Disrupting neoliberalism and bridging the multiple worlds of marginalized youth via Hip-Hop pedagogy: Contemplating possibilities     

Kevin Gosine  Emmanuel Tabi 《Review of Education, Pedagogy & Cultural Studies》2016,38(5):445-467

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Multigenerational perceptions of the academic work environment in higher education in the United States     

Kelly A. Kleinhans  Kala Chakradhar  Susan Muller  Paula Waddill 《Higher Education》2015,70(1):89-103

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Electroencephalogram Recordings Indicate That More Abstract Diagrams Need More Mental Resources to Process          下载免费PDF全文

Theo H. van Leeuwen  Emmanuel Manalo  Jan van der Meij 《Mind, Brain, and Education》2015,9(1):19-28

There is considerable interest in the cultivation of student graphic literacy among educators and researchers, especially in the sciences. Previous research, however, has shown that many students manifest difficulties in using diagrammatic representations. One explanation that has been proposed to account for these difficulties is that certain forms of diagrams may be more demanding of mental effort to use. Although there had been behavioral evidence to support this explanation, neurophysiological evidence had not confirmed it. Here, we provide evidence, from electroencephalogram recordings of brain activity focusing on the P3b component, that more abstract diagrams (such as graphs) demand greater mental resources to process compared to pictures and text—even when amount of detail has been accounted for. Our results provide initial neurophysiological evidence for the impact of cognitive cost on student learning behaviors and outcomes. Consideration of this finding is important in pedagogical design and, more broadly, in media communication.  相似文献   

Job Satisfaction among Cataloger Librarians in University Libraries in Nigeria     

Emmanuel E. Baro  Biokuromoye Fyneman  Timi Zoukemefa 《Cataloging & classification quarterly》2013,51(6):675-696

The aim of the article is to investigate the level of job satisfaction among cataloger librarians in university libraries in Nigeria. Eighty-six catalogers from 29 university libraries in Nigeria participated in the survey. A questionnaire was used for data collection, which was e-mailed to catalogers. Overall, 86% of the catalogers surveyed were very or somewhat satisfied with their current job. The findings revealed that catalogers in university libraries in Nigeria are dissatisfied with dimensions such as roles and responsibilities, workplace culture, rewards (salaries/benefits), and professional development. On the other hand, they are satisfied with administration and supervision, performance evaluation, and opportunities.  相似文献   

Natural-Born Arguers: Teaching How to Make the Best of Our Reasoning Abilities     

Hugo Mercier  Maarten Boudry  Fabio Paglieri  Emmanuel Trouche 《教育心理学家》2017,52(1):1-16

We summarize the argumentative theory of reasoning, which claims that the main function of reasoning is to argue. In this theory, argumentation is seen as being essentially cooperative (people have to listen to others' arguments and be ready to change their mind) but with an adversarial dimension (their goal as argument producers is to convince). Consistent with this theory, the experimental literature shows that solitary reasoning is biased and lazy, whereas reasoning in group discussion produces good results, provided some conditions are met. We formulate recommendations for improving reasoning performance, mainly, to make people argue more and better by creating felicitous conditions for group discussion. We also make some suggestions for improving solitary reasoning, in particular to maximize students' exposure to arguments challenging their positions. Teaching people about the value of argumentation is likely to improve not only immediate reasoning performance but also long-term solitary reasoning skills.  相似文献   

For the Good of the Species: Gary Francione and the Omnipresence of Eugenics in Animal Rights Rhetoric     

S. Marek Muller 《Communication Studies》2017,68(5):588-606

By bringing critical animal studies into conversation with communication, this article completes 3 tasks: First, it complicates the communication discipline’s understanding of the animal rights movement by presenting its oft-ignored tensions and conflicting paradigms; second, it reveals how eugenical rhetoric has been foundational both in defending human/animal exploitation and in developing prototypical animal advocacy practices; third, using a critical public address–inspired approach, it deconstructs vegan abolitionist Gary Francione’s purportedly ultraradical rhetoric, revealing its problematic eugenical underpinnings. This revelation not only complicates Francione’s radical status but also questions the ethical legitimacies of a conventional, Western rights-based paradigm of animal rights.  相似文献   

The relationship between sources of self-efficacy in classroom environments and the strength of computer self-efficacy beliefs     

Yuwarat Srisupawong  Ravinder Koul  Jariya Neanchaleay  Elizabeth Murphy  Emmanuel Jean Francois 《Education and Information Technologies》2018,23(2):681-703

