bluuebunny/crossref_metadata_2025 huggingface dataset:
O Processo de Legitimação Organizacional no Cenário Contemporâneo das Tecnologias da Informação e Comunicação
Authors: Machado Jones , Mortari Elisângela Carlosso Machado
Published: February 2022

O presente artigo encontra-se dividido em duas partes e pretende discutir como o processo de legitimação organizacional se apresenta no cenário contemporâneo, a partir da evolução das tecnologias digitais da informação e comunicação, essas consideradas dispositivos que permitem novas possibilidades de interação das organizações com seus públicos. Tais relações de interatividade são estabelecidas via estratégias de comunicação numa ambiência digital, principalmente pelo sistema da Internet, entendida neste estudo como um espaço no qual se constroem a visibilidade midiática e a legitimação das organizações
Trailer: Cinema e Publicidade em um só produto
Authors: Justo Maíra Ventura de Oliveira
Published: February 2022

Em meio às novas propostas audiovisuais, as telas de cinema continuam assumindo extrema importância como ferramenta de persuasão. Como arte e entretenimento, procura acompanhar a velocidade da evolução midíatica e utilizar os recursos em seu favor. Ao mesmo tempo seu anexo, o trailer, é uma das principais peças de venda do filme e está aliado a toda uma estrutura mercadológica. Neste artigo procuramos compreender como esta peça é produzida; determinar sua importância para a venda dos filmes tanto no âmbito nacional como no internacional e como a abordagem dos trailers procura os fatores de identidade nos diversos países. Nosso trabalho utilizou o caso do filme brasileiro Cidade de Deus (2002), dirigido por Fernando Meirelles, que utilizou o trailer como argumento principal para conquistar os espectadores em outros países
Rambo: Um símbolo norte-americano único
Authors: De Araújo Pedro Zambarda
Published: February 2022

Análise comparativa entre a primeira trilogia dos filmes norte-americanos do personagem Rambo com o livro First Blood e com seu estereótipo influente na Guerra do Vietnã e na campanha do presidente conservador Ronald Reagan
A Fotografia como Discurso: alteridade, etnografia e comunicação
Authors: Batista Jandré Corrêa
Published: February 2022

O presente trabalho versa sobre a importância do uso da fotografia em trabalhos etnográficos, enaltecendo a proposta de Achutti (1997; 2004) no que se refere ao uso da fotografia como instrumento narrativo sobre um estudo concreto: a producação agrícola da Ilha dos Marinheiros (município de Rio Grande, Rio Grande do Sul, Brasil)
Semiótica do espelho digital
Authors: Leone Massimo
Published: February 2022

Os novos espelhos digitais e as imagens que eles devolvem e com as quais frequentemente despertam desejo e consumo diferem dos espelhos analógicos, aqueles que Umberto Eco considerava estar fora da ampla gama da semiótica. Os espelhos digitais são na verdade telas que simulam espelhos, por isso já “mentem” em sua função refletiva, mas podem mentir ainda mais graças a novos formatos e processos de espelhamento digital, como as selfies e os filtros. Quando a estes novos espelhos é feita a pergunta “Espelho, espelho meu, haverá alguém mais bela do que eu”, eles sempre respondem “você, é claro, sempre você é a mais bela!”. O artigo reflete sobre os espelhos digitais como parte de uma consideração mais ampla sobre a ética das imagens na era digital. A ética das imagens difere da das palavras porque as imagens sempre carregam uma motivação intrínseca que as palavras não carregam. Há, naturalmente, algo convencional nas imagens, e pode haver motivação nas palavras, mas a materialidade dos sinais visuais os ancora à realidade e à percepção de uma forma diferente e mais coerente. É por isso que as imagens não mentem da mesma forma que as palavras. Mesmo quando são de fantasia, elas transmitem uma ideia de possibilidade real que as palavras dificilmente podem evocar. Duas posições ideológicas diferentes podem ser tomadas no que diz respeito à relação entre as imagens e o efeito de realidade que elas provocam. As humanidades, incluindo a semiótica, tendem a enfatizar o peso do contexto cultural; evidências crescentes, no entanto, mostram que as imagens funcionam também porque combinam com a neurofisiologia inata da cognição. Os humanos estão biologicamente inclinados a reagir às imagens, e as representações desencadeiam diferentes percepções dependendo de sua tecnologia, que está evoluindo por meio do acúmulo na história humana. A semiótica é, portanto, chamada a desmascarar a propaganda realista de novos dispositivos para representação e exibição, apontando para sua convencionalidade, mas também deve levar em conta como novos avanços na produção de simulacros tendem a introduzir dinâmicas emergentes na relação entre imagens e a percepção humana. O visual falso de hoje é de fato um pouco mais poderoso que os de épocas passadas, porque é construído através de máquinas cujo resultado só pode ser desmascarado por outras máquinas. Além disso, a evolução das culturas digitais está agora criando uma indefinição de gêneros fictícios e não-ficcionais. O visual falso começa a circular como um vírus, multiplicando as ocasiões para suspensões ambíguas de descrença. O que é necessário é, em vez disso, uma nova ecologia do falso, capaz de dar origem, por sua vez, a uma semioética razoável do visual falso.
Distinct Neural Signatures of Outcome Monitoring After Selection and Execution Errors
Authors: Mushtaq Faisal , McDougle Samuel D. , Craddock Matt P. , Parvin Darius E. , Brookes Jack , Schaefer Alexandre , Mon-Williams Mark , Taylor Jordan A. , Ivry Richard B.
Published: February 2022

