Perceptions of National Identity: How Adolescents in the United States and Norway View Their Own and Other Countries

Zevin, Jack

doi:10.1080/00377990309600211

Cited by 8 publications

(4 citation statements)

References 3 publications

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“…Doubtless, there exist many similarities between the United States and Norway as economically developed and technologically sophisticated nations, wherein students are expected to navigate the complexity inherent in learning from multiple texts, particularly online (OECD, 2019). Nevertheless, there are likely important cultural (e.g., internet access, media environments) differences across these two countries (Zevin, 2003), and their impact on multiple‐text task performance requires further investigation in future work.…”

Section: Discussionmentioning

confidence: 99%

Investigating the Cognitive Affective Engagement Model of Learning From Multiple Texts: A Structural Equation Modeling Approach

List

2020

Reading Research Quarterly

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Given limited work modeling the role of individual difference factors and processing variables in students’ learning from multiple texts, the author evaluates such a model. In particular, the model analyzed examines the relation between cognitive (i.e., habits with regard to information evaluation) and affective (i.e., interest) individual difference factors and multiple‐text outcomes (i.e., integrated mental model development and intertext model development, as facets of multiple‐text integration), as mediated by students’ processing of multiple texts (i.e., time on texts, engagement in cross‐textual elaboration). Interest and time devoted to text access were found to have a direct effect on integrated mental model formation, whereas time and students’ engagement in cross‐textual elaboration had a direct effect on intertext model development. Additionally, time on texts mediated the relation between both individual difference factors and the integration‐related outcomes examined. Implications for theory development and research on learning from multiple texts are discussed.

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Section: Discussionmentioning

confidence: 99%

Investigating the Cognitive Affective Engagement Model of Learning From Multiple Texts: A Structural Equation Modeling Approach

List

2020

Reading Research Quarterly

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“…But there is also a general lack of globalcentrism in teacher candidates with high GPAs. This may be attributable to their youth, innocence, or naiveté in perceiving their own country more favorably than others, as Zevin (2003) demonstrated in his comparative attitudinal study of Norwegian and United States' youth, both of whose attitudes toward their own countries was markedly more favorable than toward others.…”

Section: Grade Point Averagementioning

confidence: 99%

What Kind of Teachers Will Teach our Children? The Worldmindedness of Undergraduate Elementary and Secondary Social Studies Teacher Candidates at Five Florida Public Universities

Kirkwood-Tucker¹,

Morris²,

Lieberman³

2010

int j develop educ gobal learn

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Our research examined degrees of worldmindedness of 644 undergraduate elementary and secondary social studies teacher candidates entering the requisite social studies methods courses in their junior or senior year at five of Florida's largest public universities. Worldmindedness in this study is defined as a worldview in which one sees oneself connected to the larger world community grounded in Personal Responsibility, Cultural Pluralism, Efficacy, Globalcentrism, and Interconnectedness. We hypothesised selected demographic predictor variables as potential correlates of higher scores in worldmindedness. Findings demonstrated that variables significantly related to higher scores were: proficiency in two or more languages, progressive political orientation, taking more content courses with a global orientation, high grade point average, birthplace outside the United States, and female gender. Secondary candidates scored higher than elementary candidates. We conclude with recommendations for educational experiences in teacher education programs that may develop a deeper worldmindedness in teacher candidates with the potential of producing a sophisticated teaching force comparable to the best in the world.

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“…Norway is a key case study for studying framing theory in international electoral contexts. Norway has long been a close ally with the U.S. and has been loyal to NATO since 1949 (Ottosen, 2005;Zevin, 2003). Norway, as host of the Nobel Peace Prize, plays an integral role in international peace-making bodies.…”

Section: Norwaymentioning

confidence: 99%

Transatlantic Perspectives on the U.S. 2004 Election

Nitz

Ihlen

Egge³

et al. 2009

Nordicom Review

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The U.S. Presidential election of 2004 was an exciting reprise of the 2000 election and was closely watched by numerous observers across the world. The election held significant ramifications for world issues such as the war in Iraq and the war on terror. Norwegian media in particular followed the election with great interest. The strong social and familial bond between Norwegians and Americans was a foundation for an interest in the role that social issues such as abortion, gay marriage, and religion played in the campaign. This article was an exploratory case study based on data from three major Norwegian newspapers. The article used framing theory as a tool to examine the way in which these newspapers covered the 2004 U.S. Presidential election. A key focus was the importance and influence of culture in this framing process. Results are presented and implications for the role of framing theory in international contexts are discussed.

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Perceptions of National Identity: How Adolescents in the United States and Norway View Their Own and Other Countries

Cited by 8 publications

References 3 publications

Investigating the Cognitive Affective Engagement Model of Learning From Multiple Texts: A Structural Equation Modeling Approach

Investigating the Cognitive Affective Engagement Model of Learning From Multiple Texts: A Structural Equation Modeling Approach

What Kind of Teachers Will Teach our Children? The Worldmindedness of Undergraduate Elementary and Secondary Social Studies Teacher Candidates at Five Florida Public Universities

Transatlantic Perspectives on the U.S. 2004 Election

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