Investigating the influence of student–teacher Facebook interaction in Thailand     

Tara Suwinyattichaiporn  Zac D. Johnson  Joseph Fontana 《亚洲交流杂志》2013,23(5):391-404

ABSTRACT

In Thailand, older individuals or ‘Phu Yai’ are people with higher social status and power as compared to younger people or ‘Phu Noi’ (Komolsevin &; Knutson, 2010). In the realm of education, teachers are considered Phu Yai while students are considered Phu Noi. This concept reinforces Hofstede’s (1991) major finding on Thailand being categorized as a high power-distance culture. The current study examines students’ perspective of the effect of student–teacher Facebook interactions on intercultural communication concepts such as power distance and submission to authority within the Thai student–teacher relationship. Questionnaires were administered to 353 students (N?=?353) at a large international university in Thailand. The study found that social media use between Thai students and teachers influence how students view the face-to-face power dynamics between them and their teachers. Specifically, the more students and teachers interact on Facebook, the lower students perceive the power distance between them and their teachers.  相似文献   

Personas: Stepping Into the Shoes of the Library User     

Tara J. Brigham 《Medical reference services quarterly》2013,32(4):443-450

Personas are researched-based user archetypes which can help uncover gaps, highlight new opportunities, and inform the functionality of a space, resource, or service. Personas are a useful tool for organizations, such as libraries, which are interested in improving the user experience, since they tap into users' expectations, behaviors, and attitudes. This column will explain what personas are, the advantages and disadvantages of using personas, and where personas are used. A list of resources for exploring and creating personas is also provided.  相似文献   

A Brief History of Reference Assessment: No Easy Solutions     

Firouzeh F. Logan 《The Reference Librarian》2013,54(3):225-233

The author discusses the different methods of reference assessment that have been tried in libraries over the years to help improve service, justify the existence of the service itself, train new staff, and counter declining statistics.  相似文献   

Inclusion Paradigms and Perspectives: A Stepping Stone to Accepting Learner Diversity In Physical Education     

Francis M. Kozub  Patricia R. Sherblom  Tara L. Perry 《Quest (Human Kinetics)》2013,65(4):346-354

Learner diversity is the focus of this paper. Parallels are drawn among attenlpts to integrate children with disabilities (who have unique motor needs), less skilled learners, and/or disinterested learners. Paul and Ward (1996) propose that debates over inclusion are paradigmatic in that ethical inclusion paradigm proponents (all children should be included) are at odds with comparative inclusion studies (determining whether or not inclusion really works). Application of Paul and Ward's idea about paradigm conflict and other special education perspectives are discussed to draw attention to low skilled and/or disinterested learners as well as to children with disabilities so that the needs of all children are uniformly addressed. When conducting research about learners without disabilities that are currently not fitting into physical education classes, paradigm dilemmas must be avoided. Future studies in physical education should focus on how diverse learners can be accommodated more than on how diverse learners affect other children. Further, physical educators may be better able to serve the needs of all students through coltural/social minority models (Paul, 1998; Sherrill. 1998) and infusion-based curricula (Rizzo, Broadhead, & Kowalski, 1997).  相似文献   

Tightrope walkers and solidarity sisters: critical workplace educators in the garment industry     

Tara Fenwick 《International Journal of Lifelong Education》2013,32(3):315-328

This article focuses on the complex negotiations of critical workplace educators positioned amongst contradictory agendas and discourses in the workplace. While philosophically aligned with critical pedagogical agendas of transformation and collective action for workplace change, these educators perform an array of pedagogic articulations in everyday practice to secure their continued presence in the workplace. What becomes evident in these seemingly opposing articulations are various strategic political positionings of educators alongside their juggling of demands, attachments and inter‐identifications with both learners and managers. The pedagogy that emerges challenges conventional binaries of ‘transformative’ and ‘reproductive’ learning. Dynamics of transformation and liberation as well as reproduction and subjugation appear to be interlinked, along with expanding nets of social relations that blur power hierarchies and spatial boundaries, in a pedagogy that ultimately appears to mobilise hope and agency among workers. The workplace educator works a delicate balance of these dynamics to survive. The argument is based on a case study of a garment factory in Canada in which an adult education programme managed to thrive for 17 years: both workers and educators were interviewed in depth.  相似文献   