Losing a point in tennis could result from poor shot selection or faulty stroke execution. To explore how the brain responds to these different types of errors, we examined feedback-locked EEG activity while participants completed a modified version of a standard three-armed bandit probabilistic reward task. Our task framed unrewarded outcomes as the result of either errors of selection or errors of execution. We examined whether amplitude of a medial frontal negativity (the feedback-related negativity [FRN]) was sensitive to the different forms of error attribution. Consistent with previous reports, selection errors elicited a large FRN relative to rewards, and amplitude of this signal correlated with behavioral adjustment after these errors. A different pattern was observed in response to execution errors. These outcomes produced a larger FRN, a frontocentral attenuation in activity preceding this component, and a subsequent enhanced error positivity in parietal sites. Notably, the only correlations with behavioral adjustment were with the early frontocentral attenuation and amplitude of the parietal signal; FRN differences between execution errors and rewarded trials did not correlate with subsequent changes in behavior. Our findings highlight distinct neural correlates of selection and execution error processing, providing insight into how the brain responds to the different classes of error that determine future action.
DEVELOPMENTAL DIDACTIC SYSTEMS: CONCEPTUAL, METHODOLOGICAL AND TYPOLOGICAL CONCEPTIONS
Authors: Puentes Roberto Valdés , Longarezi Andréa Maturano
Published: February 2022

Th e present paper is relevant because it addresses, for the fi rst time, the conceptual, methodological and typological aspects of the main developmental alternative didactic systems that emerged in the former Soviet Union from the 1950s onwards. Its main purposes are to analyze the concepts of didactic system, alternative didactic system and Soviet developmental alternative didactic systems, as well as identifying and classifying the most prominent among the last mentioned. Th e research methodology is based on systemic thinking, as well as on the historical-logical and constructive-interpretative methods. Th e Zankovian, Galperin-Talizina and Elkonin-Davidov-Repkin systems were studied as the main developmental alternative systems. Th e analysis points to the conclusion that a developmental alternative didactic system is any didactic and psychological system that opposes the offi cial or traditional ones established or imposed by the State, and that aims to create the appropriate conditions in which learning will lead to the psychological development of students.
Checklist of the earthworm fauna of Bosnia & Herzegovina (Oligochaeta: Lumbricidae)
Authors: SEKULIĆ JOVANA , STOJANOVIĆ MIRJANA , POPOVIĆ FILIP , TRAKIĆ TANJA
Published: February 2022

In this paper, a list of the earthworm fauna of Bosnia & Herzegovina (Oligochaeta: Lumbricidae) is presented, including literature data, unpublished data from our collection and new data from the field. In this list, earthworm diversity, general ecology, their distribution and zoogeographical types are presented as well. The currently known earthworm fauna of Bosnia & Herzegovina is comprised of 49 species belonging to 12 genera, with Dendrobaena being the species-richest genus (11). Our zoogeographic analysis has shown presence of 9 different types of distribution. Аlmost one third of all species represent either peregrines (14 species, 28.57%) or endemic (13 species, 26.53%). A higher fraction of the endemic species belongs to the Allolobophora and Dendrobaena genera. With the 13 endemic and some Balkanic-Alpine (4), Alpine-Dinaric (2), Illyric (Western Balkans) (2) species, it is proven that 42.85% of the total lumbricidae fauna shows an autochthonous character. These results represent another confirmation of particularity of this fauna and prove the need for further research in this area.
Three new species of the Neurigona orbicularis species group from Brazil (Diptera: Dolichopodidae)
Authors: DA SILVA PAULO CESAR , CAPELLARI RENATO S. , OLIVEIRA SARAH S.
Published: February 2022

The Neurigona orbicularis species group (Diptera: Dolichopodidae) is recorded from Brazil for the first time, and three new species are described and illustrated, including figures of the male genitalia: N. lopesi sp. nov. (Tocantins and Goiás, Cerrado biome), N. papaveroi sp. nov. (Mato Grosso, Cerrado biome) and N. tingua sp. nov. (Rio de Janeiro, Atlantic Forest biome). Additionally, N. orbicularis Becker, previously known only from the type-locality in Paraguay, is newly recorded from the Brazilian States of Mato Grosso do Sul (Pantanal biome) and São Paulo (Atlantic Forest biome) and its hypopygium is also illustrated. An updated identification key to males of the orbicularis-group is provided.
A new species and three new records of Chloroperlidae (Plecoptera) from northeastern China
Authors: SHI WENJU , WANG HONGLIANG , LI WEIHAI
Published: February 2022

