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11.
Elia Powers 《广播与电子媒介杂志》2014,58(3):342-364
Media consumers have grown accustomed to content that is broken down into digestible chunks. Portlandia, an Independent Film Channel (IFC) comedy series that affectionately satirizes Portland, Oregon's hipster culture, offers a model of how to attract online viewers and create television programming using short videos intended for a niche audience. IFC promotes these decoupled, song-length clips online and encourages sampling and sharing. Using interviews and an analysis of the program's structure and content, this case study explores how Portlandia takes advantage of the synergy between television and new media, and the way audiences consume video programming in the digital age. 相似文献
12.
John P. Elia 《The Educational forum》2013,77(4):340-347
The shift in the demographic data highlights the growth in minority, second language learner, and economically disadvantaged student populations that traditionally have been underserved in public schools (Marshall and Oliva 2006). The purpose of this discussion is to explore the leadership praxis of four female secondary school leaders faced with challenges of social justice, democracy, and equity in their schools. The principals could be characterized as stewards of social justice in their school communities. 相似文献
13.
Elia Fernández-Díaz Adelina Calvo Carlos Rodríguez-Hoyos 《Educational Action Research》2013,21(3):397-401
This article describes a collaborative action research process in pre-school and primary education in Spain during a four-year period (2006–2010). The aim was the need to promote a level of reflection among the participants as to their teaching practice. The methodology used was a technologically mediated action research process. The results are analysed based on the constructed meanings in the area of practice, innovation strategies used and the degree of collaboration reached in the research. Finally, conclusions are made regarding the essential need to prioritize the research and professional development of teachers in the innovative use of technology. It proved necessary to promote collaboration in action research in order to rethink and negotiate the use of technology in a social learning environment. 相似文献
14.
Cognitive development of any concept is related with affective development. The present study investigates students’ beliefs about the use of different types of representation in understanding the concept of fractions and their self‐efficacy beliefs about their ability to transfer information between different types of representation, in relation to their performance on understanding the concept. Data were collected from 1701 students in Grade Five to Grade Eight. Results revealed that multiple‐representation flexibility, ability on solving problems with various modes of representation, beliefs about the use of representations and self‐efficacy beliefs about using them constructed an integrated model with strong interrelations in the different educational levels. Confirmatory factor analysis affirmed the existence of differential effects of multiple‐representation flexibility and problem‐solving ability in respect to cognitive performance and the existence of general beliefs and self‐efficacy beliefs about the use and the role of representations. Results suggested the invariance of this structure across primary (Grades Five and Six) and secondary education (Grades Seven and Eight). However, there are interesting differences concerning the interrelations among those cognitive and affective factors between primary and secondary education. 相似文献
15.
Deliyianni Eleni Gagatsis Athanasios Elia Iliada Panaoura Areti 《International Journal of Science and Mathematics Education》2015,14(2):397-417
The aim of this study was to propose and validate a structural model in fraction and decimal number addition, which is founded primarily on a synthesis of major theoretical approaches in the field of representations in Mathematics and also on previous research on the learning of fractions and decimals. The study was conducted among 1701 primary and secondary school students. Eight components, which all involve representational transformations, were encompassed under the construct of representational flexibility in fraction and decimal number addition. This structure reveals that, for both concepts, the representational transformation competences of recognition and conversion, and therefore representational flexibility as well, were affected by the complexity of the concepts involved and the direction of the conversion, respectively. Results also showed that two first-order factors were needed to explain the problem-solving ability in fraction and decimal number addition, indicating the differential effect of the modes of representation that is diagrammatic and verbal form on problem-solving ability irrespective of the concepts involved, as in the case of the conversions. Representational flexibility and problem-solving ability were found to be major components of students’ representational thinking of fraction and decimal number addition. The proposed framework was invariant across the primary and secondary school students. Theoretical and practical implications are discussed.
相似文献16.
Iliada Elia Areti Panaoura Anastasia Eracleous Athanasios Gagatsis 《International Journal of Science and Mathematics Education》2007,5(3):533-556
The present study explores pupils’ constructed definitions of the concept of function in relation to their abilities in dealing
with tasks of functions involving different forms of representations and problem solving tasks. A major concern is also to
examine the interrelations between these three ways of thinking about or dealing with the concept of function. The sample
of the study consisted of secondary school pupils in Cyprus. A test was developed which involved seven items: one item requested
pupils to provide a definition of what function is and the other six items were developed in order to investigate pupils’
ability to transfer information from one representation to another and to solve problems on function. Findings revealed pupils’
difficulties in giving a proper definition for the concept of function and resolving problems on functions involving conversions
between diverse modes of representation. Several inconsistencies among pupils’ constructed definitions, their competence to
use different representations of functions and their problem solving ability, were also uncovered, indicating lack of flexibility
between different ways of approaching functions. 相似文献
17.
