Using Technology to Enhance Pedagogies in Rural Geography Primary Classroom in the Twenty-First Century     

Alan Felix  Agnes Chigona 《Africa Education Review》2018,15(3):130-145

The purpose of this research was to explore how two rural primary teachers used technology to enhance their pedagogical and content knowledge of Geography in their everyday teaching and learning. Hence the theory of Koehler and Mishra’s Technological, Pedagogical and Content Knowledge (TPACK) framed this research. Although the Intermediate Phase curriculum provides a general education experience, teachers need to adopt teaching strategies that deliver Geographical knowledge, skills and values which enable learners to function effectively and responsibly. A qualitative research design was employed for this study using interviews and observations. Two teachers were purposively selected for this study. The findings indicate that the two teachers used technology, to varying extents, to enhance their pedagogy.  相似文献   

“We power democracy”: Exploring the promises of the political data analytics industry     

Felix M. Simon 《The Information Society》2019,35(3):158-169

Data-driven campaigning has been in the spotlight over several years. Yet, we still have a limited understanding of political data analytics companies: how they envision data analytics and voter targeting, their role in electoral processes and what promises they make to their clients. This article focuses on the way in which such issues are conceived of in the marketing rhetoric of the political data analytics industry. Drawing on a sample of 19 political data analytics companies it systematically explores the ways in which data analytics is envisioned and marketed as a powerful tool in electoral processes, exposing a fundamental disconnect between scholarly discourse on the one hand – often critical of the claims of these companies about the efficacy of their methods – and a highly functionary data imaginary on the other hand, actively fostered by the political data-analytics industry and the media.  相似文献   

Fulfilling the Transfer Mission at an Urban Technical College: How a Transfer Center Mediates Baccalaureate Aspirations for Students     

Eric R. Felix  Adrián Trinidad 《Community College Journal of Research & Practice》2018,42(12):861-877

This article examines transfer center practices at a historically vocational community college to understand how transfer to four-year institutions happens. By focusing on the transfer center, this study explores the practices that could support transfer goals in a vocational and technical environment. Drawing on concepts of organizational culture, we framed the ‘invisible’ factors that impact transfer practices and outcomes. An ethnographic case study approach was used to gather over 70 hours of observations and interviews with staff, faculty, and senior administration. This data were analyzed to assess how transfer practices supporting baccalaureate-aspiring students were shaped by a vocationally dominant environment. The experiences and practices of those responsible for the transfer center are highlighted. Results indicate that the culture of trades at the campus constrained the transfer resources available to the center, which led to an adaptation of trade-oriented practices by center staff, and ultimately, an attempt to preserve the transfer purpose for those seeking four-year institution. This study contributes to a paucity of research that examines transfer in historically technical community colleges, particularly in a transfer center setting.  相似文献   

Graphical Representation of Missing Data Problems     

Felix Thoemmes  Karthika Mohan 《Structural equation modeling》2013,20(4):631-642

Rubin’s classic missingness mechanisms are central to handling missing data and minimizing biases that can arise due to missingness. However, the formulaic expressions that posit certain independencies among missing and observed data are difficult to grasp. As a result, applied researchers often rely on informal translations of these assumptions. We present a graphical representation of missing data mechanism, formalized in Mohan, Pearl, and Tian (2013). We show that graphical models provide a tool for comprehending, encoding, and communicating assumptions about the missingness process. Furthermore, we demonstrate on several examples how graph-theoretical criteria can determine if biases due to missing data might emerge in some estimates of interests and which auxiliary variables are needed to control for such biases, given assumptions about the missingness process.  相似文献   

The influence of stirring on the rate and course of development     

S.E. Sheppard  Felix A. Elliott 《Journal of The Franklin Institute》1924,198(3):333-343

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Technology and adolescents: Perspectives on the things to come     

Raul L. Katz  Max Felix  Madlen Gubernick 《Education and Information Technologies》2014,19(4):863-886