A new species of the genus Suwallia Ricker, 1943, S. kuandian sp. nov., from Liaoning Province of northeastern China is described, illustrated, and compared with similar species. Suwallia asiatica Zhiltzova & Levanidova, 1978 is reported for the first time from China. Additionally, Sweltsa illiesi Zhiltzova & Levanidova, 1978 and the chloroperlid genus Alaskaperla Stewart & DeWalt, 1991 are reported for the first time from China. The habitus and diagnostic features of these species are illustrated with color images.
Are Trends in Convective Parameters over the United States and Europe Consistent between Reanalyses and Observations?
Authors: Pilguj Natalia , Taszarek Mateusz , Allen John T. , Hoogewind Kimberly A.
Published: February 2022

In this work, long-term trends in convective parameters are compared between ERA5, MERRA-2, and observed rawinsonde profiles over Europe and the United States including surrounding areas. A 39-yr record (1980–2018) with 2.07 million quality-controlled measurements from 84 stations at 0000 and 1200 UTC is used for the comparison, along with collocated reanalysis profiles. Overall, reanalyses provide signals that are similar to observations, but ERA5 features lower biases. Over Europe, agreement in the trend signal between rawinsondes and the reanalyses is better, particularly with respect to instability (lifted index), low-level moisture (mixing ratio), and 0–3-km lapse rates as compared with mixed trends in the United States. However, consistent signals for all three datasets and both domains are found for robust increases in convective inhibition (CIN), downdraft CAPE (DCAPE), and decreases in mean 0–4-km relative humidity. Despite differing trends between continents, the reanalyses capture well changes in 0–6-km wind shear and 1–3-km mean wind with modest increases in the United States and decreases in Europe. However, these changes are mostly insignificant. All datasets indicate consistent warming of almost the entire tropospheric profile, which over Europe is the fastest near ground whereas across the Great Plains it is generally between 2 and 3 km above ground level, thus contributing to increases in CIN. Results of this work show the importance of intercomparing trends between various datasets, as the limitations associated with one reanalysis or observations may lead to uncertainties and lower our confidence in how parameters are changing over time.
Impacts of Aerosols and Climate Modes on Tropical Cyclone Frequency over the North Indian Ocean: A Statistical Link Approach
Authors: Wahiduzzaman Md. , Ali Md. Arfan , Cheung Kevin , Luo Jing-Jia , Shaolei Tang , Bhaskaran Prasad K. , Yuan Chaoxia , Bilal Muhammad , Qiu Zhongfeng , Almazroui Mansour
Published: February 2022

North Indian Ocean (NIO) tropical cyclone activity is strongly influenced by aerosols and climate modes. In this study, we evaluated the impact of aerosols and climate modes on modulating tropical cyclone (TC) frequency over the NIO. A statistical generalized additive model based on Poisson regression was developed to assess their relative impacts. Aerosol optical depth for different compounds simulated by the Goddard Chemistry Aerosol Radiation and Transport model, sunspot number (SN) as solar variability, and eight climate modes—Atlantic meridional mode (AMM), El Niño–Southern Oscillation (ENSO), North Atlantic Oscillation (NAO), Indian Ocean dipole (IOD), Pacific decadal oscillation (PDO), Pacific–North American teleconnection pattern (PNA), Arctic Oscillation (AO), and Antarctic Oscillation (AAO), all based on reanalysis datasets, were analyzed for the 40-yr period 1980–2019. A strong linkage was found between TC activity and the AMM, IOD, and ENSO over the NIO. In addition, black carbon, organic carbon, sea salt, and sulfate aerosols have a significant impact on the cyclone frequency. Among these factors, black carbon, organic carbon, sea salt, and AMM account for the most variance of TCs, and among the other climate modes, IOD contributes more than ENSO. This is the first attempt to have identified this ranked set of aerosols and climate indices according to their relative ability to impact NIO TCs. Possible linkages between the thermodynamic and dynamic effects of aerosols on the Indian monsoon environment and its modifications to the large-scale environmental parameters relevant to TC development, namely, sea surface temperature, vertical wind shear, relative vorticity, and relative humidity during different phases of the climate modes are discussed.

