Food (in)security communication: a Journal of Applied Communication Research forum addressing current challenges and future possibilities     

Megan K. Schraedley  Hamilton Bean  Sarah E. Dempsey  Mohan J. Dutta  Kathleen P. Hunt  Sonia R. Ivancic 《Journal of Applied Communication Research》2020,48(2):166-185

ABSTRACT

This forum brings together food, (in)security, and communication. The authors participating in this forum center communication as both process and tool for understanding, mitigating, and making meaning of food (in)security. The nine authors together discuss the role of communication in food (in)security, the central challenges for scholars and practitioners working on food (in)security, and the creative possibilities and impacts influencing the future of food (in)security. The forum produces a call for applied scholars to re-imagine communication frameworks in order to make meaningful differences in their communities.  相似文献   

Examining the Alignment of Mathematics Instructional Practices and Mathematics Vocabulary between Core and Intervention Materials     

Gena Nelson  Kathleen Hughes Pfannenstiel  Rebecca Zumeta Edmonds 《Learning disabilities research & practice》2020,35(1):14-24

Within a multitiered system of support (MTSS), students who struggle to learn mathematics often receive core instruction and supplemental intervention in different settings, with different teachers and different sets of curriculum materials, all of which can result in poor alignment. This curriculum crosswalk describes how three sets of materials commonly used to provide core instruction and intervention differ with regard to mathematics practices and vocabulary. The results indicate that there is little overlap among all three programs for the majority (n = 6) of the mathematics practices, and very little overlap in mathematics vocabulary (ranging from 6.3 to 24 percent). We also provide a set of research-based instructional recommendations intended to help teachers address gaps and improve alignment of core instruction and intervention.  相似文献   

#NeverAgainMSD Student Activism: Lessons for Agonist Political Education in an Age of Democratic Crisis     

Kathleen Knight Abowitz  Dan Mamlok 《Educational theory》2020,70(6):731-748

In this essay, Kathleen Knight Abowitz and Dan Mamlok consider the arguments for agonist political education in light of a case study based in the events of the 2018 mass shooting at Stoneman Douglas High School in Parkland, Florida, and the subsequent activism of its survivors. We use this case to examine agonist expressions of citizenship, and to present an argument for framing agonist politics through the lens of Deweyan transactional communication combined with the critical concept of articulation. A major lesson in this case is the significance of citizenship learning that prioritizes challenging the political status quo along with working to reestablish new political relations on grounds that are more just. The authors argue that the endgame of agonist-informed political education should be that which helps students, as present and future citizens, reconstruct existing political conditions. Knight Abowitz and Mamlok conclude with suggestions for four domains of knowledge and capacities that can productively shape agonist citizenship education efforts: political education, lived citizenship, critical political literacies, and critical digital literacies.  相似文献   

Researcher Development of Doctoral Students: Supports and Barriers Across Time     

L. DiAnne Borders  Kelly L. Wester  Kathleen H. Driscoll 《Counselor Education & Supervision》2020,59(4):297-315

We used content analysis to analyze 42 counseling doctoral students' reports of supports and barriers influencing their researcher development across 3 years. In line with social cognitive career theory, the students named cognitive-person, environmental, and social-context influences. Analyses indicated no differences in frequencies of supports and barriers across time but significant differences by cohort.  相似文献   

Development and Reliability of the Comprehensive Crisis Plan Checklist, 2nd Edition     

Daniel F. McCleary  Kathleen B. Aspiranti 《Psychology in the schools》2020,57(7):1155-1170

As the research base for school crisis intervention and prevention expands, the need for well-developed tools to assess school readiness in the event of a crisis increases. This paper describes how the Comprehensive Crisis Plan Checklist (CCPC) was updated to reflect advances in crisis management and crisis planning. An extensive literature search and pilot study were used to refine existing items and create new items for the checklist. The Comprehensive Crisis Plan Checklist, 2^nd Edition (CCPC-2) has 102 items separated into three sections: prevention, intervention, and postvention. The CCPC-2 can be used by crisis teams to create new crisis plans or evaluate existing ones. Users are encouraged to carefully consider the inclusion of all items and articulate why individual items are not necessarily based on their specific needs. The CCPC-2 was given to 10 pairs of raters to evaluate school-based crisis plans; average interrater reliability was 89.04%. Discussion focuses on item analysis and how to use the checklist within a school setting.  相似文献   

Wonderful secrets of nature. Natural knowledge and religious piety in Reformation Germany     

Crowther-Heyck K 《Isis; an international review devoted to the history of science and its cultural influences》2003,94(2):253-273

Sixteenth-century Germany witnessed a tremendous flourishing of vernacular literature. An unprecedented number and variety of texts were produced for new groups of readers. This essay analyzes one underexplored genre of this vernacular literature: texts on the natural world. Numerous books on animals, plants, minerals, and natural marvels rolled off the German presses in this period, indicating a widespread curiosity about the natural world. These texts give valuable insight into the views of nature available to a broad lay audience, literate in German but not necessarily in Latin. They reveal a pervasive sense of nature as divinely created and a deep conviction that contemplation of the natural world would lead to greater piety. The divine and the mundane were thoroughly intertwined in vernacular natural histories. While other historians of science have seen the sixteenth century as a period of increasingly secular ways of thinking about nature, I argue for the persistence, and even the intensification, of profoundly religious attitudes toward the natural world.  相似文献   

Are You My Grandmother?: Constructing and Maintaining Stepgrandparent Identity and Roles     

Becky L. DeGreeff  Ann Burnett 《Communication quarterly》2017,65(5):603-623

The disruption of the biological family unit due to divorce or separation followed by remarriage or re-partnering has a profound impact on every family member, including extended family members. An individual becomes a stepgrandparent through later life re-partnering, when an adult child becomes a stepparent, or when a stepchild becomes a parent. In order to gain a greater understanding of the communication influencing the development and maintenance of stepgrandparent roles and identity, a qualitative interpretive analysis method was employed as a guide for interviews with 41 adult stepfamily members across two generations of stepfamily membership: stepparents and stepgrandparents.  相似文献   

Navigating gender and sexuality in the classroom: narrative insights from students and educators     

Kathleen A. Hare 《Sex education》2017,17(4):482-484

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Architecting Multimodal Spaces for Hard Talk in a Graduate Course on Adolescent Literacy Education     

Mary Frances Buckley-Marudas  Sarah R. Hobson  Kathleen Riley 《The New Educator》2017,13(4):369-391

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Young Children''s Vulnerability to Self-Blame and Helplessness: Relationship to Beliefs about Goodness   总被引：8，自引：0，他引：8  

Gail D. Heyman  Carol S. Dweck  Kathleen M. Cain 《Child development》1992,63(2):401-415

Motivational helplessness, linked to conceptions of intelligence, has been well documented in older children. While some researchers have reported that children just starting school are motivationally invulnerable, others have found evidence of helplessness when these children encounter failure. The present study seeks to determine whether the reactions associated with helplessness can be identified in a new context, that of criticism, and whether any such responses are related to the child's conceptions of goodness. Subjects were 107 5- and 6-year-old children who enacted achievement situations in which teacher criticism was presented. The 39% of children whose own assessments were undermined by criticism exhibited the affect, task choices, and nonconstructive problem-solving strategies characteristic of helplessness. They were also more likely to make global negative self-judgments following criticism, including negative judgments of their goodness. Finally, these children were more likely to endorse stable and global beliefs about goodness.  相似文献