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71.
Social informatics research offers insights into the relationship between information technologies and social contexts. However, the material roles of information technologies, and their interplay with the agentic work of social actors, have not been addressed. Drawing on a field study of 37 mobile knowledge workers, we examine the dual material roles (enabling and constraining) played by information technologies in their work practices. We also investigate how these workers exert agency by fashioning multiple information technologies into a functioning digital assemblage. Although information technologies provide consequential affordances that enable mobilization of work across spaces and times, they simultaneously present design-driven, local, organizational, and temporal technological constraints that require mobile knowledge workers to engage in “configuration work” to make information technologies function effectively. Building on a sociomaterial perspective, we further discuss the interplay of information technologies and work practices enacted by mobile knowledge workers, in which both human and technological agency are materialized. 相似文献
72.
Steven B. Kleinman Mary Beth Leidman Andrew J. Longcore 《Perspectives: Policy and Practice in Higher Education》2018,22(1):26-33
The following study explores the landscape of grading systems utilised in higher education, focusing on the frequency of different types of assessment scales (including Straight Letter, Plus/Minus, and other alternative policies). Although numerous studies have explored the relationship between university grading system and student behaviour, motivation, and overall perception of education experience, little research has been done to quantitatively analyse the number of colleges and universities that employ a specific grading policy. The present study addresses this gap in scholarship, using a sample of 620 schools from 12 states (and the District of Columbia) in the Northeast region of the USA. Results of the study find significant patterns of difference in the grading procedures across universities. 相似文献
73.
74.
Beth Sondel 《The Educational forum》2016,80(2):171-188
AbstractDrawing on ethnographic data, this article critically analyzes pedagogy in “no excuses” charter schools in New Orleans. Employing Ladson-Billings's framework for culturally relevant pedagogy, the author describes the level of academic rigor, cultural competence, and critical consciousness development across classrooms. This study provides empirical evidence that within a market-based system, the purpose of schooling shifts toward the production of assessment data at the expense of culturally relevant practices. 相似文献
75.
ABSTRACTScholars have called for ethnographers to reveal the emotional and controversial aspects of fieldwork. Through analysis of our fieldwork with teens in the United States and Japan, this article documents how we, two adult researchers, attempted to address adultism—a pervasive system of oppression that deems young people inferior. We discuss three types of encounters which we believe reflect how adultism operated in our fieldwork and the challenges related to de-stabilising it. The encounters revealed specific patterns and manifestations of adultism including 1) how adults regulated young people’s identities, 2) our assumptions about what rapport and reciprocity with youth meant, and 3) the dilemmas of whether or not to deploy adult power to intervene in youth dynamics we found to be troublesome. This article suggests that adult researchers reflexively examine and document challenging and unsettling moments with youth in fieldwork in order to interrupt and unlearn adultist behaviours and beliefs. 相似文献
76.
Physical discipline and children's adjustment: cultural normativeness as a moderator 总被引:2,自引:0,他引:2
Lansford JE Chang L Dodge KA Malone PS Oburu P Palmérus K Bacchini D Pastorelli C Bombi AS Zelli A Tapanya S Chaudhary N Deater-Deckard K Manke B Quinn N 《Child development》2005,76(6):1234-1246
Interviews were conducted with 336 mother-child dyads (children's ages ranged from 6 to 17 years; mothers' ages ranged from 20 to 59 years) in China, India, Italy, Kenya, the Philippines, and Thailand to examine whether normativeness of physical discipline moderates the link between mothers' use of physical discipline and children's adjustment. Multilevel regression analyses revealed that physical discipline was less strongly associated with adverse child outcomes in conditions of greater perceived normativeness, but physical discipline was also associated with more adverse outcomes regardless of its perceived normativeness. Countries with the lowest use of physical discipline showed the strongest association between mothers' use and children's behavior problems, but in all countries higher use of physical discipline was associated with more aggression and anxiety. 相似文献
77.
Street Smarts vs. Book Smarts: The Figured World of Smartness in the Lives of Marginalized, Urban Youth 总被引:1,自引:0,他引:1
Beth Hatt 《The Urban Review》2007,39(2):145-166
How smartness is defined within schools contributes to low academic achievement by poor and racial/ethnic minority students.
Using Holland et al.’s (1998) [Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (Eds.) (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.] concept of “figured worlds,” this paper explores the “figuring” of smartness through
the perspectives of marginalized youth. The youth made key distinctions between being book smart vs. street smart. This distinction
is a direct challenge by the youth to the dominant discourse of smartness or “book smarts” as it operates in schools. To the
youth, “street smarts” are more important because they are connected to being able to maneuver through structures in their
lives such as poverty, the police, street culture, and abusive “others.” This distinction is key because street smarts stress
agency in countering social structures whereas, for many of the youth, book smarts represented those structures, such as receiving a high school diploma. Implications for schools and pedagogy are discussed.
B.A. earned from Indiana University – Bloomington, Masters and Ph.D. earned from University of North Carolina at Chapel Hill.
Beth Hatt Fis an Assistant Professor of Educational Administration and Foundations at Illinois State University where she
teaches research methods and social foundations of education. Her current research explores smartness as a cultural construct
in schools and the media. 相似文献
78.
Carol McDonald Connor Beth M. Phillips Young–Suk Grace Kim Christopher J. Lonigan Michael P. Kaschak Elizabeth Crowe 《Scientific Studies of Reading》2018,22(6):462-484
Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children’s reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and comprehension monitoring. Third- and 4th-graders with language skills falling below age expectations participated (N = 645). Overall, the component interventions were only somewhat effective in improving the targeted skills, compared to a business-as-usual control (g ranged from ?.14 to .33), and no main effects were significant after correcting for multiple comparisons. Effects did not generalize to other language skills or to students’ reading comprehension. Moreover, there were Child Characteristic × Treatment interaction effects. For example, the intervention designed to build sensorimotor mental representations was more effective for children with weaker vocabulary skills. Implications for component models of reading and interventions for children at risk of reading comprehension difficulties are discussed. 相似文献
79.
Michael Boulton Helen Woodmansey Emma Williams Ruth Spells Beth Nicholas Eleanor Laxton 《教育心理学》2012,32(3):277-294
Being bullied is associated with a psycho-social maladjustment during childhood. One hitherto largely overlooked correlate is disrupted classroom concentration. Using data collected from 364 9–11-year-old children attending seven junior schools in the UK, we tested a model in which children’s perceived safety in two contexts (classroom and playground) and their perceived relationship with their teacher were hypothesised to mediate the association between being bullied and classroom concentration. Two analytical approaches to testing multiple mediation – product of coefficients and bootstrapping – supported the model. None of the mediation effects was moderated by sex but they were by year; in all cases the mediation effect was stronger in the older children than in the younger children (but still significant among the latter). These data suggest mechanisms through which bullying might have its effects on classroom concentration. The practical and theoretical implications are discussed. 相似文献
80.
Michael Dixon Pamela Beveridge Charlotte Farrior Beth Ann Williams William Sugar Abbie Brown 《TechTrends》2012,56(6):44-48
Four graduate students were tasked with creating a real-world solution to a problem faced by the instructional technology masters program in which they were participating. While taking an online course in multimedia instructional product development, part of East Carolina University??s Masters of Science in Instructional Technology degree program, a team of students faced the challenges of being physically separated, lacking some software and hardware tools, and the relatively brief development period of a semester??s time, to produce supplemental instructional content for students new to the masters program. Working from locations scattered throughout North Carolina, the production team found the time and resources, and relied on the strengths of individual team members, to produce an online orientation for students new to the instructional technology masters program. 相似文献