Motivation and success in computer-science courses are influenced by the strength of students’ self-efficacy (SE) beliefs in their learning abilities. Students with weak SE may struggle to be successful in a computer-science course. This study investigated the factors that enhance or impede the computer self-efficacy (CSE) of computer-science students. Data collection involved a survey of 524 undergraduate computer-science students from 10 Thai universities. The survey measured four items of CSE, 13 items pertaining to the classroom learning environment (CLE), and 14 items related to information sources of SE. Results revealed that perceptions of a CLE with autonomy, meaningfulness, and involvement were positively associated with strong CSE. In addition, perceptions of social persuasions such as meaningful and encouraging feedback or judgment from influential people demonstrated a statistically positive relationship with CSE. Perceptions of vicarious experiences whereby students determine and compare their own abilities with observational experiences of role models also demonstrated a statistically positive relationship with CSE. Perceived physiological and affective states such as anxiety and stress demonstrated a negative influence CSE. Implications for practice relate to students’ perceptions of autonomous learning, the value of positive feedback, students’ input into learning content and activities, role models for students and observation of how peers perform tasks better or worse.  相似文献   

“Are you really ready to change?” An actor-oriented perspective on a farmers training setting in Madagascar     

Nathalie Muller Mirza  Anne-Nelly Perret-Clermont 《European Journal of Psychology of Education - EJPE》2016,31(1):79-93

Far from following a linear process from its conception to its implementation, an educational design often involves discrepancies between what its promoters intended and what the participants actually do. In this paper, drawing from a sociocultural perspective to learning, we focus our attention precisely on some of the discrepancies observed during the implementation of a training program. We consider these discrepancies not as mistakes or misunderstandings, but rather as indicators of the communicative dimension of any intervention and as “windows” on the processes of change and on learning. The program we have studied here was set up in Madagascar and was sustained by a Swiss cooperation agency addressed to farmers in the field of forestry. In this research, we adopted an actor-oriented perspective in order to understand the promoters’ and the beneficiaries’ interpretation of the design and the way they developed innovative strategies to resolve the difficulties they faced. We chose some “critical incidents” from the data gathered through ethnographical research and show how the whole process of the conception and the implementation of the program was deeply affected by both the power dynamic embedded in the history of the relationship between the Swiss and the Malagasy groups and by their own cultural and institutional constraints. In conclusion, we discuss the significance of an actor-oriented perspective that contributes to a better understanding of the social and cultural dimensions of learning and allows us to relate the here and now micro-phenomena to the larger anthropological, social, and political scenery.  相似文献   

Social support, attachment, and psychopathology in high risk formerly maltreated adults     

Muller RT  Lemieux KE 《Child abuse & neglect》2000,24(7):883-900

OBJECTIVE: The aim of this study was to examine the relationships among social support, attachment security, and psychopathology in an adult sample of high risk abuse survivors. Attachment security was conceptualized in terms of two underlying dimensions, the working models of self and other. METHOD: Sixty-six participants (24 men and 42 women) who met conditions for physical or sexual abuse were recruited from the greater Boston area. They completed the "Record of Maltreatment Experiences." the "Relationship Scales Questionnaire," the "Norbeck Social Support Questionnaire," and multiple measures of psychopathology. RESULTS: When multiple risk and protective factors were examined concurrently (e.g., social support, attachment, abuse history, IQ, SES), a negative view of self (one of the attachment poles) was the strongest predictor of overall psychopathology. Social support did not emerge as a significant direct predictor of psychopathology, once the effects of negative view of self were accounted for. However, among participants low on social support, in comparison to those who are high, a negative view of self was more highly correlated with some psychopathology measures. CONCLUSIONS: These findings indicate that among maltreatment survivors, negative view of self emerges as the most substantial predictor of psychopathology when examined in combination with other relevant risk factors.  相似文献   

Boys negotiate violence and masculinity in the primary school     

Emmanuel Mayeza 《British Journal of Sociology of Education》2020,41(3):426-443

Abstract

In this paper, we contribute to the understandings of young masculinities by turning attention to the South African schooling primary school context. In the context of scarcity of interventions around violence in the primary school, we focus on how young boys construct, negotiate and experience violence. Notwithstanding dominant discourses around childhood innocence we argue that young boys are active participants in violent gendered cultures at school. We show how boys’ bodies are key sites for the enactment of violence and is especially a valuable resource in the context of food insecurity. The paper also shows the fluidity of masculinity as boys who are regarded as ‘victims’ can also defend and resuscitate masculinity that endorses violence. Implications for addressing young masculinities in the primary school within local context are considered in the conclusion of the paper.  相似文献