Drawing Conclusions from New Media Research: Reflections and Puzzles Regarding Children's Experience of the Internet     

Sonia Livingstone 《The Information Society》2006,22(4):219-230

New media studies are now benefiting from a burgeoning of empirical studies and theoretical analyses from diverse academic disciplines seeking to locate new media, especially the Internet, within longstanding traditions of social science research. By reviewing and reflecting upon findings from UK Children Go Online, a multimethod research project examining the role of the Internet in children's and young people's everyday lives, the present article takes the opportunity to draw out some general conclusions, and associated puzzles, to guide future research. These contribute toward an emerging framework for understanding questions regarding new media access, use, and consequences within the social, cultural, and political parameters of young people's lives. A range of research findings are discussed that illuminate the shifting balance of opportunities and risks posed by the Internet for children, youth, and the family.  相似文献   

Understanding higher education access: Inequalities and early learning in low and lower-middle-income countries     

Sonia Ilie  Pauline Rose  Anna Vignoles 《British Educational Research Journal》2021,47(5):1237-1258

Globally, access to higher education has increased, but inequalities by socio-economic background remain. This article explores the relationship between early schooling opportunities (and learning) and progression into higher education in four low and middle-income countries. We analyse data from the Young Lives longitudinal study, following cohorts of young people from age 5 to 22 in four country settings: Ethiopia, Peru, Vietnam and India. We reveal wide variability in higher education participation between the four countries, with a common pattern of a very strong association between early learning and later higher education participation, even after allowing for a range of demographic characteristics. Whilst early learning is important in predicting later higher education participation, we also find that significant barriers to higher education participation remain for low socio-economic status groups, even if they initially show good levels of learning. We track the trajectories of children who have initial good levels of learning, and hence arguably the potential to progress to higher education, and assess the extent to which socio-economic background plays a mediating role in these trajectories. Pupils with initially good levels of learning at primary school age, but who are from poor backgrounds, fall back in terms of their relative attainment during secondary schooling years. This implies that socio-economic status continues to be a barrier to educational attainment throughout these children’s lives. We discuss the implications of these findings for policy initiatives aimed at narrowing inequalities in higher education access in poorer countries.  相似文献   

Educational assessment in Canada     

Louis Volante  Sonia Ben Jaafar 《Assessment in Education: Principles, Policy & Practice》2008,15(2):201-210

This article describes the Canadian education system and provincial/territorial, national, and international large‐scale assessment (LSA) programmes that currently operate within this large multicultural country. We highlight the policy implications of LSA programmes within Canada’s 10 provinces and three northern territories, and how the country balances international pressures with the demand for independence in the educational practices of its distinct provinces and territories. The discussion outlines how the systematic use of performance information is institutionalised through two kinds of accountability, ethical‐professional and economic‐bureaucratic accountability.  相似文献   

Assessing the Validity of a Stage Measure on Physical Activity in a Population-Based Sample of Individuals With Type 1 or Type 2 Diabetes     

Ronald C. Plotnikoff  Sonia Lippke  Melissa Reinbold-Matthews  Kerry S. Courneya  Nandini Karunamuni  Ronald J. Sigal 《Measurement in physical education and exercise science》2013,17(2):73-91

This study was designed to test the validity of a transtheoretical model's physical activity (PA) stage measure with intention and different intensities of behavior in a large population-based sample of adults living with diabetes (Type 1 diabetes, n?=?697; Type 2 diabetes, n?=?1,614) and examine different age groups. The overall specificity (classified correctly as inactive) for Type 1 diabetes was 69.3% based on the percentage of individuals in precontemplation, contemplation, and preparation not meeting Canada's PA guidelines. Sensitivity (classified correctly as active) was 82.5% based on the proportion of active participants in action and maintenance. In the Type 2 diabetes group, the overall specificity and sensitivity was 63.9% and 88.2%, respectively. No significant differences were found between the diabetes groups for stage distribution patterns, and sensitivity and specificity values. The majority of the study hypotheses related to intention and behaviors were confirmed, providing further supportive evidence for the utility of this PA staging measure for the diabetes population.  相似文献   

Write this way: examining teachers’ supportive strategies to facilitate children’s early writing in preschool     

Gabas  Clariebelle  Wood  Carla  Cabell  Sonia Q. 《Reading and writing》2022,35(2):479-507

Reading and Writing - Writing is essential for communication in literate societies, and its successful acquisition and development is central to academic achievement. Beginning in early childhood,...  相似文献   

Gendered experiences of sexual abuse of teenagers and children in Mexico     

Sonia M. Frías  Joaquina Erviti 《Child abuse & neglect》2014

The prevalence of sexual abuse during childhood and adolescence in a national representative sample of Mexican youngsters is examined from a gender perspective using data from the 2007 National Survey on Exclusion, Intolerance and Violence in Public Institutions of High School Level Education. Of those surveyed, 1.76% were forced into their first experience of intercourse, and 6.43% had their genitalia touched or their first sexual interaction imposed against their will. In this sample, 6.82% had experienced sexual abuse before the age of 18. Child sexual abuse was most commonly perpetrated by family members and neighbors. Only 20% reported being abused by an unknown person. Males and females had different victimization experiences. Forty percent disclosed information about the abuse to another person, and 7% reported their experiences to law enforcement agencies. Males and females stated different reasons for not disclosing. These findings are discussed within the context of the social construction of the male and female body and sexuality in the Mexican context.  相似文献   

Supporting Children’s Oral Language Development in the Preschool Classroom     

Jennifer Whorrall  Sonia Q. Cabell 《Early Childhood Education Journal》2016,44(4):335-341

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Exploring metacognitive strategy use during note-taking for students with learning disabilities     

Joseph R. Boyle  Sonia M. Rosen  Gina Forchelli 《Education 3-13》2016,44(2):161-180

This mixed-methods study analysed over 200 interviews from 20 seventh-grade students with learning disabilities (LD). Students were instructed how to use a note-taking intervention during science lectures. The interview analyses were supported by pre- and post-intervention quantitative data. Data suggest that the intervention helped students identify important information; systematised the process of listening to, interpreting and using that information; and offered students a means by which to organise the information they were hearing. A discussion about metacognition and attention explores how these processes altered students’ awareness of their own learning, as well as how they equipped students with a new strategy for holding onto and translating information from their science lectures into a useful set of notes. These findings have implications for how theorists conceptualise the relationship between metacognition and attention and how teachers use scaffolding to support the learning of students with LD.  相似文献   

Professional Learning Community Assessment-Revised (PLCA-R) questionnaire: translation and validation in Spanish context     

Domingo-Segovia  Jesús  Bolívar-Ruano  Rosel  Rodríguez-Fernández  Sonia  Bolívar  Antonio 《Learning Environments Research》2020,23(3):347-367

Learning Environments Research - The analysis of professional community is a good indicator of the degree of professional and institutional development of a school. The Professional Learning...  相似文献   

Letter coding affects movement production in word writing: an English–Italian cross-linguistic study     

Kandel  Sonia  Peereman  Ronald  Ghimenton  Anna  Perret  Cyril 《Reading and writing》2019,32(1):95-114

Reading and Writing - The present research is a cross-linguistic study indicating that the timing of motor production not only depends on the shape of a letter and the activation of its motor...  相似文献