Key Links:
Information about my work in program evaluation can be found at www.joshualawrence.com.
Educators who want professional development resources can find them at www.readingways.org.
Lexical ambiguity values from Wordnet.
Lin, A. R., Lawrence, J. F., & Snow, C. E. (2015). Teaching urban youth about controversial issues: Pathways to becoming active and informed citizens. Citizenship, Social and Economics Education, 14(2), 103–119. https://doi.org/10.1177/2047173415600606
摘要:虽然美国学校被要求达到公民教育的目标，让学生成为积极主动、见多识广的公民，但高质量的公民机会(如服务学习和志愿服务)却始终较少提供给通常就读于高贫困社区学校的有色人种青年。本研究的目的是在美国西海岸大都市区的几所中学进行的随机试验的背景下，评估词汇增加项目改善学生自我报告的公民参与的有效性(N = 5798)。词汇增加是一个跨内容的识字项目，它指导学生学习学术词汇，这些词汇被嵌入每周涵盖不同争议话题的短文中。参与者完成了关于他们帮助朋友、社区、学校的频率以及表决权的调查项目。研究结果支持了主要的研究问题——参与单词增加项目对学生自我报告的公民参与有显著影响，但对表决权没有影响。这些结果表明，学生有机会就社会问题进行辩论，这对他们树立积极参与公民事务的形象至关重要。
基金资助: This work was supported by Grant Number R305A090555, Word Generation: An Efficacy Trial from the Institute of Educational Sciences, US Department of Education (Catherine Snow, PI). https://ies.ed.gov
相关链接: http://dx.doi.org/10.1080/00933104.2016.1203852
xiang guan wen x: Lin, A.R., Lawrence, J.F., Snow, C.E., & Taylor, K. (2016). Assessing adolescents’ communicative self-efficacy to discuss controversial issues: Findings from a randomized study of the Word Generation program. Theory and Research in Social Education, 44(3), 316-343. http://dx.doi.org/10.1080/00933104.2016.1203852
