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Peter J. Brady Cyril I. Figuerres Donald W. Felker Wayne M. Garrison 《Psychology in the schools》1978,15(3):434-438
Nineteen elementary teachers were observed for the frequency with which they modeled self-praise for their students and taught their students to praise and evaluate themselves. Measures of student self-concept, anxiety, and achievement responsibility were taken at the end of the year. It was found that teacher modeling of self-praise correlated negatively with boys' selfconcept and positively with girls'. Teacher encouragement of students to praise other students correlated positively with boys' anxiety and negatively with girls'. Teacher modeling of self-praise and teacher encouragement of students to praise other students were the best predictors of self-concept. 相似文献
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Kate Drazner Hoyt 《Critical Studies in Media Communication》2019,36(2):103-121
In the years since Michael Brown’s death, the hashtag #HandsUpDontShoot has been criticized for supposedly misrepresenting forensic evidence as framed by the Department of Justice. However, an expressive pull has kept alive both the hashtag and the sentiment behind it. The images of #HandsUpDontShoot are compelling in that they offer a glimpse into lived experiences that are often dismissed, ignored, or refuted. In this essay, I trace the aesthetic features of the #HandsUpDontShoot images, which foreground shocking juxtapositions between nonviolent protesters and militarized police forces, to the hashtag’s historical analogue: antilynching photography. Antilynching photography often utilized the aesthetic techniques of remediation, recontextualization, and juxtaposition—aesthetic features used prominently in today’s digital and remix cultures. By noting #HandsUpDontShoot’s use of these same techniques, I illuminate the ways in which Twitter’s connective affordances shape the viewer’s encounter with the images to engender ethical witnessing by affectively linking Brown’s death to shared material experiences of racial minorities. Such encounters propel witnesses beyond distanced objectification and toward an embodied reckoning of those experiences. 相似文献
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This article is a summary of comprehensive units on gender and sexuality diversity that the authors have used in teacher education courses in undergraduate and graduate social foundations of education classes over several years. The course lesson plan includes a five‐part analysis of the following categories: biological sex; gender identity/sexual identity; gender roles; sexual behavior; and sexual orientation. The authors have experienced much success and positive student evaluation by using this approach. This is true even in religiously and politically conservative universities. The authors introduce the complexity of biology, gender roles, and gender identity, before addressing human sexuality. This helps to diffuse many stereotypes and misconceptions in the initial lessons. 相似文献