Significance Statement

Aerosols and climate modes have enormous impact on tropical cyclones (TCs). In this study, we evaluated the impact of aerosols and climate modes that modulate frequency of TCs over the north Indian Ocean. To assess the impact, a statistical generalized additive model based on Poisson regression was developed. A strong linkage was found between TC activity and Atlantic meridional mode, Indian Ocean dipole, and El Niño–Southern Oscillation, whereas other climate modes have no statistical significance. In addition, black carbon, organic carbon, sea salt, and SO4 aerosols have a strong linkage to cyclone frequency. The study postulates that most positive phases of these climate modes are associated with more TCs, while the negative phases are associated with fewer.
Negative Campaigning and Vote Choice in Europe: How Do Different Partisan Groups React to Campaign Attacks?
Authors: Somer-Topcu Zeynep , Weitzel Daniel
Published: February 2022

Parties spend parts of their campaigns criticizing other parties’ performance and characteristics, such as honesty, integrity, and unity. These attacks aim to negatively affect the target parties’ electoral performance. But do they work? While attacks are informative, we argue that how voters react to negative campaigning depends on their partisanship. While the target’s copartisans are more likely to get mobilized in favor of their party, the attacker’s copartisans are expected to punish the target due to their respective partisan motivations. We expect null effects for attacks for partisans of third parties as well as nonpartisans. Combining a new dataset on campaign rhetoric with survey data from eight European countries, we show support for most but not all of our expectations. These results have important implications for the electoral campaigns literature.
Why serology just is not enough: Strategic parvovirus risk assessment using a novel qPCR assay
Authors: Iwantschenko Ann-Kathrin , Roegener Florian , Garrels Wiebke , Dorsch Martina , Köhl Wiebke , Riehle Christian , Ghyselinck Norbert , Féret Betty , Zschemisch Nils-Holger , Bleich André , Buchheister Stephanie
Published: February 2022

Health monitoring of laboratory rodents not only improves animal health but also enhances the validity of animal experiments. In particular, infections of laboratory animals with murine parvoviruses influence biomedical research data. Despite strict barrier housing, prevalence remains high in animal facilities, leading to increased risk of parvovirus introduction after the import of contaminated mice. Unfortunately, hygienic rederivation can be challenging, since gametes often contain residual virus material. Consequently, the process has to be closely monitored with highly sensitive diagnostic methods to verify parvovirus decontamination of the rederived progeny. However, diagnostic sensitivity of traditional methods is often low and requires testing of large animal cohorts. Therefore, we aimed to develop a powerful quantitative real-time polymerase chain reaction (qPCR) assay for the fast and reliable detection of murine parvoviruses in different sample materials. We validated the assay within an infection experiment and systematically analysed various animal-derived and environmental sample materials. We further developed a strategic risk assessment procedure for parvovirus monitoring after embryo transfer. Our novel qPCR assay reliably detected parvovirus DNA in a broad variety of sample materials, with environmental samples dominating in the acute phase of infection, whereas animal-derived samples were more suitable to detect low virus loads in the chronic phase. Here, the assay served as a highly sensitive screening method for parvovirus contamination in mouse colonies, requiring significantly lower sample sizes than traditional methods like conventional PCR and serology. Thus, the use of our novel qPCR assay substantially improves parvovirus diagnostics, enhancing research validity according to the 6Rs.
From Populism to Neoliberalism: The Political Economy of Latin American Import-Substitution Industrialization: Argentina, Brazil, Mexico and Colombia in Comparative Perspective
Authors: Grinberg Nicolás
Published: February 2022

Traditional views on Latin American political development agree that its distinctive characteristics are in some way related to the region’s pattern of import-substitution industrialization. All of them share a key theoretical perspective that limits their understanding of this development: they consider capital accumulation to be structured at the national level. Instead, import-substitution industrialization should be seen as the state-mediated form of recovery by global industrial capital invested in manufacturing of a portion of the ground rent flowing into the region because of its role in the production of surplus value on a global scale. The differences in the political economy of import-substitution industrialization between Argentina, Brazil, Mexico, and Colombia may be explained in terms of the historical and natural conditions of the specific form taken by capitalism in Latin America.

Las opiniones tradicionales sobre el desarrollo político latinoamericano coinciden en que sus peculiaridades están de alguna manera relacionadas con el patrón de industrialización por sustitución de importaciones de la región. Se comparte una perspectiva teórica clave que limita la comprensión de dicho desarrollo: la acumulación de capital se presenta como estructurada a nivel nacional. Sin embargo, la industrialización por sustitución de importaciones debe verse como la forma mediada por el estado que toma la recuperación, por parte del capital industrial global invertido en el sector manufacturero, de una porcion de la renta del suelo que fluye hacia la región debido a su papel en la producción de plusvalía a escala mundial, y va mediada por el Estado. Las diferencias en la economía política de la industrialización por sustitución de importaciones entre Argentina, Brasil, México y Colombia pueden explicarse en términos de las condiciones históricas y naturales en que se realiza la forma específica que toma el capitalismo en América Latina.
Multiple Intelligences: Its Tensions and Possibilities
Authors: Eisner Elliot W.
Published: February 2022

