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141.
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
142.
Whether someone has ever had free school meal (FSM) eligibility over a six‐year period is the measure of socio‐economic disadvantage currently used in the English school system. It is used to monitor the socio‐economic gap in achievement in the education system, to identify particular children at risk of low achievement and to direct funding to particular children and schools. In this paper we assess how well this measure predicts pupil attainment in secondary school in comparison to other measures of socio‐economic background known to influence pupil attainment, such as parental education or income. We ask whether the FSM measure is an adequate proxy for a pupil's socio‐economic disadvantage in an educational context. To do this we draw on the Longitudinal Study of Young People in England and matched administrative data. We find that the FSM eligibility measure correlates highly with other measures of socio‐economic disadvantage, however it does not identify all children living in what would be deemed deprived households. We then compare the extent to which the FSM eligibility measure predicts educational achievement relative to other measures of deprivation and find that its predictive power is only marginally lower than many richer survey measures. This provides some reassurance on its use in policy. 相似文献
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145.
Anna Emilia Berti Isabella Baldin Laura Toneatti 《Contemporary educational psychology》2009,34(4):278-288
A total of 150 students, from 8 to 25 years, were interviewed about ordeal1 in the Middle Ages, after reading a shorter and simplified version of a text used in previous research on this topic (e.g., [Lee, P. J., & Ashby, R. (2001). Empathy, perspective taking, and rational understanding. In O. L. Davis, Jr., S. Foster, & E. Yaeger (Eds.), Historical empathy and perspective taking in the social studies (pp. 21–50). Lanham: Rowman and Littleffeld]). Unlike previous studies, at all ages nearly all students understood that ordeal involved the intervention of God, and was related to religious beliefs different from the present. With age, there was an increase in the number of students also referring to the backwardness of the Middle Ages, or stating that at least some Medieval peoples did not expect ordeal to be decisive about the guilt or innocence of an accused, using it instead to find a culprit in any case, or as a punishment or deterrent. 相似文献
146.
Thorwart and Lachnit (2009) found reliable symmetrical decrements in two generalization tasks: Removing an already trained
component from a compound did not result in larger decrements than adding a new one did. In two contingency learning experiments,
we investigated first whether time pressure during stimulus processing, as well as the degree of perceptual grouping, was
effective in controlling the symmetry of the decrements (Experiment 1); and second, whether the symmetry was affected by the
causal versus predictive nature of the relationship between the cue and the outcome (Experiment 2). The experiments generated
unexpected results, since both revealed asymmetrical decrements independent of the manipulations introduced. They therefore
demonstrate that more research is needed in order to understand the variables influencing stimulus representation in human
associative learning. 相似文献
147.
Kalle Juuti Jari Lavonen Anna Uitto Reijo Byman Veijo Meisalo 《International Journal of Science and Mathematics Education》2010,8(4):611-632
Students find science relevant to society, but they do not find school science interesting. This survey study analyzes Finnish
grade 9 students’ actual experiences with science teaching methods and their preferences for how they would like to study
science. The survey data were collected from 3,626 grade 9 students (1,772 girls and 1,832 boys) across randomly sampled secondary
schools. Students were asked to evaluate how often a particular teaching method is used in science (chemistry and physics)
teaching and how often they would like to see the teaching method used. Data were analyzed using nonparametric tests. Boys
seemed to be more satisfied with current and traditional science teaching methods like direct teaching, solving basic problems,
reading textbooks, and conducting practical work, while girls desired more discussion. Students who are interested in school
science or think that school science is relevant in everyday life would like more creative activities such as brainstorming
and project work. Results indicated that understanding the connection between student interest and teaching method preferences,
especially interpreting interested students’ desire for creative activities, are important aspects for future research. 相似文献
148.
Literacy policy and programming in developing countries continues to be influenced by the assumption that without literacy, an adult is unable to function on an equal basis in society and that an individual can be easily categorised as either literate or illiterate. Although this has led to prioritisation of primary schooling over adult literacy in many national government and donor agency budgets, there has recently been a movement away from regarding adult literacy as only ‘second chance schooling’ to explore how literacy programmes can build on participants’ existing practices. In the context of these changes in international policy discourses, this article analyses how literacy and development policy and programming in Nepal has changed over the past decade. Drawing on interviews with policy makers, trainers and literacy facilitators conducted in the 1990s and 2007, the author explores the shifts taking place. The structure of literacy programmes (including links with formal schooling), literacy materials, language of instruction and concepts of ‘post literacy’ were influenced by political events during this period as well as by donor agency discourses. Findings from the Nepal case have implications for the international policy discourse, such as the need to problematise the term ‘political’ to consider the intended and unintended consequences of literacy interventions. 相似文献
149.
Undergraduate research experiences are being incorporated into degree programs with increasing frequency. However, there has been little study into their effectiveness in preparing students for research or into the learning gains that students realise from one or more research experiences. We surveyed science students in an elite, research‐based undergraduate degree program at a research‐intensive university. These students complete six research projects during their degree and we aimed to delineate factors that students perceive as leading to either good or bad experiences. Two factors stand out as contributing to a successful research experience: the supervisor, with students reporting both pedagogic and affective benefits of good supervision; and the feeling that they are doing authentic science. Surprisingly, given the research‐intensive nature of this degree, the learning gains students report relate to both an appreciation of what research is like and life skills, such as time management, rather than scientific thinking skills. 相似文献
150.
Anna Saiti 《Interchange》2010,41(1):45-60
Regardless of the source of funding, university quality is based on knowledge, teaching, and research, and hence cannot be
run like private enterprises as they are expert organisations that provide solely a public service. The purpose of this paper
is to investigate, through the analysis of case studies, whether or not management theory, principles, and techniques are
being implemented by Greek universities and consequently whether or not university management contributes to the efficiency
and effectiveness of the university’s operation. 相似文献