Students’ use of personal technologies in the university classroom: analysing the perceptions of the digital generation     

Debra Langan  Nicole Schott  Timothy Wykes  Justin Szeto  Samantha Kolpin  Carla Lopez 《Technology, Pedagogy and Education》2016,25(1):101-117

Faculty frequently express concerns about students’ personal use of information and communication technologies in today’s university classrooms. As a requirement of a graduate research methodology course in a university in Ontario, Canada, the authors conducted qualitative research to gain an in-depth understanding of students’ perceptions of this issue. Their findings reveal students’ complex considerations about the acceptability of technology use. Their analysis of the broader contexts of students’ use reveals that despite a technological revolution, university teaching practices have remained largely the same, resulting in ‘cultural lag’ within the classroom. While faculty are technically ‘in charge’, students wield power through course evaluations, surveillance technologies and Internet postings. Neoliberalism and the corporatisation of the university have engendered an ‘entrepreneurial student’ customer who sees education as a means to a career. Understanding students’ perceptions and their technological, social and political contexts offers insights into the tensions within today’s classrooms.  相似文献   

Measuring Relational Reasoning     

Patricia A. Alexander  Emily M. Grossnickle  Alexandra List  Carla M. Firetto 《Journal of Experimental Education》2016,84(1):119-151

Relational reasoning is the foundational cognitive ability to discern meaningful patterns within an informational stream, but its reliable and valid measurement remains problematic. In this investigation, the measurement of relational reasoning unfolded in three stages. Stage 1 entailed the establishment of a research-based conceptualization of the construct and the development of a corresponding Test of Relational Reasoning (TORR). Stage 2 focused on the reliability and validity of data from the TORR. Analyses showed the data from the TORR to be reliable indicators of students' ability to reason relationally, and TORR performance predicted students' performance on SAT verbal and math problems. Stage 3 examined the underlying structure of the construct through Confirmatory Factor Analysis (CFA). Of the three CFA models tested, models with dedicated factors for analogical, anomalous, antinomous, and antithetical reasoning were deemed the best fit for the data.  相似文献   

Infants' Responses to Facial and Vocal Emotional Signals in a Social Referencing Paradigm   总被引：5，自引：0，他引：5  

Donna L. Mumme  Anne Fernald  Carla Herrera 《Child development》1996,67(6):3219-3237

The independent effects of facial and vocal emotional signals and of positive and negative signals on infant behavior were investigated in a novel toy social referencing paradigm. 90 12-month-old infants and their mothers were assigned to an expression condition (neutral, happy, or fear) nested within a modality condition (face-only or voice-only). Each infant participated in 3 trials: a baseline trial, an expression trial, and a final positive trial. We found that fearful vocal emotional signals, when presented without facial signals, were sufficient to elicit appropriate behavior regulation. Infants in the fear-voice condition looked at their mothers longer, showed less toy proximity, and tended to show more negative affect than infants in the neutral-voice condition. Happy vocal signals did not elicit differential responding. The infants' sex was a factor in the few effects that were found for infants' responses to facial emotional signals.  相似文献   

‘Everything was black and white … ’: primary school pupils’ naive reasoning while situating historical phenomena in time     

Marjan de Groot-Reuvekamp  Anje Ros  Carla van Boxtel 《Education 3-13》2019,47(1):18-33

This study focuses on problems in pupils’ reasoning when they situate historical phenomena in time. The context is the Dutch curriculum with 10 eras and characteristic features, which was implemented to support pupils in orientating themselves in time. Twenty-two pupils aged 6–12 conducted assignments in which they had to place historical phenomena in time. Next to problems that were described in previous studies, problems were identified that related to the names and icons of the 10 eras, which sometimes helped, but also hindered pupils in their reasoning. Awareness of these problems is helpful for teachers, teacher trainers and educational policymakers.  相似文献   

‘I Saw Angry People and Broken Statues’: Historical Empathy in Secondary History Education     

Tessa De Leur  Carla Van Boxtel  Arie Wilschut 《British Journal of Educational Studies》2017,65(3):331-352

Tasks which invite students to identify with historical actors and describe their perspectives are a common phenomenon in history education. The aim of this study is to explore the differences in students’ answers when completing a writing task in first person (‘imagine you are in the past’) or in third person (‘imagine someone in the past’), or a task in which such imagination is not explicitly asked. Furthermore we investigated the effects of the type of task on topic knowledge and situational interest. Students in Dutch secondary education (N = 254) participated by completing a task on the Dutch Iconoclasm. Our analysis of student answers focused on aspects of historical empathy: historical contextualization, affective elements and perspective taking.