This article explores the tensions between Howard Gardner's theory of multiple intelligences and current educational policies emphasizing standardized and predictable outcomes. The article situates Gardner's theory within the historical interests among psychometricians in identifying those core processes that constitute human intelligence. Gardner's theory of multiple intelligences provides a significant contrast to the models of mind that have traditionally been used to understand how people think and make intelligent choices. The pursuit of a single G factor is contrasted with an array of specific intelligences in Gardner's conception. The implications of Gardner's view for education pertain to the cultivation of the various ways in which humans reflect intelligently and the implicit recommendation that individual proclivities, interests, and intelligences be cultivated. Such an approach to schooling would yield differences among the outcomes for children whose intelligences differed. It is this orientation to the aims of education that conflicts dramatically with a standards-driven approach to school improvement.
Learner-Centered Instruction and the Theory of Multiple Intelligences with Second Language Learners
Authors: Haley Marjorie Hall
Published: February 2022

In an effort to understand learner-centered instruction from the perspective of multiple intelligences (MI), the purpose of this second teacher action research study was to further investigate the use of MI theory in shaping and informing instructional strategies, curricula development, and alternative forms of assessment with second language learners. My premise was that given what we know about the educational needs of second language learners, all teachers must be better equipped to widen their pedagogical repertoire to accommodate linguistically, culturally, and cognitively diverse students. Results of the study indicated that students did achieve greater success rates when the MI theory was implemented.
Multiple Intelligences, Educational Reform, and a Successful Career
Authors: Wu Wu-Tien
Published: February 2022

This article addresses the meaning and application of multiple intelligences theory in Taiwan in the light of educational reform. Specifically, a 4-year joint research project (1999–2003) titled “The Development of Multiple Talents (DMT),” sponsored by the National Science Council, R.O.C. (Taiwan), will be introduced. A 3-dimensional construct is proposed for the DMT: form of talents (10 forms, mainly based on Gardner's theory of multiple intelligences), function of talents (three functions, based on Sternberg's conception of successful intelligence), and developmental stage (four stages, from preschool to senior high). This article highlights some of the research findings.
Classroom Assessment: Tensions and Intersections in Theory and Practice
Authors: Brookhart Susan M.
Published: February 2022

The practice of classroom assessment occurs at the intersection of three teaching functions: instruction, classroom management, and assessment. Theory relevant to studying classroom assessment comes from several different areas: the study of individual differences (e.g., educational psychology, theories of learning and motivation), the study of groups (e.g., social learning theory, sociology), and the study of measurement (e.g., validity and reliability theory, formative and summative assessment theory). This article explores how intersections of these areas have played out in the classroom assessment literature over the last 20 years. Some literature has emphasized one practical function or theoretical tradition; some literature has blended several. Overlapping theoretical traditions are opportunities both for richness of understanding and for tensions and conflicts.
Potential and Limitations of Multicultural Education in Conflict-Ridden Areas: Bilingual Palestinian-Jewish Schools in Israel
Authors: Bekerman Zvi
Published: February 2022

In recent years, a new integrative bilingual multicultural educational initiative has been developed in Israel. Its main purpose is to offer dignity and equality to the two Israeli groups who have for the last 100 years denied each other's humanity: Palestinians and Jews. The research examines this attempt at encouraging each group to take pride in their own cultural heritage while respecting and experiencing the heritage of the other. Through the ethnographic analysis of data gathered at four ceremonial events held at two of the three currently functioning integrated schools in Israel, the study inquires into the potential of school ritual events to support this endeavor. Probing into the ways in which these efforts may shape individual and group perspectives and help to overcome intergroup tensions and conflict, I expect this research to shed some light on the potential and limitations of multicultural education in conflict ridden areas. In focusing on the treatment of special ceremonial events in these schools I wish to explore the fruit of multicultural educational approaches and to question how these are shaped by contextual conditions specific to conflict-ridden areas. If multicultural education is to alleviate interethnic tension, it must offer options to refashion teachers’, parents’, and students’ understandings of cultural borders and their positions and relations within the different cultural arenas.
Failing to Meet the Standards: The English Language Arts Test for Fourth Graders in New York State
Authors: Hill Clifford
Published: February 2022

This article examines two kinds of problems associated with the English Language Arts test at the fourth-grade level in New York State: (1) problems that inhere in the test itself and (2) problems associated with its use. As for the test itself three kinds of problems are analyzed: (1) the use of multiple-choice tasks to assess reading comprehension, (2) the number of writing tasks that children must respond to within a limited time frame, and (3) the use of a rubric that contains unrealistic criteria. As for the use of the test, two kinds of problems are analyzed: (1) the use of coaching material that has not been properly vetted and (2) the discontinued use of broadly based assessment programs that complement testing with portfolio sampling of children's work. The conclusions offer recommendations for dealing with these problems.
How Teachers’ Professional Identities Position High-Stakes Test Preparation in Their Classrooms
Authors: Rex Lesley A. , Nelson Matthew C.
Published: February 2022

