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Juliette De Maeyer 《Journalism Practice》2014,8(5):532-541
The ability to add hyperlinks to a news story is a key feature of online news. In addition to the—aging—technical novelty, one can wonder what functions hyperlinks perform in news stories. Previous research, as well as my previous examination of meta-journalistic discourses, has shown that one of the alleged functions of links is to display the writer's sources. In that sense, hyperlinks are “journalistic objects of evidence” as they can directly point to the documents, data or discourses used as rough material for a news story. The present paper puts that particular function of hyperlinks to the test. It conducts a content analysis on a sub-sample of the stories published on six Belgian news sites that contain at least one external link, and compares the links with the sources explicitly mentioned in the news story itself. Results highlight that links and the mentions of sources do not overlap completely. Many sources are not reflected in links, and most links do not point to primary sources per se. Other functions of links emerge, such as providing a service or contextual information to the readers. These findings thus question the material nature of “journalistic objects of evidence” and the possibility for journalists to build networks of distributed responsibility with links. 相似文献
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Juliette Butcher 《Research Policy》2007,36(8):1239-1250
Studies of the effectiveness of collaborative research partnerships between industrial and academic institutions rarely focus on understanding success as perceived by those involved in the research activities. We explore the extent to which three classes of potential success factor are correlated with perceived collaborative research success; supervisor characteristics, project management characteristics, and communication characteristics. Findings are based on a questionnaire-based survey of 348 doctoral students supported by the UK Research Councils’ Engineering Doctorate (EngD) and Co-operative Awards in Science & Engineering (CASE) schemes. Conclusions describe how the experience of collaboration as a process influences and how successful students consider the collaboration to be for themselves and the collaborating institutions. 相似文献
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Bach Susan K. Banks Melissa T. Kinnick Mary K. Ricks Mary F. Stoering Juliette M. Walleri R. Dan 《Research in higher education》2000,41(3):315-330
Interest in student transfer/attendance patterns remains high. There is considerable evidence that the traditional perception of transfer from a single community college directly to university is becoming less the norm than in the past. In a continuation of a research consortium project begun in 1992, an urban university and three community colleges investigated the complex nature of student attendance/transfer patterns and their effects on student achievement in terms of credits transferred, GPA performance after transfer, degree completion, and time to degree. While previous research has documented the varied patterns of student attendance/transfer, the goal of this phase of the study was to identify what effects, if any, these varied patterns have on student performance. 相似文献
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The classroom environment influences students’ academic outcomes, but it is often students’ perceptions that shape their classroom experiences. Our study examined the extent to which observed classroom environment features shaped perceptions of the classroom, and explained levels of, and changes in, girls’ motivation in junior secondary school science classes across two school terms. Girls have been found to feel less capable than boys and to under-participate in science classrooms, even though their achievement levels are similar. Four teachers and five of their classrooms of students (N = 52) reported their perceptions of the classroom environment, and trained observers rated the ‘actual’ classroom environment. Students also completed questions regarding their motivations for science at both time points. Hierarchical linear modelling showed that students’ perceptions of classroom structure were very important and exerted significant influence on science motivations. All of the six observed classroom dimensions affected students’ extrinsic utility value, via perceptions of structure. Other classroom dimensions showed particular patterns of relationship with motivations. Teachers’ perceptions of the classroom environment were often more positive than those of the students, which is congruent with previous research. The findings have implications for retaining girls in science and, thereby, addressing the gender gap in science-related vocations. 相似文献
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Juliette Goldman and Christine Collier have recently proposed that the editor of Sex Education should adopt a policy of replacing the phrase ‘opposite sex’ with ‘other sex’ in all published articles, on the grounds that the word ‘opposite’ has connotations of hostility or adversity. In this brief reply I argue that their reasoning does not stand up to scrutiny and that their proposal ought therefore to be rejected. 相似文献
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Everyone has the right to sexuality education. In the past, mainly in Western countries, this has been provided by parents and some schools, usually as formal programmes. However, many people receive sexuality education informally from other sources, such as peers, television, magazines and books. The technological age upon us now in the new millennium provides yet another source for everyone. The Internet has a growing number of sites specifically for sexuality education for all ages. Here, a selection of relevant sites are identified and presented for their developmental appropriateness. For the first time in history, sexuality education will be potentially accessible by everyone over the Internet, which is technology-derived, personal, instantaneous, on demand, accessible any time and any place, not controlled by social or educational structures, inexpensive and individualised. The opportunities this promotes are almost limitless for enhanced personal understanding and improved interpersonal relationships of all kinds for everyone on the globe. 相似文献
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Primary school teachers are often tasked with puberty/sexuality education for students who are undergoing sexual maturation at ever-earlier ages. This study explores the changing trajectories of the pre-service learning and teaching of primary school puberty/sexuality education at an urban university, including student-teachers' childhood learning, professional pre-service studies, and technological educational future. Biographical narratives and a theoretically based conceptual and diagnostic framework are used to analyse the views of fourth-year Bachelor of Education student-teachers about their own primary school puberty/sexuality education, their present university professional education for teaching these subjects, and their intentionality to teach them to future Grade 6 school students. Results show that these student-teachers intend to replicate their own primary school learning experiences. Pre-service professional education appears to have failed to operationalise the contemporary learning and teaching of puberty/sexuality education that would allow a new generation of more effective knowledge and pedagogies to be implemented. 相似文献
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Sandra van Aalderen-Smeets Juliette Walma van der Molen 《International Journal of Science Education》2013,35(4):577-600
In this article, we present a valid and reliable instrument which measures the attitude of in-service and pre-service primary teachers toward teaching science, called the Dimensions of Attitude Toward Science (DAS) Instrument. Attention to the attitudes of primary teachers toward teaching science is of fundamental importance to the professionalization of these teachers in the field of primary science education. With the development of this instrument, we sought to fulfill the need for a statistically and theoretically valid and reliable instrument to measure pre-service and in-service teachers' attitudes. The DAS Instrument is based on a comprehensive theoretical framework for attitude toward (teaching) science. After pilot testing, the DAS was revised and subsequently validated using a large group of respondents (pre-service and in-service primary teachers) (N = 556). The theoretical underpinning of the DAS combined with the statistical data indicate that the DAS possesses good construct validity and that it proves to be a promising instrument that can be utilized for research purposes, and also as a teacher training and coaching tool. This instrument can therefore make a valuable contribution to progress within the field of science education. 相似文献
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Kadriye Ercikan Wolff-Michael Roth Marielle Simon Debra Sandilands Juliette Lyons-Thomas 《教育实用测度》2014,27(4):273-285
Diversity and heterogeneity among language groups have been well documented. Yet most fairness research that focuses on measurement comparability considers linguistic minority students such as English language learners (ELLs) or Francophone students living in minority contexts in Canada as a single group. Our focus in this research is to examine the degree to which measurement comparability, as indicated by differential item functioning (DIF), is consistent for sub-groups among linguistic minority Francophone students in Canada. The findings suggest that the linguistic minority Francophone students who speak French at home and those who do not speak French at home should not be grouped together for investigating measurement comparability or for examining performance gaps. We identified a great degree of differences in DIF identification with a consistency of 7–10% in DIF identification in the separate analyses for the two groups. The findings highlight methodological problems with investigating fairness for diverse linguistic groups that are treated as a single group. 相似文献