Social media and the university decision. Do prospective students really care?     

Alison B. Shields  Adam Peruta 《Journal of Marketing for HIGHER EDUCATION》2019,29(1):67-83

In the world of social media marketing, colleges and universities can benefit from enhanced understanding of how prospective students use social media. Due to the ever-evolving nature of social media use, there are gaps in the current research regarding how students use social media to aid in their matriculation decision-making. Using survey data from current university students across the U.S. (n?=?364) and one-on-one interviews (n?=?12) with students at a small liberal arts college, the authors address conflicting information where students report both using and not using social media to narrow their search and make their matriculation decision. The findings suggest that while students may not report visiting social media sites or may report that social media does not impact their matriculation decision when asked in a survey, in interview settings the vast majority of students reported using social media platforms to learn more about higher education schools under consideration. By exploring which platforms students use and the selection of platforms for specific use cases, the authors provide suggestions and guidelines for social media managers looking to maximize the effectiveness of their social media recruiting strategies and campaigns.  相似文献   

Examining environmental learning experiences at an earth education summer camp     

Adam Cheeseman  Tarah Wright 《Environmental Education Research》2019,25(3):375-387

Many barriers restrict children’s access to nature resulting in negative consequences, including a lack of opportunities to learn and engage with the natural environment. Fortunately, environmental education programs offer participants an opportunity to counteract these challenges. While the benefits of environmental education as measured by pre-determined outcomes are well documented, research focused on participants’ perceptions and preferences related to their environmental learning experiences continues to be under-represented in the literature. Using a pre-/post-test survey approach, this study aimed to explore how an earth education summer camp, Sunship Earth ^TM, contributed to participants environmental learning experiences. Results suggest that Sunship Earth ^TM provides children with various EL opportunities that help to increase their understanding of some ecological concepts. Results also suggest that this learning experience may have helped to broaden participants’ understanding of environmental issues and actions, as well as enhance feelings of care, interest, and responsibility towards the environment.  相似文献   

Editorial     

Michael R. Matthews 《Science & Education》1994,3(4):325-328

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A role for history and philosophy in science teaching     

Michael R. Matthews 《Educational Philosophy and Theory》1988,20(2):67-81

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MicroObservatory Net: A Network of Automated Remote Telescopes Dedicated to Educational Use     

Philip M. Sadler  Roy R. Gould  P. Steven Leiker  Paul R. A. Antonucci  Robert Kimberk  Freeman S. Deutsch  Beth Hoffman  Mary Dussault  Adam Contos  Kenneth Brecher  Linda French 《Journal of Science Education and Technology》2001,10(1):39-55

Many students have a deep interest in astronomy, but a limited opportunity to use telescopes to explore the heavens. The MicroObservatory Network of automated telescopes is designed to provide access to classroom teachers who wish their students to conduct projects over the World Wide Web. The intuitive interface makes it easy for even 10-year-olds to take pictures. Telescopes can be remotely pointed and focused: filters, field of view, and exposure times can be changed easily. Images are archived at the website, along with sample challenges and a user bulletin board, all of which encourage collaboration among schools. Wide geographic separation of instruments provides access to distant night skies during local daytime. Since first light in 1995, we have learned much about remote troubleshooting, designing for unattended use, and for acquiring the kinds of images that students desire. This network can be scaled up from its present capability of 240,000 images each year to provide telescope access for all US students with an interest in astronomy. Our WWW address is http://mo-www.harvard.edu/MicroObservatory/  相似文献   

“I woke myself”:The Changeover as a modern adaptation of “Sleeping Beauty”     

Adam Berkin 《Children‘s Literature in Education》1990,21(4):245-251

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Stability of overt Type A behaviors in children: results from a one-year longitudinal study     

K A Matthews  N E Avis 《Child development》1983,54(6):1507-1512

This paper describes the degree of similarity between repeated ratings (taken 1 year apart) of overt Type A behaviors in 2 samples totaling 633 children. The measure of overt Type A behaviors was the Matthews Youth Test for Health (MYTH), which was completed by the children's classroom teacher. Results showed that correlations between repeated MYTH ratings approximated .55 and in general increased somewhat with the children's school grade, although correlations between repeated ratings of competitive achievement behaviors of boys residing in an affluent eastern suburb were somewhat lower than above. The degree of similarity across 1 year in children's Type A behaviors is comparable to that found for adult Type A behaviors and for other cardiovascular risk factors in children. The discussion includes a consideration of assumptions underlying research on the origins of Type A behavior and suggests that etiological factors in the development of Type A might profitably be studied in primary school-aged children.  相似文献   

The correlation between education and earnings - a comment     

Adam Westoby 《Higher Education》1972,1(4):463-468

In this note, Blaug's article in Volume 1, No. 1, is criticised on the grounds that the economic interpretation of the correlation between education and earnings is based on a mistaken view about the nature of capital; and hence human capital theories are logically incoherent.  相似文献   

Modifying socially withdrawn behavior: A playground intervention for students with internalizing behaviors     

Michelle R. Marchant  Brock R. Solano  Adam K. Fisher  Paul Caldarella  K. Richard Young  Tyler L. Renshaw 《Psychology in the schools》2007,44(8):779-794

There is little research regarding interventions for children with internalizing behaviors in schools, both within classrooms and in nonclassroom environments. In response to this need, a nonclassroom treatment package, consisting of (a) social skills instruction, (b) mediated self‐management, and (c) a reinforcement system, was implemented to modify the socially withdrawn behavior of 3 elementary students. The effects of this treatment package were evaluated on the school playground—during recess—by recording both the number of communicative acts and the total time spent engaged in appropriate peer play for each target student. All target students showed marked improvement in their playground, social interaction. Future research should be conducted with similar populations, using variations of the described methods in other school settings. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 779–794, 2007.  相似文献   

Posthumanist Perspectives on Racialized Life and Human Difference Pedagogy     

Petra Mikulan  Adam Rudder 《Educational theory》2019,69(5):615-629

This discussion begins from the speculation that evaluating formulations of life has become one of the leading prerogatives of “novel” turns to matter, materiality, and the posthuman. However, moving with the Other (rather than simply representing them) has proven a difficult task for scholars in education concerned with decolonizing pedagogies by critiquing epistemological and ontological regimes of power disengaged from the interrogation of the metaphysics of race and sex at the center of Western metaphysical foundations of thought. There is an ongoing need for sustained engagement with the assumption of human primacy that runs through the nearly ubiquitous assertions of what Claire Colebrook calls active vitalism, which is characteristic of humanist approaches to education. In other words, the new conceptualizations of posthumanism only rarely challenge the lingering humanist concept of life itself. In this article, Petra Mikulan and Adam Rudder argue that posthumanist and neo‐vitalist materialist approaches to ontology must consider that racism is vitalist in the active sense because it begins with bodies (as bounded organisms always autopoetic and self‐proximate) and that vitalism is racist because it then distributes and discriminates racialized bodies according to their function as parts in a whole.  相似文献