排序方式： 共有2条查询结果，搜索用时 5 毫秒
1
1.
Contemporary discussion of the ‘crisis in democracy’ displays a tendency to see young people as the problem because they are ‘apolitical’, ‘apathetic’ and ‘disengaged’, or point to deficiencies in institutions deemed responsible for civic education. This discussion normally comes as a prelude to calls for more civics education. This article points to a renewal of politics at the hands of young people relying on new media, and draws on evidence like survey research, case studies and action research projects. This political renewal is occurring largely in response to the assumption of political elites that a ‘politics-as-usual’ will suffice to address the major political challenges of our time. Against the assumption that teachers, curriculum experts and policy-makers already know what kinds of knowledge and skills students need to become good citizens, we make a case for co-designing a contemporary citizenship curriculum with young people to be used for the professional development of policy-makers. We argue that such an intervention is likely to have a salutary educational effect on policy-makers, influence how they see young people’s political engagement and how they set policy agendas. The article also canvasses the protocols such a project might observe. 相似文献
2.
Three pigeons were trained on a multiple schedule in which keypecking was reinforced on a fixed-interval (FI) schedule in the presence of a vertical line and on a variable-interval (VI) schedule in the presence of a horizontal line. Response rates in the former component were positively accelerated (the “FI scallop”), whereas response rates in the second component were relatively constant. In a subsequent generalization test on the line-tilt continuum, the index of curvature decreased systematically as the line was rotated from vertical to horizontal in 30-deg steps. Frequency distributions of indices of curvature suggested that intermediate average index values for intermediate generalization test stimuli were mainly the result of intermediate response patterns in the individual test stimulus presentation, rather than the averaging of VI-like patterns during some stimulus presentations with FI-like patterns during other stimulus presentations. 相似文献
1