In this article, we present profiles of two high school English teachers and their classrooms as the teachers responded to mandated high-stakes test accountability. Both teachers accepted targeted professional development, strong accountability measures, vigilant specialist support, and school site leadership; both believed tests were permanent and measured important skills; and both were committed to being team players and to teaching to the test to support their low-achieving students in performing well. We describe how both teachers unwittingly stymied their own test preparation objectives, and we represent the complicated reasons for these acts as expressions of their own personal accountability. Their purposefulness in their teaching competed with and mostly took precedence over the accountability goals of their departments, schools, and districts. We represent their powerful personal commitment as an expression of their professional identities. These we represent through pastiches of the teachers’ own descriptions of their teaching. Through our descriptive narratives of their classroom practices, we illustrate relationships between their beliefs and practices, illustrating how they render test preparation to a subordinate position. The cases illustrate three interrelated dimensions for understanding why this occurs: professional accommodation, personal integration, and delegation of testing to secondary status. At the conclusion of the paper, we discuss the implications for policy and professional development.
Increasing Student Learning through Volitional Control
Authors: Mccann Erin J. , Turner Jeannine E.
Published: February 2022

Students’ engagement and persistence on academic learning tasks often require their use of volitional strategies to protect against distractions and facilitate task completion. In this article we discusses factors that both positively and negatively influence students’ ability to regulate their learning activities and the supporting role that volitional strategies play in helping students to develop positive work habits for tackling academic assignments. Using the Academic Volitional Strategy Inventory (AVSI), we present teachers with approaches for helping students who need to support their learning efforts. Included are ways to use the AVSI (1) as a diagnostic tool, (2) to incorporate instruction in and modeling of volitional strategies in regular curriculum assignments, and (3) to promote student reflection and peer group interaction in facilitating self-regulatory action.
Family Help and Homework Management in Urban and Rural Secondary Schools
Authors: Xu Jianzhong
Published: February 2022

This article calls attention to developmental and home conditions that affect the development of good work habits through homework. The first section examines recent studies that have alluded to the possibility of developing good work habits through family involvement with secondary school homework. The second section describes two survey studies, in urban and rural secondary schools, that explicitly link homework management to family help and grade level. The data suggest that secondary students could still benefit from clear expectations from adult assistance regarding how to foster the development of homework management strategies, regardless of helper's educational background. The data also suggest, however, that such help is overshadowed by increasing internal distractions students encounter as they move from middle school into high school. The final section discusses implications for future research and practice regarding how to foster adolescents’ work habits through homework, particularly for high school students.
Essential Learning Conditions for California Youth: Educational Facilities
Authors: Ortiz Flora Ida
Published: February 2022

Ortiz begins with research showing that safe, healthy, and uncrowded school facilities are a basic ingredient of a good educational program. When teachers work in well-designed and highly functional school buildings, they are able to be more effective than when they must teach in inadequate facilities. Ortiz sets these findings against the evidence that a high proportion of California's educational facilities are inadequate because they are crowded, old, and in need of repair and modernization. She finds that pressures from increased enrollment in the state due to demographic changes and class size reduction, an average age of the state's school buildings of over 25 years, and the high cost of facilities have all contributed to the current inadequacies. However, the state's responses to the many problems with educational facilities have been severely limited by flaws in policies establishing the state's relationships with local districts with regard to funding, inventory, and oversight of educational facilities. The state has failed to establish a system of state financing to ensure that funds are available to and used by districts with schools in the poorest conditions. It has failed to promulgate minimum standards for school facility conditions and maintenance, develop systematic ways of monitoring conditions in schools throughout the state, or maintain effective investigation and correction processes when serious deficiencies are reported.
High-Stakes Accountability, State Oversight, and Educational Equity
Authors: Mintrop Heinrich
Published: February 2022

This article argues that outcome-based accountability systems are not likely to close the achievement gap. Using California as an example, it suggests that states need to pay closer attention to learning conditions and powerful programs that deliver quality interventions. The article describes the design of the California low-performing schools program, discusses reasons for its limited effectiveness, and suggests design features that may increase the chances for the state to reach its equity goals. The article argues with an eye on California that input-based design features ought to complement outcome-based accountability. Such designs require standards for adequate learning conditions alongside performance standards, mechanisms to detect systemic performance barriers, and the provision of sophisticated evaluation, high-quality support, and consequences for responsible actors.
It's Theories All the Way Down: A Response to Scientific Research in Education
Authors: Gee James Paul
Published: February 2022

This article considers the six principles that the National Research Council's report Scientific Research in Education claims define an enterprise as scientific. I argue that these principles are relatively vacuous generalities because one cannot determine anything about any of them from outside specific theories of specific domains (and domains are smaller, usually considerably smaller, than disciplines). Such theories can differ greatly on how they would define the meanings of the words in the six principles. In the end, I argue that we ought to compare specific theories and their track records, caring less about what “science” is and more about using theories with good track records.
After Methods, Then What? A Researcher's Response to the Report of the National Research Council
Authors: Walker Vanessa Siddle
Published: February 2022

