure is a generalization of a known method of enumerating the trees of a suitably labeled ladder graph, and results in a direct listing of the trees with no duplications and no extraneous subgraphs.  相似文献   

Target blood pressure in diabetes patients with hypertension—What is the accumulated evidence in 2011?     

Nilsson PM 《Journal of Zhejiang University. Science. B》2011,12(8):611-623

There is overwhelming evidence that hypertension is an important risk factor for both macrovascular and microvascular complications in patients with diabetes, but the problem remains to identify appropriate goals for preventive therapies. A number of guidelines (the European Society of Cardiology (ESC)/European Association for the Study of Diabetes (EASD) 2007, the Joint National Committee (JNC)-VII 2003, the American Diabetes Association (ADA) 2011) have for example advocated a blood pressure goal of less than 130/80 mmHg, but this suggestion has been challenged by findings in recent trials and meta-analyses (2011). The European Society of Hypertension (ESH) therefore recommends a systolic blood pressure goal of “well below” 140 mmHg. Based on evidence from both randomized controlled trials (hypertension optimal treatment (HOT), action in diabetes and vascular disease: preterax and diamicron MR controlled evaluation (ADVANCE), action to control cardiovascular risk in diabetes (ACCORD)) and observational studies (ongoing telmisartan alone and in combination with ramipril global endpoint trial (ONTARGET), international verapamil-trandolapril study (INVEST), treat to new targets (TNT), and the National Diabetes Register (NDR)), it has been shown that the benefit for stroke reduction remains even at lower achieved blood pressure levels, but the risk of coronary events may be uninfluenced or even increased at lower systolic blood pressure levels. In a recent meta-analysis, it was therefore concluded that the new recommended goal should be 130–135 mmHg systolic blood pressure for most patients with type 2 diabetes. Other risk factors should also be controlled with a more ambitious strategy applied in the younger patients with shorter diabetes duration, but a more cautious approach in the elderly and frail patients with a number of vascular or non-vascular co-morbidities. In patients from East Asia, such as China, the stroke risk is relatively higher than the risk of coronary events. This must also be taken into consideration for individualized goal setting in relation to total risk, for example in patients from stroke-prone families. In conclusion, the current strategy is to have a more individualized approach to risk factor control in patients with type 2 diabetes, also relevant for blood pressure control.  相似文献   

Challenges of engagement with health services in Sweden’s schools: listening to the views of school nurses and students with recurrent pain     

Per-Åke Rosvall  Stefan Nilsson 《Pastoral Care in Education》2016,34(1):3-12

This article reports on the views of school nurses (n = 25) and students with recurrent pain (n = 24) in Sweden with regard to school-based pedagogic practices. A number of common categories with implications for pedagogic practice were identified by analysing qualitative interviews with these groups, using the coding techniques of grounded theory. The results indicate that a failure to develop trust made it difficult for some students to initiate contact with a school nurse and that some students perceive the issue of recurrent pain being of relevance to all young people, deserving coverage in the curriculum. We thus conclude that it is important to integrate personal, social and health education in the ordinary spaces of teaching and learning in order to complement and bolster the conventionally organised school health services in Sweden. However, this might be difficult to achieve because many of the school nurses emphasised that health and education were commonly treated on parallel tracks in their schools, under the management of different authorities.  相似文献   

Capturing student teachers’ pedagogical content knowledge (PCK) using CoRes and digital technology     

Pernilla Nilsson  Göran Karlsson 《International Journal of Science Education》2019,41(4):419-447

