Domesticated Animals on Exhibit at the Museum of Comparative Zoology, 1900–1928     

Jenna Tonn 《Endeavour》2019,43(1-2):32-36

In 1905 the Museum of Comparative Zoology at Harvard University began planning for a new domesticated animals exhibition in honor of the 100th anniversary of the birth of its founder Louis Agassiz. The resulting displays of variation and heredity in poultry, pigeons, rabbits, mice, and guinea pigs proved surprisingly popular to museumgoers. Some of these specimens still exist in the museum’s storage facilities, namely a series of poultry donated by the biologist Charles B. Davenport and an elaborate set of guinea pigs from the experimental evolutionist William E. Castle. Situating these domesticated animal displays within academic and popular cultures of poultry fancying, animal breeding, and evolutionary science reveals how a nineteenth-century museum known for its ties to anti-evolutionary principles attempted to modernize its public exhibits.  相似文献   

The Indirect Association Between Television Exposure and Self-Protective Behavior as a Result of Worry About Crime: The Moderating Role of Gender     

Kathleen Custers  Elizabeth Dorrance Hall  Staci Bushnell Smith  Jenna McNallie 《Mass Communication and Society》2017,20(5):637-662

Persistent fear of crime can have serious consequences for one’s social behavior. Previous research has shown that people who fear crime are more likely to engage in self-protective behavior. Although a substantial amount of research has examined the relationship between television exposure and fear of crime, research on the association between television exposure and self-protective behavior is scarce. Based on cultivation theory and the mediated fear model, the current study aimed to examine whether news and crime drama television viewing are indirectly related to self-protective behavior via fear of crime. Structural equation modeling of data from 392 undergraduate students showed that news viewing and crime drama viewing is indirectly associated with self-protective behavior. The current study provided evidence for the importance of accounting for gender when investigating the complex issue of media effects on fear of crime and self-protective behavior.  相似文献   

Special thematic issue on game-based learning     

J. Michael Spector  Stephen M. Ross 《Educational technology research and development : ETR & D》2008,56(5-6):509-510

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Foreign aid and inclusive education in the Pacific island nation of Kiribati: a question of ownership     

Rodney Yates  Suzanne Carrington  Jenna Gillett-Swan  Hitendra Pillay 《International Journal of Inclusive Education》2019,23(1):79-92

ABSTRACT

This study examines the influence of foreign aid and local ownership in the introduction of inclusive education in Kiribati. The data reported in this paper were collected through interviews with key local stakeholders and these data are part of a larger study. Data were analysed under the major theme of ownership, and were grouped into the four sub-themes of: local responses to inclusive education initiatives; support for inclusive education principles; local attitudes regarding the contribution of Australian Aid; and, sustainability with or without aid support. The results indicate that a positive commitment towards inclusive education is emerging and that Australian Aid provided essential advocacy for children with disabilities in Kiribati through direct management of initiatives by the expatriate administered Kiribati Education Facility. Inclusive education initiatives remain dependent on Australian Aid for direction and sustainability. Sustainability of inclusive education initiatives in Kiribati will depend on continued development of local ownership including community support and commitment by the Government of Kiribati, particularly budgetary support.  相似文献   

Ethics in educational technology: towards a framework for ethical decision making in and for the discipline     

J. Michael Spector 《Educational technology research and development : ETR & D》2016,64(5):1003-1011

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Time demands in online instruction1     

J. Michael Spector 《Distance Education》2005,26(1):5-27

This article reports findings from a Mellon Foundation research project at Syracuse University with regard to the time demands placed on teachers and learners in online courses. This exploratory research was primarily a study of cases involving three online courses and one face‐to‐face course. The focus of the study was the effects of different forms of communication and collaboration on time invested by teachers and learners. The online courses made use of e‐mail, threaded discussion forums, and online chat sessions; the face‐to‐face course used e‐mail in addition to a course Web site and lectures. Learning outcomes and retention in the three online courses were similar to outcomes and retention in comparable face‐to‐face courses at this institution. Students invested slightly more time in online courses whereas faculty, all of whom were experienced online teachers, invested considerably more time in their online courses. An analysis of interviews with online teachers at other institutions confirms the finding that experienced online teachers invest significantly more time in online teaching than their counterparts in face‐to‐face settings.  相似文献   

WhatsApp use among African international distance education (IDE) students: transferring,translating and transforming educational experiences     

Clare Madge  Markus Roos Breines  Mwazvita Tapiwa Beatrice Dalu  Ashley Gunter  Jenna Mittelmeier  Paul Prinsloo 《Learning, Media and Technology》2019,44(3):267-282

ABSTRACT

Much of the research on how social media is embedded into the educational practices of higher education students has a Western orientation. In concentrating on a case study of the varied ways in which African International Distance Education (IDE) students actively use social media to shape their learning experiences, we discuss an under-researched group. The paper draws on analysis of 1295 online questionnaires and 165 in-depth interviews with IDE students at UNISA, South Africa, one of the largest providers of IDE globally. WhatsApp emerges as ‘the’ key social media tool that opens up opportunities for IDE students to transfer, translate and transform their educational journey when studying ‘at a distance’. Although WhatsApp does provide a ‘space of opportunity’ for some students, this is framed through socio-technical marginalisation, itself a reflection of demographic legacies of inequality. Exploring social media practices though the case of African IDE students places these students centre stage and adds to the awareness of the multiple centres from which international education is practiced.  相似文献   

Factors that impact social networking in online self-regulated learning activities     

Yu  Xiaohua  Wang  Charles Xiaoxue  Spector  J. Michael 《Educational technology research and development : ETR & D》2020,68(6):3077-3095

Educational technology research and development - Among the literature on self-regulated learning and social networking, the studies, which explore the impact of social networks on learning...  相似文献   

The legacy of Steven M. Ross     

Howard Sullivan  Gary Morrison  J. Michael Spector 《Educational technology research and development : ETR & D》2009,57(4):437-438

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Educational Technology and Change     

J. Michael Spector  AECT President 《TechTrends》2010,54(5):6-7

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