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

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.     

What Kind of a Girl Does Science? The Construction of School Science Identities

A view of science as a culturally‐mediated way of thinking and knowing suggests that learning can be defined as engagement with scientific practices. How students engage in school science is influenced by whether and how students view themselves and whether or not they are the kind of person who engages in science. It is therefore crucial to understand students' identities and how they do or do not overlap with school science identities. In this paper, we describe four middle school African American girls' engagement with science. They were selected in the 7th grade because they expressed a fondness for science in school or because they had science‐related hobbies outside of school. The data were collected from the following sources: interviews of students, their parents and their teachers; observations in science classes; journal writing; and focus groups. These girls' stories provide us with a better understanding of the variety of ways girls choose to engage in science and how this engagement is shaped by their views of what kind of girl they are. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 441–458, 2000.     

The relationship between protective factors and outcomes for children investigated for maltreatment

ObjectivesThis research explores the relationship between hypothesized protective factors and outcomes for children investigated for maltreatment.MethodsUsing data from the National Survey on Child and Adolescent Well-Being (NSCAW), we ran logistic regression models to examine the relationship between hypothesized protective factors (social competence, adaptive functioning skills, and peer relationships) and outcomes (externalizing behavior, internalizing behavior, reading competence).ResultsFor each hypothesized protective factor, we found variation in individual scores and sample mean scores at the lower end of the scales, indicating that these children fare worse than most children. However, many children experienced large changes in their individual scores over time suggesting that children can and do improve on these hypothesized protective factors. In examining the relationship between hypothesized protective factors and outcomes, children with higher levels of social competence were significantly more likely to be in the normal range for both externalizing and internalizing behaviors. Children with higher mean adaptive functioning skills were more likely to be in the normal range for both externalizing behavior and reading competence. The positive nature of the child's peer relationships was also related to externalizing behavior and reading competence.ConclusionsOverall, our analyses support the idea that social competence, adaptive functioning skills, and peer relationships are related to outcomes for children investigated for maltreatment. While further research is needed to establish a causal link, this work identifies three individual-level hypothesized protective factors as potential sources of variation in outcomes.Practice implicationsTo prevent or alleviate the harmful consequences maltreatment, it is necessary to understand factors that help children move beyond poor outcomes. Our analyses suggest that a strong relationship exists between a child's social competence, adaptive functioning skills and positive peer relationships and select outcomes three years after being investigated for maltreatment. With these individual-level protective factors related to more positive outcomes, it suggests that intervening to increase protective factors could improve outcomes for maltreated and at-risk children.     

Emergent literacy and learning to write: A predictive model for italian language

The aim of the present study is twofold: (1) contribute to identifying a model for the variables that compose the emergent literacy construct and their relationships; (2) assess the predictive power of the emergent literacy model on early writing abilities in a transparent orthography language. We examined emergent literacy skills in 464 children (mean age 5.5, range: 48–6.1) who were followed longitudinally until entering the 1st grade in primary school. Exploratory and Confirmatory factor analyses were used to address questions on the nature of emergent literacy skills and their possible relationships. Regression analyses were implemented to evaluate the predictive capability of an emergent literacy model on word writing competences. The factor analyses showed three factorial dimensions (phonological, conceptual knowledge on writing system and textual) and their relationship. The regressions showed a significant prediction of conceptual knowledge on writing system and of phonological abilities on early writing abilities.     

Recognizing the Outliers: Behaviors and Tendencies of the Profoundly Gifted Learner in Mixed-Ability Classrooms

This article focuses on (a) distinctions between the profoundly gifted individual and others, and (b) a chart describing tendencies and/or behaviors associated with the profoundly gifted student in common, mixed-ability educational settings. The intent is to provide educators, parents, and policymakers with preliminary awareness about the unique behaviors and tendencies of the profoundly gifted learner in heterogeneous educational settings. Learners with measured IQ scores greater than 3 SD units above the mean are a statistical rarity—outliers—in most educational settings. The current inability of most educators to identify and even minimally address needs leaves these students anxious, frustrated, and otherwise unable to reach their intellectual capacity in the majority of school settings across the country. Focused research and careful attention to the nature and needs of these individuals throughout their lives can contribute substantially to our developing understanding.     

The mascot that wouldn’t die: a case study of fan identification and mascot loyalty

The issue of sports mascot loyalty, especially to those mascots considered offensive, was investigated through fan identification theory, and applied to the mascot controversy at a large university in the United States. Replicating a previous university survey on the mascot question, a survey of current university students (N = 3616) revealed a strong relationship between mascot loyalty and fan identification, particularly related to one’s perceptions of ‘belonging to the university sports family’, and ‘associating with sports fans’ of the university. Other important findings include age differences and the marginalization of Asian-American fans. The implications and applications of these findings were discussed.     

Teacher evaluation in Chile: highlights and complexities in 13 years of experience

The paper examines the process of establishing a teacher evaluation system in Chile and its acceptance by teachers over time. The conceptual base upon which the system was established is described. Evidence is also examined from a variety of data sources and research related to the evaluation system as well as teachers’ use of its results. This evidence includes information from an external review of the system noting tensions between the formative versus accountability purposes of the evaluation system and that are being attended to in the new Teacher Professional Development Law (2016).