656 research outputs found
"Exploring Our Sexualities" - Noted Author and Activist Robyn Ochs to Present Workshop and Interactive Presentation at U of M Crookston on Wednesday, April 22, 2009
No full textTollefson, Elizabeth. (2009). "Exploring Our Sexualities" - Noted Author and Activist Robyn Ochs to Present Workshop and Interactive Presentation at U of M Crookston on Wednesday, April 22, 2009. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/222053
Promoting reasoning, problem-solving and argumentation during small group discussions
No full textCooperative learning is widely accepted as a pedagogical practice that can be employed in classrooms to promote students engagement and learning. When children cooperate, they learn to attend to what others have to say, provide and receive assistance, affirm and disconfirm conceptions, and, in so doing, they develop mutual understandings of the topic at hand. From a Vygotskian perspective, the group context enables members to engage in dialogic exchanges and think about issues in ways they may have never previously considered. In so doing, information and ideas are exchanged, transformed and appropriated so they become new ways of thinking or knowledge building. Moreover, when children engage in reciprocal interactions with each other, they learn to use language differently to explain experiences and realities and, in so doing, they find new functions for language in expressing their thoughts and feelings. In fact, talk is so important that it now recognised as more than a means of sharing thoughts; it is also a social mode of thinking and a tool for the joint construction of knowledge and new learning. However, although it is well acknowledged that students benefit from interacting with others, it is only recently that research has begun to examine the role that teachers play in promoting student dialogue in the classroom. This is a concern because there is no doubt that teachers play a key role in inducting children into ways of thinking and learning by making explicit how to express ideas, seek help, contest opposing positions, and reason cogently. In short, teachers play a key role in helping students to acquire the linguistic tools needed to promote thinking, problem-solving, and reasoning. This chapter reports on two studies undertaken by the author that illustrate how teachers' discourse affects students' discourse, problem-solving and reasoning (Study 1) and how teachers can challenge students' cognitive and metacognitive thinking to promote reasoned argumentation and learning (Study 2). The studies highlight the importance of systematically constructing experiences in classrooms to teach these skills to students
Citation for author's submitted version Citation for publisher's version
No full text. Quantitative PCR confirms culture as the gold standard for detection of lower airway infection by nontypeable Haemophilus influenzae in Australian Indigenous children with bronchiectasis. Retrieved from http://espace.cdu.edu.au/view/cdu:38464 Citation for publisher's version Hare, Kim M., Marsh, Robyn Leanne, Binks, Michael John, Grimwood, Keith, Pizzutto, Susan, Leach, Amanda, Chang, Anne Bernadette and Smith-Vaughan, Heidi (201
A descriptive study of emotional-behavioral adjustments, self-concepts and aspirations of homeless children, 1993
Get PDFThis is a descriptive study of Emotional-Behavioral adjustments, self-concepts and aspirations of homeless children. Data were collected through interviews with homeless families draw from a sample of convenience. The findings reveal that this sample population of homeless children did not exhibit severe anxiety, depression or aggressive behaviors. Implications for social work practices are discussed
Pedagogical practices for the development and improvement of reading
No full textThis chapter is concerned with contemporary pedagogies and practices related to the development of and improvement in reading achievement. First, the author will describe reading as one of a uumber of literacies students use in school contexts. The reading of print will be discussed in relationship to multiliteracies and curriculum literacies in primary and secondary school settings. Reference will be made to the Four Resource Model of Reading (Luke & Freebody, 1990). Second, the author will examine the multiple meanings of evidence-based reading instruction pointing to the debate that has emerged in the field of reading. Drawing on the literature, the autbor will argue that tbere is no single reading program that is suitable for all children and teachers should use evidence-based pedagogies and practices that contribute to the development of, and improvement in, reading achievement. Third, the author will examine three main influences on the identification of evidence-based pedagogies and practices for the teaching of reading. Specifically, the author will refer to the role of the teacher, the students and their individual needs, and the role of context, namely school and system influences. Finally, the author will conclude the chapter by providing some guidelines for teachers in reviewing evidence-based pedagogies and practices for the teaching of reading
'Making its own history': New Zealand historical fiction for children,1862-2008
No full textThis thesis considers historical fiction for children and young people dealing with New Zealand history from the arrival of the first Polynesian settlers to the end of the nineteenth century. It provides both a comprehensive survey of historical novels published between 1862 and the end of 2008, and an analysis of the way the same historical events and periods have been depicted in historical novels written at different times. Individual chapters discuss books set during specific historical periods or dealing with particular events - the pre-European period, early contact, nineteenth century immigration, the New Zealand Wars, the gold rushes, and the colonial period - in chronological order of publication. Since children's literature is particularly adept at reflecting and promoting the dominant ideas of the society in which it is produced, the chronological consideration of these texts reveals contemporary attitudes to such issues as race relations, gender roles, class, war and conflict, and concepts of national identity, as well as the way historical fiction has responded to societal changes since the 1860s.