This commentary commends the authors of Scientific Research in Education for addressing important questions for the field of education research and identifies six areas that might profit from further attention: 1) explicit factors that compromise the building of scholarly community, 2) introspective conversation on the role of the researcher in the research process, 3) privileged and silenced research, 4) over reliance on the scientific model as the most important way to influence policy, 5) integration of “stages” of research with research quality, and 6) innocence of purpose.
Agency in Borderland Discourses: Examining Language Use in a Community Center with Black Queer Youth
Authors: Blackburn Mollie V.
Published: February 2022

This article focuses on the ways in which a small group consisting mostly of Black queer youth makes sense of their use of language to assert agency in a world that is often heterosexist, homophobic, ageist, and racist. The author draws from the work of Gee and Anzaldúa to identify what youth call “Gaybonics,” as a Borderland Discourse that is intertwined with Ebonics. The author and youth worked together in a youth-run center for lesbian, gay, bisexual, transgender, and questioning youth to analyze the ways that these youth engaged in Gaybonics to elicit pleasure and subvert oppression, and, when their borders were violated, they shifted from this discourse to another to retaliate against hatred. When youth analyzed their use of Borderland Discourses, they came to understand the ways that they engage in such discourses to position themselves as agents and the power they can (and cannot) access by engaging in various discourses. The author asserts that youth need opportunities to explore such access to power through language, particularly in the margins, as conceptualized by hooks. Finally, the author calls for work with youth that not only supports their assertion of agency but also their efforts at activism.
The Tacit Media Pedagogy as Praxial Critique: A Critique of Postmodern Theory for Higher Education Curriculum
Authors: Tatusko Andrew M.
Published: February 2022

Employing Calvin O. Schrag's response to postmodernism—transversal rationality engaged through praxial critique—the constructive side of postmodern theories can be highlighted in higher education while at the same time answering the pundits who see little to no constructive side to postmodern theories. Using praxial critique through media literacy is a proposed way to construct a curriculum that is centered around transversal rationality as a way to answer the challenges of postmodernism in a constructive way that neither dimisses nor blindly accepts its conclusions. In this way the limits of postmodern theory are critiqued. Some shortcomings of key postmodern theories are drawn out in relation to educational theory while aspects of some of these theories for a constructive employment in higher education are affirmed.
“Ruled by Our Own People”: Ghanaian Adolescents’ Conceptions of Citizenship
Authors: Levstik Linda S. , Groth Jeanette
Published: February 2022

This study investigates the ways in which 150 Ghanaian junior secondary students negotiate the tensions between ethnic and national history in building conceptions of democratic citizenship. While unofficial histories operate in Ghana, and some of these may be oppositional, the students in this study do not describe their own or others’ ethnic histories as in opposition to official histories. In contrast to official histories in other national settings, ethnic history in Ghana appears as an important building block in the national narrative. Students describe a national story of subjugation, struggle, and sacrifice that not only establishes the need for unity (and the consequences of disunity) and the value of diversity (and the consequences of interethnic conflict) but inclines students to honor multiple identities, search for unifying elements that might be carried into the present and future, and perceive their conationals as capable of bravery, persistence, and self-rule. At the same time, historical study did not appear to incline students toward the kind of critical historical analysis envisioned by Ghanaian curriculum planners.
The Impending Loss of Talent: An Exploratory Study Challenging Assumptions about Testing and Merit
Authors: Smith Daryl G. , Garrison Gwen
Published: February 2022

Using five different data sets, this study explores the bidirectional relationship between standardized tests and various indicators of success. Examining student success on a variety of indicators such as cumulative grade point average and graduation rates, the study demonstrates the limited usefulness of such tests, particularly when the data are disaggregated by gender or race and ethnicity. Overall, if tests are overemphasized in the admissions context, they can contribute to a significant loss of talent.
“The Union of Intellectual Freedom and Cooperation”: Learning from the University of Chicago's Laboratory School Community, 1896–1904
Authors: Durst Anne
Published: February 2022

While teaching in a California charter school in the late 1990s, I had the experience of working one year under the dictates of a highly scripted curricular program and the next year in the absence of an effectively crafted instructional plan. In both cases it proved difficult for teachers to provide quality instruction to students. In an effort to analyze such contemporary experiences, I explore here the ideas and practices of an important educational innovation from our past: the Laboratory School of the University of Chicago, under the direction of John Dewey from 1896 to 1904. I argue that the very practices that promoted teachers’ intellectual freedom at the school, such as weekly meetings to discuss teachers’ reports of classroom practice, also provided needed guidance. By avoiding the mindless following of dictates, the school community simultaneously worked to prevent the fragmentation and muddiness of purpose that can result from too little direction. Thus, I argue, a solution to both of the problems I encountered can be found in practices that result from a strong commitment to the intellectual freedom of teachers to make important decisions about curriculum and instruction.
Teachers’ Perceptions of Their Jobs: A Multilevel Analysis of the Teacher Foliow-Up Survey for 1994—95
Authors: Liu Xiaofeng Steven , Meyer J. Patrick
Published: February 2022

