Is Social Media Too Social for Class? A Case Study of Twitter Use     

Meng-Fen Grace Lin  Ellen S. Hoffman  Claire Borengasser 《TechTrends》2013,57(2):39-45

This qualitative case study examined Twitter use by undergraduate and graduate students in three classes. Previous studies have shown that while some faculty use Twitter, few are incorporating it into classes despite many recommendations for such use. This study examined how students perceived Twitter as a classroom tool. As an optional activity, many started with Twitter but fewer continued through the semester. The study reports on content and counts of tweets as well as student self-reports on usage and interest. The researchers found students enjoyed being consumers of tweets but seldom retweeted or replied. Incorporating Twitter in courses will require careful consideration of scaffolding, modeling, privacy and course design. Questions remain as to whether the informal social focus of Twitter may overwhelm attempts to use it in more structured educational settings.  相似文献   

“Hello,How May I Offend You Today?” NBC's Outsourced and the Discourse of Cultural Authenticity     

Mary Grace Antony 《The Communication Review》2014,17(1):1-26

Cultural authenticity is a fluid construct in an era in which globalization is celebrated and vilified. The author examines how cultural authenticity is discursively ascribed, legitimized, and negotiated among creators and viewers of the short-lived NBC series Outsourced within the overlapping contexts of globalization, outsourcing, and fake Indian accents. Findings indicate that authenticity materialized around country of origin, and the author explores whether cultural artifacts conformed to iconic signifiers. The implications are contextualized within Arjun Appadurai's globalization framework.  相似文献   

Scaffolding cognitive and metacognitive strategy instruction in regular class lessons     

Helen Askell-Williams  Michael J. Lawson  Grace Skrzypiec 《Instructional Science》2012,40(2):413-443

The quality of teachers’ knowledge about how people learn influences students’ learning outcomes. Similarly, the quality of students’ knowledge about how they learn influences their engagement in self-regulated learning and consequently, their learning achievement. There is a gap between research findings that support these two premises and teaching–learning practices in classrooms. In this paper we describe attempts to reduce this gap. In Study 1 we surveyed early adolescent students’ cognitive and metacognitive strategy use and demonstrated that students’ cognitive and metacognitive strategy knowledge has substantial room for improvement. In Studies 2 and 3 we collaborated with teachers to embed explicit cognitive and metacognitive strategy instruction, using learning protocols, into regular class lessons. Studies 2 and 3 showed that the learning protocols slipped readily into teachers’ typical lesson designs, scaffolded teachers’ delivery of strategy instruction, and scaffolded some students’ acquisition of strategy knowledge, although progress was sometimes slow. Recommendations are presented for supporting teachers and students to engage with cognitive and metacognitive strategy instruction.  相似文献   

Building an assessment of community-defined social-emotional competencies from the ground up in Tanzania     

Matthew C. H. Jukes  Nkanileka Loti Mgonda  Jovina J. Tibenda  Prosper Gabrieli  Grace Jeremiah  Kellie L. Betts  Jason Williams  Kristen L. Bub 《Child development》2021,92(6):e1095-e1109

Two studies were conducted in 2017 to investigate children's competencies seen as important by communities in Mtwara, Tanzania. Qualitative data from 95 parents (34 women) and 27 teachers (11 women) in Study 1 indicated that dimensions of social responsibility, such as obedience, were valued highly. In Study 2, the competencies of 477 children (245 girls), aged 4–13 years, were rated by teachers and parents. Factor analysis found the obedient factor explained the most variance in parent rating. In line with predictions, urban residence, parental socioeconomic status (SES), and parental education were all positively associated with ratings of curiosity, and parental SES was negatively associated with obedience and emotional regulation. Findings illustrate the need for culturally specific frameworks of social-emotional learning.  相似文献   

Teaching the Immigrant Child: Application of Child Development Theories   总被引：1，自引：0，他引：1  

Grace Onchwari  Jacqueline Ariri Onchwari  Jared Keengwe 《Early Childhood Education Journal》2008,36(3):267-273