During the last decades, digital technologies have become more common in providing opportunities for reflection and in-depth analysis of classroom practices and have afforded new ways of organising teacher education. In particular, videotaped lessons have proven to be a valuable tool for capturing teaching episodes, subsequent reflection and development of student teachers’ professional knowledge, here referred to as ‘pedagogical content knowledge’ (PCK). The aim of this project was to investigate how the use of the reflective tool, content representations (CoRes) in combination with video and associated digital tools might be used as a means for capturing student teachers’ professional knowledge of practice. In the study we explore how a group of 24 secondary science student teachers were provided with Content Representations (CoRe) and video annotations to support their reflection-on-action during their practicum. Video annotations, alongside a written reflection of critical incidents in the student teachers’ teaching constituted data for analysis. Our findings suggest that the different tools enabled the student teachers to connect captured examples of teaching instances with theoretical issues, and in this way offered the ability to see as well as to analyse their teaching practice. As such, the CoRe, together with the video annotation tool, proved to be successful in scaffolding and structuring student teachers’ reflection-on-action, allowing them to connect their reflections to components of PCK and further to articulate connections between these components.  相似文献   

A Scaled F Distribution as an Approximation to the Distribution of Test Statistics in Covariance Structure Analysis     

Hao Wu  Johnny Lin 《Structural equation modeling》2016,23(3):409-421

When the assumption of multivariate normality is violated or when a discrepancy function other than (normal theory) maximum likelihood is used in structural equation models, the null distribution of the test statistic may not be χ² distributed. Most existing methods to approximate this distribution only match up to 2 moments. In this article, we propose 2 additional approximation methods: a scaled F distribution that matches 3 moments simultaneously and a direct Monte Carlo–based weighted sum of i.i.d. χ² variates. We also conduct comprehensive simulation studies to compare the new and existing methods for both maximum likelihood and nonmaximum likelihood discrepancy functions and to separately evaluate the effect of sampling uncertainty in the estimated weights of the weighted sum on the performance of the approximation methods.  相似文献   

What is social justice in Swedish education today? The political governing problem     

Ingrid Nilsson  Inger Andersson 《International Journal of Inclusive Education》2013,17(2-3):257-263

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Motion Pictures     

Emerson  Hicks  Bunnell  Lee R. Baker  Johnny Minus  William Storm Hale 《Communication Booknotes Quarterly》2013,44(9):8-10

Emerson, Naturalistic Photography for Students of the Art (1891)

Hicks, Words and Pictures: Introduction to Photojournalism (1952)

Bunnell, Nonsilver Printing Processes, $4.50

Lee R. Baker, Making Movies: From Script to Screen (New York: Harcourt Brace Javanovich, 1973—price not known, paper)

Johnny Minus and William Storm Hale's Your Introduction to Film-TV Copyright, Contracts and other Law (Seven Arts Press, 6655 Hollywood Blvd., Hollywood, Ca. 90028 1973— $10.00 paper)

Noel Burch Theory of Film Practice (New York: Praeger, 1973—$8.95)

Hector Currie and Donald Staples' Film: Encounter (Dayton, Ohio: Pflaum/Standard, 1973—$9.95, paper)

John G. Cawelti's Focus on Bonnie and Clyde (Englewood Cliffs, N.J.: Prentice-Hall, 1973—$5.95/2.45)

David Bordwell, Filmguide to La Passion de Jeanne d'Arc

Warren French, Filmguide to The Grapes of Wrath

Carolyn Geduld, Filmguide to 2001: A Space Odyssey

James Naremore, Filmguide to Psycho

E. Rubenstein, Filmguide to The General

Jay Leyda's Kino: A History of the Russian and Soviet Film (New York: Collier Books, 1973 reissue of 1960 original —$4.95, paper)  相似文献   

Global Freedom of Expression Within Nontextual Frameworks     

Johnny Hartz Søraker 《The Information Society》2013,29(1):40-46

The increasing use of frameworks within which Internet users can contribute nontextual information constitutes a serious obstacle to government attempts to accurately censor and monitor Internet traffic. This development, as seen in the explosive growth of frameworks such as Second Life, YouTube, and Wikipedia, could lead to a transfer of regulatory power away from heavily regulated Internet Service Providers in nondemocratic regimes, into the hands of intermediaries that are more likely to uphold freedom of expression. Thereby, a development toward increasingly enframed and nontextual information can promote freedom of expression even in traditionally nondemocratic regimes. I analyze this development with regard to its possible implications for freedom of expression, online crime, and the role of private companies in international politics.  相似文献