This study examined teachers’ perceptions of their jobs and teacher turnover through an analysis of data from the National Center for Education Statistics Schools and Staffing Survey and Teacher Follow-Up Survey. Our analysis suggests that student discipline problems were a major reason for teachers’ dissatisfaction with their jobs, second only to low compensation. Private school teachers generally encountered fewer student discipline problems and perceived their professional lives more favorably than public school teachers, although private schools usually offer lower salaries than public schools. Minority teachers were less satisfied with work conditions and student discipline problems than nonminority teachers. These findings imply policy changes for teacher retention.
Struggles of Hope: How White Adult Educators Challenge Racism
Authors: Manglitz Elaine , Johnson-Bailey Juanita , Cervero Ronald M.
Published: February 2022

The purpose of this study was to understand how White antiracist adult educators challenge racism. Seven participants from 5 different antiracist educational organizations were included. Data were collected over a 5-month period using interviews, documents, and participant observations and were analyzed using the constant comparative method. Results addressed the understandings of racism and White privilege that adult educators bring to their work and how these understandings guide them to challenge racism. A systemic understanding of racism, as well as an understanding of how their own White privilege affects them and People of Color, guided the adult educators’ work. Their analyses of racism influenced the participants to take particular and strategic actions to challenge racism. The study has implications for adult educators who recognize the entrenchment of racism in our society and who want to move their abstract understandings to the concrete level of daily interactions and take specific actions within their educational practices.
Back to the Future: Implications of the Neopositivist Research Agenda for Adult Basic Education
Authors: Belzer Alisa , Clair Ralf St.
Published: February 2022

Federal educational policy, funding, and legislation are currently forwarding a research agenda described by the current administration as “scientifically based.” We characterize this agenda, described in multiple official documents as “the gold standard, “ as neopositivist. We consider the ways in which this research paradigm and the methods that accompany it (i.e., randomized field trials) are particularly problematic for knowledge generation in adult basic education, an important subfield of adult education. We focus on three areas of concern that exemplify in significant ways the limitations of scientifically based research: the contexts of adult basic education, the ways in which practitioners use research, and the state of the knowledge base.
Common Metaphors and Their Impact on Distance Education: What They Tell Us and What They Hide
Authors: Meyer Katrina A.
Published: February 2022

This article explores some of the common metaphors used to illuminate the Web and its application to distance education. Using the work of Lakoff and Johnson (1980) as a foundation for understanding and categorizing metaphors, the advantages and disadvantages for our future of such metaphors as the “Web,” “Information Highway,” “virtual,” “surfing,” “information as education,” and “distance education” are evaluated.
The Decentered Teacher and the Construction of Social Space in the Virtual Classroom
Authors: Anagnostopoulos Dorothea , Basmadjian Kevin G. , Mccrory Raven S.
Published: February 2022

The relative newness of online education to most teachers and students means that the virtual classroom is largely uncharted social space; teachers and students must deliberately consider how and when they will enter into the virtual classroom and where and how they will locate themselves and each other within it. This study uses the concepts of “time-space separation” and “disembedding,” drawn from Giddens's work on globalization, to identify how teachers and students in one virtual classroom constructed social relations in synchronous and asynchronous Web-based forums. Using discourse-analytic methods, the study illuminates the discursive processes through which the teacher and students rearticulated conventional classroom discourse to create hybrid, student-controlled/teacher-centered spaces. The authors identify the challenges and potentials of such classrooms for teachers and raise several questions for further investigation into, and theorizing about, teaching and teachers’ work in the virtual classroom.
Online Education as Institutional Myth: Rituals and Realities at Community Colleges
Authors: Cox Rebecca D.
Published: February 2022

Relying on data from an in-depth study of 15 community colleges, this article explores online education through the lens of institutional theory. This theoretical perspective highlights the colleges’ environmental contexts and offers a critical examination of the ways that the institutional contexts have structured the colleges’ approaches to online education. At the core of this analysis is the contention that community colleges are interpreting and responding to a set of taken-for-granted ideas about online education. These ideas have taken on the status of myth and have played a powerful role in guiding and legitimating colleges’ online activity. This analysis provides a research-based foundation for understanding online activity at the community college level and for carefully addressing the challenges associated with its adoption.
Unfulfilled Expectations: Faculty Participation and Voice in a University Program Evaluation
Authors: de Valenzuela J. S. , Copeland Susan R. , Blalock Gregory Alan
Published: February 2022

This qualitative case study investigated faculty perceptions of the purposes, costs, and benefits of program evaluation during a comprehensive review by the Office of Graduate Studies at a large Research I university. The assumptions held by the faculty at the beginning of the review process about the purposes of a program evaluation and their roles within it were challenged by the manner in which the evaluation was carried out. Analysis of interviews conducted over the course of the program evaluation focused on notions of participation and voice as seen through the lens of the faculty participants. Implications for enhancing stakeholder participation and voice are discussed.