Immigrant children are an under-researched yet a steadily growing group. It is therefore compelling for practitioners to understand challenges these children are likely to encounter in the classroom so as to effectively meet their needs. In this article various theoretical perspectives of prominent child development theories are analyzed in an attempt to understand immigrant children in the classroom. Theories of Maslow, Freud, Erikson, Piaget, Vygotsky, and Bronfenbrenner are explicitly discussed. Some suggestions for practice are also provided.  相似文献   

The Development of a Curriculum Toolkit with American Indian and Alaska Native Communities     

Nicole L. Thompson  Dwight Hare  Tracie T. Sempier  Cathy Grace 《Early Childhood Education Journal》2008,35(5):397-404

This article explains the creation of the Growing and Learning with Young Native Children curriculum toolkit. The curriculum toolkit was designed to give American Indian and Alaska Native early childhood educators who work in a variety of settings the framework for developing a research-based, developmentally appropriate, tribally specific curriculum to use with Native children aged 0–3. The curriculum toolkit should assist Native people in preserving and maintaining their unique culture and language. Challenges specific to the implementation of an early childhood program in Indian Country have been explained. A brief historical overview of Indian education has been included. The contents of this article were developed under Grant #P116Z05-0056 from the US Department of Education. However, the contents do not necessarily represent the policy of the US Department of Education and the reader should not assume endorsement by the Federal Government.  相似文献   

Assessment matters: The why and how of cracking open and using assessment results     

Chad Ahren  Helen Grace Ryan  Ryan Massa‐McKinley 《About Campus》2008,13(2):29-32

The authors interviewed two dozen educators at several institutions to better understand how data from the National Survey of Student Engagement were (or were not) being used. Their results offer guidance to those with dusty data binders on their shelves.  相似文献   

五美元的秘密生活     

Grace Whitney 《海外英语》2007,(4):32-33

“Stacie” “Yes!” Stacie thought to herself as she picked up the five-dollar bill on the sidewalk, "I know it's just five dollars, but that can get you rich! You could invest in some underdog idea. It would have to be a good idea. One that's thought out and that people really need."  相似文献   

Goodness of Fit in Item Factor Analysis: Effect of the Number of Response Alternatives     

Alberto Maydeu-Olivares  Amanda J. Fairchild  Alexander G. Hall 《Structural equation modeling》2017,24(4):495-505

The power of the chi-square test statistic used in structural equation modeling decreases as the absolute value of excess kurtosis of the observed data increases. Excess kurtosis is more likely the smaller the number of item response categories. As a result, fit is likely to improve as the number of item response categories decreases, regardless of the true underlying factor structure or χ²-based fit index used to examine model fit. Equivalently, given a target value of approximate fit (e.g., root mean square error of approximation ≤ .05) a model with more factors is needed to reach it as the number of categories increases. This is true regardless of whether the data are treated as continuous (common factor analysis) or as discrete (ordinal factor analysis). We recommend using a large number of response alternatives (≥ 5) to increase the power to detect incorrect substantive models.  相似文献   

Counteracting fabricated anti-gay public pedagogy in Uganda with strategic lifelong learning as critical action     

André P. Grace 《International Journal of Lifelong Education》2016,35(1):51-73

Political, cultural and social fallout following the introduction of the anti-homosexuality bill in Uganda in 2009 intensified fabrication of an anti-gay public pedagogy of negation and nemesis that fuelled the passage of the Anti-Homosexuality Act, 2014. The Government of Uganda, conventional Anglicanism and US evangelical Christianity were all implicated in developing this homophobic public pedagogy. This article provides an extensive account of what transpired to result in prohibition of lifelong learning focused on Ugandan sexual minorities. In the face of this prohibition, the article calls for lifelong learning as critical action constructed as strategic public counter-pedagogy aimed at recognizing and accommodating sexual minorities in the face of homophobia. This critically progressive counter-pedagogy would include a pragmatic turn to comprehensive health education as a starting point for inclusive, holistic learning. The article also considers the important role that media could play in this work. It explores contemporary realities of advancing and deploying lifelong learning as critical action in Uganda, examining the current dire state of education in the nation. It concludes by considering the status of Uganda’s tenacious quest to entrench gay apartheid amid what is now a growing trend toward global gay inclusion.  相似文献