The predominant themes of historical fiction set prior to 1900 are: the arrival of settlers in New Zealand; encounters with the country's indigenous inhabitants; the taming of the often hostile landscape; the assertion of the settlers' claims to 'belong' in their new land; and the establishment of New Zealand as a nation with distinctive characteristics. There are perceptible nuances and differences in the way these themes are discussed depending on the historical moment in which individual authors are writing. Novels of the Victorian period and early twentieth century reflect the imperialistic and evangelistic ethos of the time, and present the British settlers' right to colonize the land and the ensuing dispossession of Māori as largely unproblematic. Subsequent historical novels, particularly those written since the 1960s, offer a more inclusive version of New Zealand history, although the lack of historical fiction for children by Māori writers means that Eurocentric views of history continue to dominate, and that all representations of Māori and their history are mediated through Pakeha writers.
Shifts in social attitudes have resulted in changes in the treatment of Māori in historical novels for children, and similar changes have occurred in the portrayal of gender, class, and ethnicity. The passage of time has seen increased agency and a wider variety of roles allocated to Māori, female and working class characters, as well as greater ethnic diversity. Developments in New Zealand historiography are also reflected in fiction, although at times historical fiction prefigures written histories, or provides alternative views by depicting the experience of women, children and Māori, who often did not feature in conventional histories. While many historical novels for children, especially the earlier texts, are adventure stories set in the past and are not necessarily concerned with historical verisimilitude, an increasing number attempt to present authentic recreations of historical periods, including accounts of actual people and events, based on extensive research, and reinforced with peritextual material in the form of historical notes, bibliographies, maps and photographs.
The role of New Zealand historical fiction for children and young people has been not only to entertain young readers and inform them about their country's past, but to create and foster a sense of national identity
Administrators' perspectives of JROTC career academies and their impact on at-risk students' attendance, behavior, academic achievement, and graduation rates in urban public schools, 2005
Get PDFThe purpose of the study was to gather information from administrators regarding military career academies and their effectiveness toward 'at-risk� students relating to attendance, behavior, academic achievement, and graduation rates. The marriage between the Junior Reserve Officers' Training Corps (JROTC) and career academies has linked programs with distinctly different cultures. JROTC programs are designed to attract motivated, enthusiastic students who show leadership potential. Their agenda focuses on discipline, chain of command, and self-responsibility. Career academies, in contrast, single out students who are not achieving up to their potential, many of whom are not motivated by traditional course work and are at risk of not completing high school. According to L. M. Hanser and A. E. Robyn (2000) in their book, Implementing High School JROTC Career Academies, the academies strive to prevent dropouts by creating schools-within-schools that provide integrated academic and vocational training. This study is concerned with administrators' perspectives of a military academy and the impact it has on the attendance, behavior, academic achievement, and graduation rates of students that attend urban public high schools
Understanding the effect of the increase in the intellectual disability population: A system dynamic approach
No full textThe intellectual disability population increased from 65.545 people in 2011 to 116.200 people in 2020. In other words, the population almost doubled in less than ten years' time. Interventions are required to be able to make sure everyone receives the needed care. Therefore, the causes for the growth should be further examined before any decision on intervention can be taken. This thesis contributed to understanding the factors influencing the increase in the intellectual disability population and evaluating the behaviour of the sector. To improve the understanding, a System Dynamics model was designed analysing the influence of self-reliance on the intellectual disability population. The question of why there is an increase in the intellectual disability population has been attempted to be answered within this study. After evaluating multiple factors as a cause for the growth in the intellectual disability population, self-reliance was selected as being an important factor. In the conceptual model, three reinforcing feedback loops were found, indicating that when there is no intervention, the self-reliance of the intellectual disability population continuously decreases, resulting in more people applying for care from the Wlz. In the qualitative model, this proposition could not be rejected, indicating the importance of the role of self-reliance on the growth of the intellectual disability population. Especially for the population with an IQ score between 70 and 85, more attention should be paid to the increase or maintaining of self-reliance. In that way, the intellectual disability sector is always able to care for the ones who cannot live without. Engineering and Policy Analysi
Mediated Communication Handbooks of communication science ;, v. 7./ edited by Philip M. Napoli.
