The end of “information”: Computers,democracy, and the university   总被引：1，自引：0，他引：1  

John Mitterer  Kevin O'Neill 《Interchange》1992,23(1-2):123-139

This paper describes some of the challenges which the growing pervasiveness of computers and electronic communications technology present to liberal democracies. We argue that these technologies, by their influence on the mechanisms of publicity and privacy, make possible the abuse of an under-developed popular epistemology. The confused response of the courts to cases of information crime suggests that the university is a better forum in which to meet and master these challenges.Freedom is not a simple experience. And as technology becomes more sophisticated, living in freedom—which means living with constant, changing choice—will only become more complex.  相似文献   

THE USE OF COLOUR CONTEXTUAL CLUES IN READING     

Irl Brown Krause Jr.  Isabella Dodson Thomas 《International Journal of Disability, Development & Education》1969,16(1):44-57

  相似文献   

School Choice and the Polarization of Public Schools in A Global City: A Bourdieusian GIS Approach     

Ee-Seul Yoon  Cosmin Marmureanu  Robert S. Brown 《Peabody Journal of Education》2020,95(3):229-247

ABSTRACT

Over the past three decades, urban sociologists have shed light on the intensifying social inequality between the wealthiest and poorest neighborhoods in global cities; yet limited research has been done to illuminate the relationships between urban polarization and school choice (i.e., where parents choose schools for their children). This study sociospatially examines the patterns of secondary school choice in the global city of Toronto to illuminate the relationship between urban polarization and school choice. In doing so, this study combines Pierre Bourdieu’s sociospatial theory with a geographic information systems (GIS) approach. Overall, we found that popular schools and schools with specialized choice programs tend to be located in high-status neighborhoods, defined as neighborhoods with residents in the top 20% of family income, home prices, education attainment, and representation from the dominant culture. We also show that mobile students who choose popular schools or highly sought-after specialized programs tend to come from advantaged neighborhoods. Meanwhile, local students who choose a regular school in their neighborhood tend to come from low-status neighborhoods. With a new interdisciplinary approach, this study contributes to a more spatialized understanding of how social inequality and polarization account for school choice.  相似文献   

The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions     

Panadero  Ernesto  Brown  Gavin T. L.  Strijbos  Jan-Willem 《Educational Psychology Review》2016,28(4):803-830

Educational Psychology Review - This paper reviews current known issues in student self-assessment (SSA) and identifies five topics that need further research: (1) SSA typologies, (2) accuracy, (3)...  相似文献   

Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy     

Susan R. Goldman  M. Anne Britt  Willard Brown  Gayle Cribb  MariAnne George  Cynthia Greenleaf 《教育心理学家》2016,51(2):219-246

This article presents a framework and methodology for designing learning goals targeted at what students need to know and be able to do in order to attain high levels of literacy and achievement in three disciplinary areas—literature, science, and history. For each discipline, a team of researchers, teachers, and specialists in that discipline engaged in conceptual meta-analysis of theory and research on the reading, reasoning, and inquiry practices exhibited by disciplinary experts as contrasted with novices. Each team identified discipline-specific clusters of types of knowledge. Across teams, the clusters for each discipline were grouped into 5 higher order categories of core constructs: (a) epistemology; (b) inquiry practices/strategies of reasoning; (c) overarching concepts, themes, and frameworks; (d) forms of information representation/types of texts; and (e) discourse and language structures. The substance of the clusters gave rise to discipline-specific goals and tasks involved in reading across multiple texts, as well as reading, reasoning, and argumentation practices tailored to discipline-specific criteria for evidence-based knowledge claims. The framework of constructs and processes provides a valuable tool for researchers and classroom teachers' (re)conceptualizations of literacy and argumentation learning goals in their specific disciplines.  相似文献   

Mild head injury as a source of developmental disabilities.   总被引：1，自引：0，他引：1  

S J Segalowitz  D Brown 《Journal of learning disabilities》1991,24(9):551-559

The hospital-reported incidence of mild head injury among children indicates a prevalence of 2% to 3% in high-school-aged adolescents (14 to 18 years). Yet, our survey of 616 high school adolescents suggests that light and mild head injury (not necessarily leading to hospital admission) is almost 10 times this level. Despite the common notion that such injury is generally benign, we found significant relationships in our sample between reported head injury and hyperactivity, stuttering, mixed handedness, and dislike of mathematics.  相似文献   

Comparison of individual factors in school psychology graduate students: Why do students pursue a degree in school psychology?     

Scott L. Graves JR.  Lynda Brown Wright 《Psychology in the schools》2007,44(8):865-872

The purpose of this study was to investigate what factors influenced students to enter the field of school psychology. Although numerous studies have documented the thoughts and perspectives of practitioners regarding why they have chosen to become school psychologists, attempts to recruit and retain an adequate number of school psychology practitioners and researchers have shown limited success. A national sample of 307 school psychology graduate students responded to a survey designed to measure issues related to the current state of professional practice, the influence of parental education, and professional organization recruitment. Results indicated that working with children and personal experiences within the school system were highly related to participant's decisions to become school psychologists. In addition, doctoral level and nondoctoral level students present similar reasons for entering the field. This research is discussed in terms of its implications for future research and the current shortage of school psychology practitioners and faculty. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 865–872, 2007.  相似文献   

“No,We Should Do It”: Youth Training Youth in Activist Research Methods     

Wright  William Terrell  Hadley  Heidi Lyn  Burke  Kevin J. 《The Urban Review》2020,52(5):970-991

The Urban Review - This article explores a 9-month process of youth research capacity-building, beginning with the training of high school and college aged researchers in qualitative methodologies...  相似文献   

Inter-Parietal White Matter Development Predicts Numerical Performance in Young Children     

Cantlon JF  Davis SW  Libertus ME  Kahane J  Brannon EM  Pelphrey KA 《Learning and individual differences》2011,21(6):672-680

In an effort to understand the role of interhemispheric transfer in numerical development, we investigated the relationship between children's developing knowledge of numbers and the integrity of their white matter connections between the cerebral hemispheres (the corpus callosum). We used diffusion tensor imaging (DTI) tractography analyses to test the link between the development of the corpus callosum and performance on symbolic and non-symbolic numerical judgment tasks. We were especially interested in the interhemispheric connections of parietal cortex in 6-year-old children, because regions of parietal cortex have been implicated in the development of numerical skills by several prior studies. Our results revealed significant structural differences between children and adults in the fibers of the corpus callosum connecting the left and right parietal lobes. Importantly, these structural differences were predictive of individual differences among children in performance on numerical judgment tasks: children with poor numerical performance relative to their peers exhibited reduced white matter coherence in the fibers passing through the isthmus of the corpus callosum, which connects the parietal hemispheres.  相似文献   

Transforming Teacher Constructs of Children and Families Who Are Homeless     

Beth Powers-Costello  Kevin J. Swick 《Early Childhood Education Journal》2011,39(3):207-212

The focus of this article is on articulating the importance of teacher development of constructs about homeless children and families and examining factors that influence teachers’ perceptions of children and families who are homeless or at high-risk of becoming homeless. The article also explores some strategies to support teachers in transforming their perceptions of homeless children and provides case examples of how this process can work. Three case studies explore how teacher educators and practicing teachers can work together to reflect on their own perceptions of homeless children from high-poverty backgrounds and how educators were able to transform their own perceptions in being able to better serve their students.  相似文献