The Embedded Lesson Approach to Social Media Research: Researching Online Phenomena in an Authentic Offline Setting     

Vanessa P. Dennen  Stacey A. Rutledge 《TechTrends》2018,62(5):483-491

For American teenagers, social media participation has become a routine feature of everyday life, with ready access to their online networks via smartphones, tablets, and computers. Despite questions and concerns about its effects, relatively few educational researchers have qualitatively explored how students use social media. Complexities such as parental consent, unintended access to non-consented peers, and privacy rights may be deterrents to this research. In this paper, we describe our embedded lesson approach to studying teenagers’ social media use in a high school setting. We designed and delivered three consecutive lessons about social media to two classes. Embedded within these lessons were opportunities to collect data via surveys, focus groups, and observations, along with member checking as a form of quality assurance. This approach rapidly yielded a rich data set, while also giving students the opportunity to articulate and reflect on their social media activities and experiences.  相似文献   

Networked Emotions: Interdisciplinary Perspectives on Sharing Loss Online     

Korina Giaxoglou  Katrin Döveling  Stacey Pitsillides 《广播与电子媒介杂志》2017,61(1):1-10

  相似文献   

Understanding and representing changing work structures and practices through art     

Stacey M. B. Wieland 《Communication Teacher》2018,32(2):61-65

Courses: Organizational Communication, Advanced Organizational Communication, Organizing Work, Management/Organizational History

Objectives: This activity will help students to understand major shifts in the organization of work and creatively represent changing work structures and practices.  相似文献   

Dolores Huerta,the United Farm Workers,and people power: Rhetorical participation in Latina/o/x suffrage and social movements     

Stacey K. Sowards 《Quarterly Journal of Speech》2020,106(3):285-290

ABSTRACT

Dolores Huerta, co-founder of the United Farm Workers Union, was and still is involved in a number of social justice causes, including voter participation. Since her days working at the Community Service Organization in the 1950s, she has long advocated for registering and organizing voters as part of a broader strategy to enfranchise Mexican, Mexican American, and other historically marginalized groups. This essay explores a few brief examples of her calls to get out the vote and participate in social movements more broadly to address the deep-seated problems of “citizenship excess” that face Mexican, Mexican American, and other immigrant communities (as well as many others) in the United States. In addition, Huerta has strongly advocated for “people power” as a way to get marginalized people into activism, especially those with intersectional identities related to race, ethnicity, gender, class standing, sexuality, and political orientations.  相似文献   

Role Stress Among Practicing School Counselors     

John R. Culbreth  Janna L. Scarborough  Angela Banks‐Johnson  Stacey Solomon 《Counselor Education & Supervision》2005,45(1):58-71

Practicing school counselors (N = 512) were surveyed, using the Role Questionnaire (J. R. Rizzo, R. J. House, & S. I. Lirtzman, 1970), to determine levels of role conflict, role incongruence, and role ambiguity. Additionally, 8 characteristics of the participants' positions as school counselors were examined to determine what factors might affect role stress. Data were examined for the total group and by school level. Elementary school counselors were found to have lower levels of role conflict and role incongruence than high school counselors. Believing that the job matched their initial perceptions, that they were adequately trained, and that peer supervision was available were predictors of reduced role stress among the group and for various school level subgroups.  相似文献   

Delivering education about sexual violence: reflections on the experience of teaching a sensitive topic in the social and health sciences     

Stacey Scriver  Kieran M. Kennedy 《Irish Educational Studies》2016,35(2):195-211

Sexual violence is a serious and prevalent violation that is experienced by as many as one in three people worldwide. Professionals working in areas of health, social work, law, policy-development and other fields engage with survivors of sexual violence. Their knowledge of this issue is an important determinant in how they react towards survivors and the quality of care they provide. It is essential that third-level students in the health and social sciences receive education on this topic; however, in Irish third-level education, instruction about sexual violence is often absent or minimal within these curricula. In this article the authors advocate for the inclusion of education about sexual violence within undergraduate and postgraduate social and health science programmes. They draw from their experience teaching about sexual violence in Irish third-level education to highlight the challenges and barriers in providing such instruction and provide practical pedagogical approaches and examples of how risks for students and lecturers can be mitigated and barriers reduced.  相似文献   

Assessing Middle School Students’ Knowledge of Conduct and Consequences and Their Behaviors Regarding the Use of Social Networking Sites     

Stacey L. Kite  Robert Gable  Lawrence Filippelli 《Clearing house (Menasha, Wis.)》2013,86(5):158-163

Cyberbullying and threats of Internet predators, not to mention the enduring consequences of postings, may lead to dangerous, unspeakable consequences. Cyberbullying and threats of Internet predators through social networking sites and instant messaging programs are initiating numerous problems for parents, school administrators, and law enforcement on a national level (McKenna 2007 McKenna, P. 2007. The rise of cyberbullying. New Scientist, 195(2613): 26–27.  [Google Scholar], 60). A 34 item survey was developed to assess Knowledge of appropriate behavior on social networking sites (alpha = .84), Bullying Behavior (alpha = .72), and Internet Use (alpha = .78) of social networking sites for N = 588 grade 7–8 students from an urban and a suburban school. Implications for educators and parents regarding Cyberbullying and Internet Predators are discussed.  相似文献   

Teaching with new technology: four ‘early majority’ teachers     

Robyn Pierce  Kaye Stacey 《Journal of Mathematics Teacher Education》2013,16(5):323-347

This paper explores how four good teachers, who do not have a special interest in technology, meet the challenge of introducing the rapidly developing mathematics analysis software (e.g. spreadsheets, function graphers, symbolic algebra manipulation and dynamic geometry) into their classrooms. These teachers’ practice is viewed through the lens of Roger’s framework for the diffusion of innovation and Pierce and Stacey’s pedagogical opportunities map. Data on teachers, views and practices were collected over 2 years. ‘Pedagogical Maps’ give a picture of the teachers’ perception and uptake of pedagogical opportunities. New practices have been added slowly to each teacher’s repertoire and their increasing fluency in practical ability to teach with the technology resulted in some changes to the classroom didactic contract. Overall, new technology seemed to have been absorbed into current practice, more than changing practice. At this stage of their development, these teachers do not identify the distinctive new mathematical capabilities as contributing to the major relative advantage of the innovation. Instead, they see the relative advantage mostly in the incremental improvements to capabilities of earlier calculators, and meeting the need for students to be up to date. One of the current challenges is that significant changes in both software and hardware design have been happening so rapidly that these early majority teachers felt almost constantly hampered by the need to learn and teach new technical skills and so continue to make limited progress in taking advantage of opportunities to approach mathematics concepts in new ways.  相似文献   

The social costs of academic success across ethnic groups     

Fuller-Rowell TE  Doan SN 《Child development》2010,81(6):1696-1713

This study explores the longitudinal association between academic achievement and social acceptance across ethnic groups in a nationally representative sample of adolescents (N = 13,570; M(age) = 15.5 years). The effects of school context are also considered. Results show that African American and Native American adolescents experience greater social costs with academic success than Whites. Pertaining to school context, findings suggest that the differential social consequences of achievement experienced by African Americans are greatest in more highly achieving schools, but only when these schools have a smaller percentage of Black students. Students from Mexican descent also showed differential social costs with achievement in particular contexts. The implications of these findings to theory, policy, and future research are discussed.  相似文献   

A Brief Experiment in Distance Teaching and Learning of French     

Michèle Laouénan  & Sue Stacey 《British journal of educational technology : journal of the Council for Educational Technology》1999,30(2):177-180

  相似文献