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Adam Voight 《Journal of community & applied social psychology》2015,25(4):310-326
This case study used a student voice program in an urban middle school in the southeastern United States to examine the validity of three theoretically derived pathways through which student voice may affect positive school climate. First, using a youth participatory action research process to identify barriers to learning, analyse their root causes, and advocate for solutions to school administration allowed students to influence minor school policies and implement anti‐bullying, classroom‐behaviour‐monitoring, and experiential‐learning initiatives. However, there were challenges to making these policy and practice changes systemic. Second, relationships were formed and strengthened as a byproduct of student participant and staff collaboration in program activities. However, the program may have contributed to an ingroup–outgroup dynamic between participants and other peers. Third, students who participated in the program developed citizenship competencies, and their development may have promoted broader prosocial norms among the student body, though evidence was inconsistent. Study findings suggest that future research examine how variations in the implementation of student voice initiatives can maximize the contribution to a positive school climate in urban schools. Findings also suggest that practitioners should ensure that student teams be representative of a multitude of student identities. Copyright © 2014 John Wiley & Sons, Ltd. 相似文献
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Innovation in the Greek Orthodox Tradition? The Question of Change in Greek Orthodox Thought and Practice edited by Trine Stauning Willert and Lina Molokotos‐Liederman (eds.), Ashgate, 2012 (ISBN 978‐1‐4094‐2077‐4), xiv + 284 pp., hb £55 下载免费PDF全文
Adam A. J. DeVille 《Reviews in Religion & Theology》2015,22(1):90-93
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A conspicuous oversight in recent debates about the vexed problem of the value of knowledge has been the value of knowledge-how. This would not be surprising if knowledge-how were, as Gilbert Ryle [1945, 1949] famously thought, fundamentally different from knowledge-that. However, reductive intellectualists [e.g. Stanley and Williamson 2001; Brogaard 2008, 2009, 2011; Stanley 2011a, 2011b] maintain that knowledge-how just is a kind of knowledge-that. Accordingly, reductive intellectualists must predict that the value problems facing propositional knowledge will equally apply to knowledge-how. We show, however, that this is not the case. Accordingly, we highlight a value-driven argument for thinking (contra reductive intellectualism) that knowledge-how and knowledge-that come apart. 相似文献
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A simple reaction time (RT) experiment was conducted to test the hypothesis that redundancy gain arises partly because of hemispheric coactivation. Stimuli were presented to the left or right of fixation, or redundantly to both, and the participants had to make keypress responses as rapidly as possible to stimulus onset. A "static" condition, in which the participants held their hands at rest, was compared with a "dynamic" condition, in which they moved their hands back and forth in an oscillating motion prior to stimulus onset. As predicted from the hypothesis of hemispheric coactivation, redundancy gain, measured as the decrease in mean RT to redundant stimuli as compared with single stimuli, was smaller in the dynamic condition than in the static one. 相似文献