Through the lens of home-educated children: engagement in education     

Tara Jones 《Educational Psychology in Practice》2013,29(2):107-121

Engagement and participation are important for successful outcomes in education, yet disaffection in the UK, according to some exclusion and absence statistics, shows a growing trend. The purpose of this research was to develop a starting point for a theory of children’s engagement in education using grounded theory method. Evidence from home-educating families suggests that disaffection is a problem that is unique to school education. The research investigated home educated children's perceptions and experiences of home education. A flexible, semi-structured, qualitative design, encouraging children to determine the structure of their narratives was employed, using photovoice. Analysis followed grounded theory method and the results highlight themes for future development, refinement and further investigation. Important findings are that perceptions of self, and flexible and supportive learning contexts that provide children with a sense of active and autonomous involvement are linked to learning engagement and enthusiasm for learning. The conclusion outlines reasons why educational psychologists should become involved in discussion and research relating to home education. Limitations of the research are discussed and issues for future research are considered.  相似文献   

Critique and Politics: A sociomaterialist intervention     

Richard Edwards  Tara Fenwick 《Educational Philosophy and Theory》2013,45(13-14):1385-1404

Sociomaterial theories, including actor–network theory (ANT), materialist feminism and posthumanism, are sometimes argued to not be addressing or unable to address sufficiently the political and are therefore dismissed as irrelevant to educational research. Through an extended discussion of writers across the social sciences, this article seeks to counter such a view. Drawing specifically on the work of Latour on the nature of critique and on examples of political analysis from writers such as Barad, Bennett, Braidotti, Marres and Whatmore, we suggest that sociomaterialist approaches to the more-than-human open up extended understandings and productive alternative practices of politics. While recognising that this is a work in progress and not without difficulties and challenges, we argue that there is much to be gained for educational researchers from engaging with such approaches.  相似文献   

The relative benefits of learning by teaching and teaching expectancy     

Logan Fiorella  Richard E. Mayer 《Contemporary educational psychology》2013

The purpose of this study was to explore the hypothesis that learning is enhanced through the act of teaching others. Specifically, two experiments aimed to disentangle the relative effects of teaching expectancy (i.e., preparing to teach) and actually teaching (i.e., explaining to others for instructional purposes) on learning. Some participants studied a lesson on the Doppler Effect without the expectation of later teaching the material and then took a comprehension test on the material (control group). Other students studied the same lesson with instructions that they would later teach the material; of those expecting to teach, some participants actually taught the material by presenting a brief video-recorded lecture before being tested (teaching group), whereas others only prepared to teach before being tested (preparation group). Results of Experiment 1 indicated that both the preparation group and teaching group significantly outperformed the control group on an immediate comprehension test (Teaching vs. Control: d = 0.82; Preparation vs. Control: d = 0.59). However, when the same test was given following a one-week delay (Experiment 2), only the teaching group significantly outperformed the control group (Teaching vs. Control: d = 0.79; Preparation vs. Control: d = 0.24). Overall, these findings suggest that when students actually teach the content of a lesson, they develop a deeper and more persistent understanding of the material than from solely preparing to teach.  相似文献   

Information Rx: Evaluation of a new informatics tool for physicians, patients, and libraries     

Siegel ER  Logan RA  Harnsberger RL  Cravedi K  Krause JA  Lyon B  Hajarian K  Uhl J  Ruffin A  Lindberg DA 《Information services & use》2006,26(1):1-10

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SKIPing with teachers: an early years motor skill intervention     

Ali Brian  Jacqueline D. Goodway  Jessica A. Logan  Sue Sutherland 《Physical Education & Sport Pedagogy》2017,22(3):270-282

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