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Since the inception of the My Favorite Murder podcast in January 2016, cohosts Karen Kilgariff and Georgia Hardstark have built an empowered fanbase that tunes in weekly to hear a true-crime/comedy mashup. The present study analyzed what draws MFM listeners with a mental illness diagnosis to the podcast and how they utilize related social media platforms to connect with others by employing both a uses and gratifications paradigm and concepts from the audience involvement literature. An online survey of users of the MFM Facebook group (N = 541) was conducted and the results are discussed. 相似文献
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Rachelle Moore 《About Campus》1996,1(3):22-24
The “collaboratory librarian” in the Bartle Library at Binghamton University describes an innovative use of electronic networks to support traditional teaching and learning. However, the collaboratory concept also offers all educators exciting opportunities to promote learning in both the extracurricular and cocurricular dimensions of campus life. 相似文献
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Dawn X. Henderson Rachelle Redmond Barnes 《International Journal of Inclusive Education》2016,20(7):726-742
Increasing disparities in out-of-school suspension and dropout rates have led a number of school districts to develop alternative models of education to include alternative learning centres (ALCs). Using an exploratory mixed methods design, this study explores dimensions of social inclusion among ALCs, located in the southeastern region of the USA. In the first phase, case-study analyses across two sites contextualised student experiences from the perspective of students, teachers, and assistant principals. In the second phase, data explored student outcomes among a sample of 593 students across 28 ALCs in the school district. Qualitative findings revealed varying dimensions of social inclusion through access, success through empowerment, and participation and engagement. Quantitative findings revealed a majority of students transitioned back to the traditional school environment. There were no clear student or school advantages associated with student transitions; however, high school students were more likely to transition back to the traditional school environment than middle school students. Discussion centres on the challenges school districts experience in promoting social inclusion and implications for inclusive models of education. 相似文献
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Nicole M. Ardoin Janel S. Schuh Rachelle K. Gould 《Environmental Education Research》2012,18(5):583-607
Themes of place, situatedness, and locale are increasingly prominent in environmental education literature and practice. Sense-of-place research, which considers how people connect with places and the influence of those connections on engagement with the environment, may have important implications for environmental education. Prior place studies have proposed that people’s place connections have various dimensions. This paper explores four place dimensions, analyzing data from a survey (n?=?712) conducted in three ecoregional sites in which we investigated residents’ sense of place. We examine how our data fit a proposed typology of place dimensions – a four-dimension (biophysical, psychological, sociocultural, and political-economic) categorization based on previous conceptions of the dimensions of place. We use structural equation modeling to question whether a 4-factor conceptualization of the dimensions of sense of place is superior to plausible alternatives. In comparing the four-dimension model with alternative models, we find that the four-dimension model is the best fit for these data. Our findings suggest that environmental and place-based education may benefit from an understanding and consideration of this four-dimension conceptualization of place in program design, implementation, and evaluation. 相似文献
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Rachelle J. A. Kamp Diana H. J. M. Dolmans Henk J. M. van Berkel Henk G. Schmidt 《Higher Education》2012,64(3):385-397
The purpose of this study was to investigate the relationship between the contributions students make to the problem-based tutorial group process as observed by their peers, self-study time and achievement. To that end, the Maastricht Peer Activity Rating Scale was administered to students participating in Problem-Based Learning tutorial groups. With this rating scale students had to rate the constructive, collaborative and motivational activities of their peers within the tutorial group. In addition, time spent on self-study was measured with a self-estimation method and achievement was measured with a unit test and a group assignment. A causal model of these variables was developed, in which the three types of activities were assumed to affect time spent on self-study, which would in turn affect unit test scores and group assignment scores. A structural equation modeling analysis indicated acceptable model fit. Especially apparent was the evidence for the causal relations between a student’s constructive activities and his/her unit test score and between a student’s collaborative activities and the group assignment score. On the other hand, time spent on self-study was not affected by the students’ contributions, nor did it have an effect on the unit test score. These results suggest that there are indeed causal relations between a student’s contributions to the tutorial group process and achievement. 相似文献
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In a national survey, members from the American School Counselor Association were asked to rate the importance of graduate‐level training for 24 course content areas. Analysis indicated that there were similarities and significant differences between elementary school counselors and secondary school counselors on their perception of the importance of various course content areas. Implications for school counselor education were discussed. 相似文献
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V. Thandi Sulé Rachelle Winkle-Wagner Dina C. Maramba 《Equity & Excellence in Education》2017,50(2):196-208
Using critical discourse analysis, this study assesses reader comments to newspaper articles on the Fisher v. University of Texas at Austin Supreme Court case. The Fisher case challenges the consideration of race in the college admissions process at UT. Findings show that this racial equity practice was framed as being antithetical to individualism, merit, and competition. Many comments, divorced from social and historical contexts, used colorblind rationale to justify their opposition to affirmative action yet relied heavily on popular polarizing racial discourse in their argumentation. Social policy implications related to facilitating college diversity and promoting educational equity are presented. 相似文献