No full textIn English.Includes bibliographical references and index."Media scholarship has responded to a rapidly evolving media environment that has challenged existing theories and methods while also giving rise to new theoretical and methodological approaches. This volume explores the state of contemporary media research. Focusing on intellectual foundations, theoretical perspectives, methodological approaches, context, and contemporary issues, this volume is a valuable resource for media scholars and students"--Schulz, Peter J. / Cobley, Paul -- Napoli, Philip M. -- Dennis, Everette E. -- Elasmar, Michael G. -- Park, Sora -- Carey, John -- Webster, James G. -- Schrøder, Kim Christian -- Edy, Jill A. -- Scolari, Carlos A. -- Weber, Matthew S. -- Macnamara, Jim -- Ksiazek, Thomas B. -- Lavrakas, Paul J. / Kosicki, Gerald M. -- Stroud, Natalie Jomini / Haenschen, Katherine -- Carey, John / Mierzejewska, Bozena I. -- Bender, Stuart Marshall -- Wright, Kevin B. -- Mastro, Dana / Stamps, David -- Ellis, Katie -- Drotner, Kirsten -- Horowitz, Minna -- Friedland, Lewis / Wells, Chris -- Dunaway, Johanna L. / Searles, Kathleen / Fowler, Erika Franklin / Ridout, Travis N. -- Taylor, Maureen -- Schejter, Amit M. -- Jensen, Klaus Bruhn / Helles, Rasmus -- Fuentes-Bautista, Martha / Olson, Christine -- Helberger, Natali / Wojcieszak, Magdalena -- Caplan, Robyn -- Kim, Eun-mee -- Marchi, Regina -- Mahrt, Merja -- Delli Carpini, Michael X. -- Frontmatter -- Preface to Handbooks of Communication Science series / Contents -- 1. Introduction / Part I: Intellectual Foundations -- 2. Beginnings: Origins of Mediated Communication Research / Part II: Theoretical Perspectives -- 3. Media Effects / 4. Media Usage / 5. Media Technology Adoption / 6. Audience Behavior / 7. Audience Reception / 8. Content Creation / 9. Media Evolution / Part III: Methodological Approaches -- 10. Network Analysis / 11. Content Analysis / 12. Ratings Analysis / 13. Surveys / 14. Experiments / 15. Audience Ethnography / Part IV: Contexts -- 16. Media Violence / 17. Media and Health Communication / 18. Race/Ethnicity and Media / 19. Media and Disability / 20. Children and Media / 21. Gender and Media / 22. Media and Civic Engagement / 23. Political Advertising / 24. Media Development / 25. Media Regulation and Policy / 26. Mobile Communication / Part V: Contemporary Issues -- 27. Digital Divide / 28. Exposure Diversity / 29. Algorithmic Filtering / 30. Media Literacy / 31. Media and Social Movements / 32. Big Data / 33. Conclusion -- Future of the Field / Biographical Notes -- Index.1 online resource (xi, 683 pages)
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