John Elia 《Ethics and Information Technology》2009,11(2):145-153
Information theorists often construe new Information and Communication Technologies (ICTs) as leveling mechanisms, regulating
power relations at a distance by arming stakeholders with information and enhanced agency. Management theorists have claimed
that transparency cultivates stakeholder trust, distinguishes a business from its competition, and attracts new clients, investors,
and employees, making it key to future growth and prosperity. Synthesizing these claims, we encounter an increasingly common
view: If corporations voluntarily adopted new ICTs in order to foster transparency, trust, and growth, while embracing the
redistributions of power they bring about, both corporations and stakeholders would benefit. The common view is short-sighted,
however. In order to realize mutual benefit, transparency can not be conceived merely as efficient or economical. The implementation
and use of new ICTs will be morally unsatisfactory unless they stably protect stakeholders. Moreover, without such protections,
transparency is unlikely to produce lasting trust and growth. More specifically, corporate disclosures ought to be guided
by a theory of stakeholder rights to know about threats or risks to stakeholders’ basic interests. Such rights are necessary
moral protections for stakeholders in any business environment. Respect for transparency rights is not simply value added
to a corporation’s line of goods and services, but a condition of a corporation’s justifiable claim to create value rather
than harm, wrong, or injustice in its dealings. 相似文献
18.
Elia E. Femia Steven H. Zarit Clancy Blair Shannon E. Jarrott Kelly Bruno 《Early childhood research quarterly》2008,23(2):272-287
We conducted an exploratory study evaluating the potential impact of intergenerational programming (IG) on children's socio-emotional development, behavior, school performance, and attitudes and behavior toward older adults. Children currently in kindergarten through second grade (age range: 6–8 years old) who previously attended one of two preschools of comparably high quality and serving families of similar demographic profiles were compared 1–3 years after graduating from their respective programs. One program offered intergenerational (IG) programming while the other was a traditional single-generation program (SG). Face-to-face interviews were conducted with the child and one of his/her parents in their home. In addition, a mail survey was sent to the child's school teacher. The study explored whether children exposed to IG had differential outcomes on specific measures as compared to children who attended the SG program. Results showed that children from the IG program had higher levels of social acceptance, a greater willingness to help and greater empathy for older people, slightly more positive attitudes, and better able to self-regulate their behavior than children from the SG program. Although limited by the lack of a pre–post experimental design, these results provide initial evidence that an IG program can offer additional benefits to children's development whose impact can last into the their early school age years. 相似文献
19.
Muriel E. Scott Alana R. Elia Annis G. Golden 《Journal of Applied Communication Research》2013,41(4):450-467
Providing free HIV screening within public housing sites offers the potential for increased participation of at-risk populations. Residential-based screening, however, raises concerns about privacy because of the stigma attached to HIV/AIDS and even to the testing for HIV. This study examined the effectiveness of offering HIV screening within a public housing high-rise in upstate New York. Through interviews with both women who obtained testing and those who did not, this study explored the tension between convenience and privacy concerns. The findings suggest that offering HIV screening where people live could encourage participation in the screenings, as well as lead to a destigmatization of HIV testing over time. Some women chose to eschew the convenience of on-site testing in favor of a more private venue for screening, whereas some women responded positively to the accessibility of on-site testing, using communicative strategies to manage privacy concerns. 相似文献
20.
This article describes a field experiment with a pretest–posttest control group design which investigated the potential of reading picture books to children for supporting their mathematical understanding. The study involved 384 children from 18 kindergarten classes in 18 schools in the Netherlands. During three months, the children in the nine experimental classes were read picture books. Data analysis revealed that, when controlled for relevant covariates, the picture book reading programme had a positive effect (d = .13) on kindergartners’ mathematics performance as measured by a project test containing items on number, measurement and geometry. Compared to the increase from pretest to posttest in the control group, the increase in the experimental group was 22% larger. No significant differential intervention effects were found between subgroups based on kindergarten year, age, home language, socio-economic status and mathematics and language ability, but a significant intervention effect was found for girls and not for boys. 相似文献