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The collaboratively edited online encyclopedia Wikipedia is among the most popular websites in the world. Subsequently, it poses a great challenge to traditional encyclopedias, which for centuries have set the standards of society's knowledge with their printed editions. It is, therefore, important to study the impact of social media on the standards of our knowledge. This longitudinal panel study analyzed the framing of content in encyclopedia entries of top Fortune companies in Wikipedia and the online version of Encyclopedia Britannica in 2006, 2008, and 2010. Content analyses of the length, tonality, and topics of 3,985 sentences showed that Wikipedia entries were significantly longer, were more positively and negatively framed, and focused more on corporate social responsibilities and legal and ethical issues than the online entries of the traditional encyclopedia, which were predominantly neutral. The findings stress that the knowledge-generation processes in society appear to be fundamentally shifting because of the use of social media collaboration. These changes significantly impact which information becomes available to society and how it is framed. 相似文献
173.
Marcia Gentry 《Roeper Review》2013,35(1):24-27
This article is neither a study nor a review; rather, it is a thought piece from a contributing editor concerning issues associated with the state of gifted child education, as it exists today in the shadow of the effects of No Child Left Behind (NCLB). The primary purpose of this article is to stimulate thought, discussion, and action concerning the effects of NCLB on gifted child education. Seven effects are highlighted, namely, a remedial, deficit‐based emphasis; teaching what it tested; delivering a standard, one‐size fits all education to diverse students; increased numbers of dropouts; educators afraid to teach; cheating; and unsubstantiated alternatives. A change in focus, questioning, and appropriate educational actions are suggested. 相似文献
174.
S. Marx Marcia R. Pannell Alicia Aleksandra Parpura-Gill Jiska Cohen-Mansfield 《Educational gerontology》2013,39(8):663-675
Ten elementary school students in need of a positive self-image and/or a sense of appropriate social conduct took part in a monthly intergenerational visiting program at an assisted living facility. In comparison to systematic observations obtained in their classrooms, the children were observed to be significantly less anxious, more interested, and participating more during the intergenerational program. Outcomes of a focus group with five seniors revealed that they had enjoyed the program and wanted it to continue. School administrators may want to consider intergenerational visiting programs for students whose behaviors place them at risk for academic failure. 相似文献
175.
Marcia S. Marx Pamela Hubbard Jiska Cohen-Mansfield Maha Dakheel-Ali Khin Thein 《Educational gerontology》2013,39(4):263-271
ABSTRACT The impact of traditional activities (e.g., playing board games) were compared with community-service activities (e.g., making first aid kits for a homeless shelter) during a monthly intergenerational visiting program. The participating seniors (n = 19) gave high ratings to both types of activities. However, they felt that they had helped others more during the community-service activities, and they expressed greater interest in community-service activities for future intergenerational visits. Intergenerational programs should be supported by the public as well as by funding agencies, as these have great potential for benefiting not only the participants but also others in the community. 相似文献
176.
Abstract To help introductory programming students gain an integrated, generative understanding of LISP, we designed, implemented, and evaluated the LISP Knowledge Integration Environment (LISP‐KIE). The LISP‐KIE reflected a conceptual framework which featured (a) scaffolding of students as they control their own learning rather than telling students what they should know and (b) activities engaging students in expert problem‐solving practices rather than exercises emphasizing syntax and small problems. We conducted two in‐depth studies and one comparison study to show that the LISP‐KIE fostered knowledge integration. By knowledge integration, we mean linked, organized, and connected information about such aspects of programming as design, testing, specific problem solutions, and self‐monitoring. 相似文献
177.
As the Australian higher education population further diversifies as a result of federal government policy changes, the collective understanding of effective university teaching in the Australian context will need to evolve to incorporate such shifts. The Australian Government has set clear targets for increased university participation of people from low socio-economic status (LSES) backgrounds. While their performance is comparable to students from higher SES backgrounds, many LSES students face particular challenges in undertaking university study. Using a ‘success-focused’ (Devlin 2009) methodological approach, this research documents the factors that a sample of 53 later-year, LSES students at one Australian university report have assisted them to manage and overcome the challenges of remaining at, progressing through and succeeding in their studies. The most helpful factors included teacher availability to help, their enthusiasm and dedication; and their effective communication with students particularly but not exclusively around assessment requirements. 相似文献
178.
Marcia Devlin 《International Journal for Academic Development》2013,18(2):101-110
There is one account in the literature of the application of a solution‐focused approach to individual teaching development at university level (Devlin, 2003). The solution‐focused approach is based on solution‐focused brief therapy (SFBT). The current paper elaborates on the existing account, further outlining and illustrating the techniques that make up the solution‐focused approach to academic development. The central tenets of SFBT‐based academic development and the core components of solution‐focused work are articulated. Current research in this area is outlined. Il existe, au sein de la documentation, un exemple de l’approche centrée sur la solution appliquée au domaine du développement pédagogique individuel à l’université (Devlin). L’approche centrée sur la solution se base sur la notion de solution‐focused brief therapy (SFBT) (thérapie brève orientée vers la solution). Le présent article décrit, explique et illustre les techniques qui font partie de l’approche centrée sur la solution appliquée au développement pédagogique. Les principes centraux du développement pédagogique inspiré de la SFBT, de même que les éléments au c?ur d’une démarche centrée sur la solution sont décrits en détail, ainsi que les recherches actuellement entreprises dans ce domaine. 相似文献
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180.
A longitudinal study in learning preferences and academic performance in first year medical school
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Yenya Hu Hong Gao Marcia M. Wofford Claudio Violato 《Anatomical sciences education》2018,11(5):488-495
This is a longitudinal study of first year medical students that investigates the relationship between the pattern change of the learning preferences and academic performance. Using the visual, auditory, reading‐writing, and kinesthetic inventory at the beginning of the first and second year for the same class, it was found that within the first year, 36% of the class remained unimodal (single) modality learners (SS), 14% changed from unimodal to multimodality learners (SM), 27% changed from multimodality to unimodal modality learners (MS) and 21% remained as multimodality learners (MM). Among the academic performance through subsequent didactic blocks from Clinical Anatomy, Cell and Subcellular Processes to Medical Neuroscience during first year, the SM group made more significant improvement compared to the SS group. Semi‐structured interview results from the SM group showed that students made this transition between the Clinical Anatomy course and the middle of the Medical Neuroscience course, in an effort to improve their performance. This study suggests that the transition from unimodal to multimodality learning among academically struggling students improved their academic performance in the first year of medical school. Therefore, this may be considered as part of academic advising tools for struggling students to improve their academic performances. Anat Sci Educ 11: 488–495. © 2017 American Association of Anatomists. 相似文献