Personalizing twitter communication: an evaluation of ‘rotation-curation’ for enhancing social media engagement within higher education     

Jenna Marie Condie  Ivett Ayodele  Sabirah Chowdhury  Shelley Powe  Anna Mary Cooper 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):192-209

Social media content generated by learning communities within universities is serving both pedagogical and marketing purposes. There is currently a dearth of literature related to social media use at the departmental level within Higher Education Institutions (HEIs). This study explores the multi-voiced interactions of a UK Psychology department’s ‘rotation curation’ approach to using Twitter. An in-depth analysis of a corpus of 4342 tweets by 58 curators (14 staff, 41 students, and 3 guest curators) was carried out using a combination of computer-assisted and manual techniques to generate a quantitative content analysis. The interactions received (e.g. retweets and favorites) and type of content posted (e.g. original tweets, retweets and replies) varied by curator type. Student curators were more likely to gain interactions from other students in comparison to staff. This paper discusses the benefits and potential limitations of a multi-voiced ‘rotation curation’ approach to social media management.  相似文献   

School choice as ‘motherwork’: valuing African‐American women’s educational advocacy and resistance     

Camille Wilson Cooper 《International journal of qualitative studies in education》2013,26(5):491-512

This study draws on in‐depth interview data to discuss the school choices and educational advocacy roles of 14 African‐American mothers. The narratives of the study’s participants, who have low‐income or working‐class status, show how race, class and gender factors influence their school choice‐making and their value of education. The author asserts that the mothers’ school choice‐making constitutes an important act of cultural resistance and empowerment called motherwork. Analysis of the study’s findings challenges conventional notions of parent involvement and counters prevalent stereotypes that portray African‐American mothers as uncaring. Attention is given to the inequities that the mothers face in the educational marketplace and how they seek agency. Educators are urged to consider how the mothers perceive themselves and construct their educational involvement roles in order to engage parents in empowering and meaningful ways.  相似文献   

Testing National Curriculum mathematics: some critical comments on the treatment of ‘real’ contexts for mathematics     

Barry Cooper 《Curriculum Journal》2013,24(3):231-243

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ENSO and Southeast Asian biomass burning modulate subtropical trans-Pacific ozone transport     

Lian Xue  Aijun Ding  Owen Cooper  Xin Huang  Wuke Wang  Derong Zhou  Zhaohua Wu  Audra McClure-Begley  Irina Petropavlovskikh  Meinrat O Andreae  Congbin Fu 《国家科学评论(英文版)》2021,8(6)

Trans-Pacific transport of enhanced ozone plumes has been mainly attributed to fossil fuel combustion in Asia in spring, but less attention has been paid to vegetation fires in Asia. Here we show that the El Niño-Southern Oscillation (ENSO)-modulated fires in Southeast Asia, rather than Asian fossil fuel plumes, dominate the interannual variability of springtime trans-Pacific transport of ozone across the entire North Pacific Ocean. During El Niño springs, the intensified fires from both the Indochinese Peninsula and Indonesia, together with large-scale circulation anomalies, result in enhanced ozone plumes that stretch over 15 000 km in both the lower-middle and upper troposphere. This enhancement is also observed in the in situ measurements of ozone concentration, with an almost 10% increase at Mauna Loa Observatory, Hawaii, a unique site to monitor the long-distance transport over the North Pacific. This study reports an unexpectedly strong influence of vegetation fires, linked with climate variability, on global tropospheric chemistry and proves once more how complex the interactions in the climate system are.  相似文献   

Self-Determination Theory as an Organizing Framework to Investigate Women'S Physical Activity Behavior     

Joan B. Landry  Melinda A. Sdmon 《Quest (Human Kinetics)》2013,65(4):332-354

The purpose of this paper is to explore the literature on the status of women's health behavior and the benefits of physical activity using Self-Determination Theory (SDT) as an organizing framewrok for syntbcsizing and interpreing the extant research. The Health Belief Model and the Transtheoretical Model (Stages of Change) are included in that framework. Women's physical activity behaviors are examined through the lens of SDT with the intention of identifying strategies to design theoretically based intervention programs to increase women's participation in physical activity. Interventions that have been succcessful in modifying exercise behavior in women have been characterzed as individualized, flexible, and tailored to meet women's specific needs. SDT can be used to direct future research by investigating how autonomy, relatedness, and competence can be incorporate in program to increase women's self-determination with regard to heir physical activity and ultimately facilitate internalized, intrinsic motivation leading to loag-term behavior change  相似文献   

Finding a Golden Mean in Education Policy: Centering Religious and Public Schools     

Bruce S. Cooper  Rose Byron McSween  Peter Murphy 《Peabody Journal of Education》2013,88(3):368-382

The separation between Church and State, private and public education, is blurring, and coming together, as the government gives families vouchers to attend private and religious schools. Religious groups are starting and supporting their own charter schools, and local jurisdictions (cities and counties) are providing free transportation and food services to children attending private schools. What emerges, and is the focus of this analysis, is the new “middle ground,” a “golden mean,” by which public schools learn diversity and choice while private/religious schools are helped by public programs and funds. The oldest, perhaps, was Lyndon Johnson's compromise with the Catholics to get Title 1 passed as part of the Elementary and Secondary Education Act that sends public school teachers into private schools to help children in need. This study examines the emergence of a middle group in public–private education, and how the policies are working and what's changing. It argues that the child is the center of education, and government and private agencies are changing and should come together to serve the clients, the children.  相似文献   

Shaping the Politics of Education Association and Division L of the American Educational Research Association: Another William Lowe Boyd Legacy     

Bruce S. Cooper  Donald H. Layton 《Peabody Journal of Education》2013,88(4):373-379

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Geographic Literacy and Young Learners     

Melinda Schoenfeldt 《The Educational forum》2013,77(1):26-31

A survey study examined how attitudes about professional development (PD) vary among teachers of different subjects. Elementary teachers were more supportive of PD than health and physical education, social studies, and science teachers; special education teachers were more supportive of PD than social studies and science teachers; and five teacher groups (elementary, special education, math, English, and art and music) were more supportive of PD than science teachers. The results show the need for the design, implementation, and evaluation of program innovations aimed to improve both program effectiveness and teachers’ attitudes about PD.  相似文献   

Gifted Students From Low-Education Backgrounds     

Melinda M. Gibbons  Taylor K. Pelchar  Jeff L. Cochran 《Roeper Review》2013,35(2):114-122

Gifted children from low-education backgrounds often experience barriers to educational and career success. This article reviews the growing body of literature regarding gifted students from low-education backgrounds and the related literature on the challenges and characteristics of first-generation college students. A mother and daughter interview provides a contextual example of the issues identified in the literature review. Implications for educators and practitioners are suggested, including ways in which elementary and middle schools can proactively address the issues facing low-education background students in gifted programs.  相似文献   

To what extent does attention affect K-ABC scores?     

Michael Gordon  David Thomason  Shermie Cooper 《Psychology in the schools》1990,27(2):144-147

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