公民教育的进展研究：发达国家的探索   总被引：1，自引：0，他引：1  

奥骓&#;奥斯勒  侯&#;斯塔克  王小飞 《中国德育》2007,2(4):27-40

21世纪初，无论是在国家层面还是在国际范围，人们都开始对公民教育产生新的兴趣。越来越多具有多元文化的民主国家对作为民主公民教育基础的人权教育的国际共识、全球化进程所带来的统一性与多样性之间关系的冲突特征、许多民主的民族一国家对公民（特别是年轻人）的政治参与水平以及对种族主义倾向的反民主运动的忧虑等，都被看作是引进和加强公民教育的原因。一个由国际学者组成的研究小组，通过考察、研究为我们确认了多元文化的民主体系中公民教育在教学方面的一些重要原则、概念以及公民教育对学校课程的促进。发达国家在实践方面的经验显示，成功的公民教育要求一个清晰的政策框架和专业的教师培训等。  相似文献   

Implementation of the PATHS Curriculum in an Urban Elementary School     

Ronald Seifer  Kathleen Gouley  Alison L. Miller  Audrey Zakriski 《Early education and development》2004,15(4):471-486

We examined the effectiveness of the PATHS curriculum in a magnet elementary school serving a distressed urban area. Aspects of social-emotional competence were examined for second graders who had, and had not, received the PATHS intervention. The intervention groups differed, with the control group having lower social-emotional competence than the intervention group. The measures that contributed most to this effect were objective ratings of observed social competence, and self-reports of child depression and social rejection. School personnel reported modest enthusiasm and approval of the PATHS curriculum. The importance of school acceptance, and contexts that may enhance such acceptance, are discussed.  相似文献   

Inclusion,exclusion and children's rights     

Audrey Osler  Chay Osler 《Emotional and Behavioural Difficulties》2013,18(1):35-54

Abstract

This case study examines the experiences of a student who was excluded twice from a mainstream school while preparing for GCSE examinations. The authors are the student and his aunt. The exclusions were for an indefinite period and were triggered as a result of the school's inability to respond adequately to recurring epileptic seizures. The student, who has Asperger syndrome and a statement of special educational needs, had not broken any disciplinary code. Teachers' understanding of the label ‘special educational needs’ is questioned. The SEN and Disability Act 2001 has far-reaching implications for school ethos and culture. Schools' failure to anticipate the needs of students with disabilities or SEN may well lead to unlawful discrimination. Inclusive schools will need to recognize that in meeting students' individual needs the institution itself may need to change. Barriers to genuine parent partnership in education must be overcome, and children's participation rights, as confirmed in the UN Convention on the Rights of the Child, must be respected.  相似文献   

The 2008 Presidential Campaign: Political Cynicism in the Age of Facebook,MySpace, and YouTube     

Gary Hanson  Audrey Wagstaff Cunningham  Rekha Sharma  J. D. Ponder 《Mass Communication and Society》2013,16(5):584-607

Considerable research over the years has been devoted to ascertaining the impact of media use on political cynicism. The impact of the Internet has been difficult to assess because it is not a single monolithic medium. For example, the 2008 presidential campaign was the first presidential campaign in which popular social networking sites such as Facebook, MySpace, and YouTube were widely available to voters. Therefore, the campaign offered the first opportunity to explore the influence of these social media on political cynicism. In this study, we examined whether the use of such social media influenced political cynicism. We also considered the influence of user background characteristics (e.g., self-efficacy, locus of control, political orientation, demographics, and influence of family and friends), motives for using social media for political information, and users’ elaboration on political content. Several individual differences were stronger predictors of political cynicism than was social media use. In fact, social networking use was a negative predictor of political cynicism. Results supported uses and gratifications’ notions that the influence of social media on political cynicism is more attributable to user background and media-use differences than to sheer use of these popular sites.  相似文献   

LEARNING,SCIENCE, AND ELEMENTARY SCHOOL SCIENCE TEACHING     

Audrey B. Champagne  Leo. E. Klopfer 《Review of Education, Pedagogy & Cultural Studies》2013,35(2):234-241

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Put Theory Into Practice     

Audrey J. Jaeger  Stephany Dunstan  Courtney Thornton  Alyssa B. Rockenbach  Joy G. Gayles  Karen J. Haley 《About Campus》2013,17(6):11-15

Audrey J. Jaeger, Stephany Dunstan, Courtney Thornton, Alyssa B. Rockenbach, Joy G. Gayles, and Karen J. Haley argue that applying our theoretical frameworks in everyday decision making will help us to be more efficient and effective—and they provide a user‐friendly analogy to guide us in this endeavor.  相似文献   

The World Summit on the Information Society and Civil Society Participation     

Audrey N. Selian 《The Information Society》2013,29(3):201-215

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Mandatory use of technology in teaching: Who cares and so what?     

Alexander Seeshing Yeung  Peter G. Taylor  Chenri Hui  Audrey Cheausim Lam‐Chiang  Ee‐Ling Low 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(6):859-870

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Tridimensional acculturation and adaptation among jamaican adolescent-mother dyads in the United States     

GM Ferguson  MH Bornstein  AM Pottinger 《Child development》2012,83(5):1486-1493

A bidimensional acculturation framework cannot account for multiple destination cultures within contemporary settlement societies. A tridimensional model is proposed and tested among Jamaican adolescent–mother dyads in the United States compared to Jamaican Islander, European American, African American, and other Black and non‐Black U.S. immigrant dyads (473 dyads, M adolescent age = 14 years). Jamaican immigrants evidence tridimensional acculturation, orienting toward Jamaican, African American, and European American cultures. Integration is favored (70%), particularly tricultural integration; moreover, Jamaican and other Black U.S. immigrants are more oriented toward African American than European American culture. Jamaican immigrant youth adapt at least as well as nonimmigrant peers in Jamaica and the United States. However, assimilated adolescents, particularly first generation immigrants, have worse sociocultural adaptation than integrated and separated adolescents.  相似文献   

Educator understanding of childhood traumatic brain injury: a New Zealand perspective     

Audrey McKinlay  Kimberly Buck 《Exceptionality》2013,21(4):278-288

ABSTRACT

Approximately 15% of New Zealand children will experience a traumatic brain injury during their school years. Given that educators play an important role in facilitating the successful school re-entry and recovery of these students, it is paramount that educators have adequate knowledge of childhood traumatic brain injury. This study used an online questionnaire to assess knowledge traumatic brain injury among 20 New Zealand educators. It also identified what services educators were aware of within their schools and communities that could assist with the management of students with brain injury, and what further training or information educators required to feel confident in supporting these students in the school environment. Results indicated that although educators possessed sound general understanding of traumatic brain injury, they had some misconceptions regarding the implications and recovery trajectories of these injuries during childhood. Educators reported the need for training relating to diagnostic criteria and strategies for supporting students with traumatic brain injury in the classroom. Providing educators with information and training on how to identify traumatic brain injury and manage the needs of students with traumatic brain injury will allow them to facilitate inclusive and supportive educational opportunities, leading to improved outcomes for these students.  相似文献