Assuming that, given the processes of technology diffusion, adolescent behavior forecasts future consumption of digital information, it would seem pertinent to study the characteristics of teenager technology use. This research asks: What are the key patterns regarding the use of technology platforms by teenagers? Is technology usage among teenagers shaped by schools' disparate teaching philosophies and cultures? How is technology usage impacting the consumption of traditional print media? A survey designed to determine how high school students use technology was administered at a private boarding school in New Hampshire and a public school in New York. The research concluded that individuals' residing environment and context shape ICT adoption. School culture and geographic context drive behavioral technology usage patterns. Furthermore, consumption of information appears to be guided by a principle of complementarity. However, technology substitution should not be discarded. Finally, school culture incorporating and promoting technology use may contribute positively to knowledge acquisition, although technology adoption without controls could negatively impact the teaching experience. While directionally valid, the study results need to be validated by statistical research and case studies.  相似文献   

Children's developing commitments to joint goals     

Hamann K  Warneken F  Tomasello M 《Child development》2012,83(1):137-145

This study investigated young children's commitment to a joint goal by assessing whether peers in collaborative activities continue to collaborate until all received their rewards. Forty-eight 2.5- and 3.5-year-old children worked on an apparatus dyadically. One child got access to her reward early. For the partner to benefit as well, this child had to continue to collaborate even though there was no further reward available to her. The study found that 3.5-year-olds, but not 2.5-year-olds, eagerly assisted their unlucky partner. They did this less readily in a noncollaborative control condition. A second study confirmed that 2.5-year-old children understood the task structure. These results suggest that children begin to appreciate the normative dimensions of collaborative activities during the 3rd year of life.  相似文献   

Action learning in the BBC     

Eversley Felix  Joan Keevill 《Action Learning: Research and Practice》2008,5(3):239-248

This account tells the story of the development of an action learning culture in the BBC between 2002 and 2007. From its early beginnings as a sporadic, unsystematic intervention with a small number of leaders scattered throughout the organisation, action learning has now become embedded in our approach to the way we develop our leaders. In this paper we look at the organisational context in which we were developing action learning, the way it became an integral part of a systemic change intervention, the barriers we had to overcome on the way, how we built an internal resource capability and how action learning evolved. We evaluate the impact it has had on the organisation and on our practice, exploring lessons learned during this time and offering ideas for the way ahead.  相似文献   

Reforms in pedagogy and the Confucian tradition: looking below the surface     

Felix M. Ho 《Cultural Studies of Science Education》2018,13(1):133-145

This Forum article addresses some of the issues raised in the article by Ying-Syuan Huang and Anila Asghar’s paper entitled: Science education reform in Confucian learning cultures: teachers’ perspectives on policy and practice in Taiwan. An attempt is made to highlight the need for a more nuanced approach in considering the Confucian education tradition and its compatibility with education reforms. In particular, the article discusses issues concerning the historical development of the Confucian education tradition, challenges in reform implementation that are in reality tradition-independent, as well as opportunities and points of convergence that the Confucian education tradition presents that can in fact be favorable to implementation of reform-based pedagogies.  相似文献   

Migratory plans of Portuguese adolescents     

Mullet E  Neto F 《International journal for the advancement of counseling》1991,14(1):41-50

A substantial proportion of northern Portuguese adolescents belonging to lower and middle socioeconomic levels plan to eventually migrate abroad. Migratory plans therefore join academic and career plans in forming adolescents' overall personal plans. This paper considers motivations, awareness, and characteristics of 511 8th graders living in Oporto and the Braganca area who stated their intentions to migrate. The intention to migrate proved especially significant in the personal plans of youths from rural areas and of low socioeconomic status. In proportions comparable to that found among migrant workers, unemployment, low pay, and thwarted aspirations fueled the desire to migrate. The percentage of youths firmly committed to relocating increased with age, while overall increased desire to emigrate has been linked to rising domestic unemployment. Respondents were also largely aware of the potential physical, emotional, and psychological problems of living and working abroad. Migration plans were found to directly interfere with students' academic and careers plans. Those planning to migrate were less likely to consider further education and engagement in highly skilled occupations.  相似文献