Results were that all students gained some knowledge from the task, regardless of the type of task they completed. Students’ situational interest also did not differ between the three tasks. However, students’ written work showed that the first- and third-person writing tasks stimulated students to imagine concrete details of the past and emotions of historical actors. Students who were not explicitly asked to imagine themselves or someone in the past included more perspectives into their writings. Students who completed the task in first person tended to show more presentism and moral judgements of the past than students who completed a task in third person.  相似文献   

Giving priority to evidence in science teaching: A first‐year elementary teacher's specialized practices and knowledge     

Lucy Avraamidou  Carla Zembal‐Saul 《科学教学研究杂志》2005,42(9):965-986

The purpose of this qualitative case study was to examine the nature of a first‐year elementary teacher's specialized practices and knowledge for giving priority to evidence in science teaching and to explore the possible sources from which this knowledge was generated. Data included three audiotaped interviews, six videotaped classroom observations, lesson plans, and samples of students' work. The findings of this study reveal that the teacher gave priority to evidence by frequently engaging students in collecting evidence through observations and investigations, recording and representing evidence, and using that evidence to construct explanations. The findings of this study also illustrate that critical experiences during preparation to teach and specific university coursework acted as sources through which the teacher's specialized knowledge for giving priority to evidence was generated. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 965–986, 2005  相似文献   

Children's Individual Experiences in Early Care and Education: Relations With Overall Classroom Quality and Children's School Readiness     

Hyun-Joo Jeon  Carolyn C. Langill  Carla A. Peterson  Gayle J. Luze  Judith J. Carta  Jane B. Atwater 《Early education and development》2013,24(6):912-939

This study examined relations among children's individual experiences, global classroom quality, and school readiness. Preschool children from low-income backgrounds (N = 138; M = 62.16 months; SD = 3.93; range = 55?70) were observed in their early care and education settings, and their language and cognitive skills were assessed. Research Findings: Individual children in classrooms with small group sizes had higher quality individual experiences even though global classroom quality was not necessarily better. Higher levels of global classroom quality did not ensure that every child in the classroom was engaged fully in available interactions and activities. Children with disabilities were generally enrolled in classrooms with higher global quality and had higher quality individual experiences than those without disabilities; however, children without disabilities enrolled in these inclusive classrooms did not necessarily have a higher level of individual experiences than those in non-inclusive classrooms. Children's individual experiences and the global quality of their classrooms were associated with their social skills. Only the quality of children's individual experiences was found to be related to the quality of their relationships with teachers. Practice or Policy: Ratings of children's individual experiences provide information beyond that provided by global ratings of classroom quality and have potential for informing efforts to individualize educational programs.  相似文献   

Generalizable aspects of the development of expertise in ballet across countries and cultures: a perspective from the expert-performance approach     

Carla U. Hutchinson  K. Anders Ericsson 《High Ability Studies》2013,24(1):21-47

The expert-performance approach guided the collection of survey data on the developmental history of elite professional ballet dancers from three different countries/cultures (USA, Mexico, and Russia). The level of ballet expertise attained by age 18 was found to be uniquely predicted by only two factors, namely the total number of accumulated hours of dance practice through age 17 and the age of first having the “idea of becoming a professional dancer.” Older starting ages were associated with a more rapid increase of weekly training, so starting ages were not correlated with amount of practice accumulated at age 17 or attained ballet performance by age 18. Different detailed developmental paths leading to elite ballet performance are described and their theoretical implications discussed.  相似文献   

Uncertainty and previvors’ cancer risk management: understanding the decision-making process     

Marleah Dean  Carla L. Fisher 《Journal of Applied Communication Research》2013,41(4):460-483

Women who test positive for a BRCA genetic mutation, but who have not been diagnosed, or 'previvors,' experience intense, chronological risk-related uncertainty. Women’s risk management medical decisions can be a way to manage their uncertainty, but little is known about how uncertainty informs their decision or how uncertainty is impacted by these medical decisions. Using an uncertainty management theoretical lens, we interviewed 46 previvors about their decision-making process. A thematic analysis revealed two uncertainty management (i.e., risk-reducing) decision-making pathways (preventive surgery and increased surveillance) with each pathway encompassing a three-part process of 1) uncertainty appraisal, 2) medical decision (i.e., uncertainty management strategy), and 3) outcomes. The findings advance theoretical thinking about uncertainty and risk management as an ongoing, distressful chronic experience, and highlight the importance of life-span phenomena in women’s decision-making process. Based on the findings, we constructed a translational tool to aid genetic counselors and previvors facing these medical decisions.  相似文献   

Cloudy with a Chance of Open Source: Open Source Integrated Library Systems and Cloud Computing in Academic Law Libraries     

Carla P. Wale 《Legal Reference Services Quarterly》2013,32(4):310-331

Integrated library systems (ILSs) have been fundamental to library workflow in both technical services and public services for decades. However, many of the proprietary ILSs currently on the market do not provide law libraries with the flexibility and adaptability necessary to keep pace with advances in technology. Some law libraries are considering abandoning proprietary ILSs and implementing one of the nascent open source ILSs that have sprung up in the last few years. As the lines blur between hardware and software, many organizations are trading in-house information technology infrastructure and personnel for full-service cloud hosting. This article examines these trends for those contemplating a move to an open source ILS and/or cloud computing.  相似文献