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Andrew Joyce-Gibbons David Galloway Andrew Mollel Sylvester Mgoma Madeleke Pima Enos Deogratias 《Education and Information Technologies》2018,23(1):73-92
Mobile phone technology in Tanzania has grown rapidly but there is insufficient data on its application in schools. This paper aims to show how students in the first and third year (F1 and F3) teachers in two rural secondary schools perceived its use. F1 and F3 students completed a questionnaire. Teachers and students in F1 and F3 discussed the uses and misuses of mobile phones in separate focus groups. Although they served similar areas the two schools differed in students’ use – and awareness of misuse – of mobile phones. Most students had access to a mobile phone, but were not permitted to bring them to school. Few teachers could see a positive use for the technology in the curriculum. There is an urgent need for pedagogical resources to support the introduction of mobile technology into classrooms but equally it is crucial that any such introduction is through a process of engagement with the concerns of students, teachers and the wider community with frank discussion about both the dangers and the potential benefits of using mobile phones in learning. 相似文献
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Leslee B. Shell Jennifer Duvernay Ann Dutton Ewbank Phil Konomos Allison Leaming Ginny Sylvester 《图书馆管理杂志》2013,53(7-8):951-971
ABSTRACT Acknowledging Arizona State University's (ASU) long-term goal of 100,000 students in online degree programs and recognizing the 8 new 100% online undergraduate programs slated to come online in 2010, ASU Libraries is planning for the continued integration and relevance of the library to online students and programs. During the summer and fall of 2009, the ASU Libraries Task Force for Online and Extended Education met to develop the elements of a Comprehensive Plan for Library Support of Online Programs. The plan includes: (1) guiding principles for library support of online and extended education; (2) a needs assessment and environmental scan; and (3) a sustainable and scalable plan for library support of the online programs. This article discusses the process of developing the comprehensive plan. 相似文献
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Thomas W. Bean John E. Readence Diane M. Barone Terry Sylvester 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):371-381
This research focused on one mentor and her advisee and how they characterized the mentoring process and their roles in it. The mentor, a seasoned veteran, was independent, self‐motivated, and passionate about her work. The doctoral student, on the other hand, sought the expertise of a more knowledgeable person to help her deal with, and reduce, her stress. Clearly, both individuals saw reciprocity in their relationship. The faculty mentor perceived the doctoral student as someone who could lend another set of eyes to her work; the student viewed herself in the role of expanding the mentor's research interests. The faculty member saw mentoring as a concrete, sequential process, ultimately leading to independence as a scholar. The doctoral student expressed a combination of anxiety and eventual comfort, viewing the range of research experiences as an opportunity to explore options. 相似文献
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Chad M. Sylvester Diana J. Whalen Andy C. Belden Shana L. Sanchez Joan L. Luby Deanna M. Barch 《Child development》2018,89(3):734-745
High shyness during early adolescence is associated with impaired peer relationships and risk for psychiatric disorders. Little is known, however, about the relation between shyness and trajectories of brain development over early adolescence. The current study longitudinally examined trajectories of resting‐state functional connectivity (rs‐fc) within four brain networks in 147 adolescents. Subjects underwent functional magnetic resonance imaging at three different time points, at average ages 10.5 (range = 7.8–13.0), 11.7 (range = 9.3–14.1), and 12.9 years (range = 10.1–15.2). Multilevel linear modeling indicated that high shyness was associated with a less steep negative slope of default mode network (DMN) rs‐fc over early adolescence relative to low shyness. Less steep decreases in DMN rs‐fc may relate to increased self‐focus in adolescents with high shyness. 相似文献
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Jennifer M. Johnson Ginny Boss Chrystal George Mwangi Gina Ann Garcia 《The Urban Review》2018,50(4):630-647
The Faculty of Color Cohort 2014 (FOCC2014) consists of 20 scholars in faculty positions across the country. Here we use the theory of transformational resistance and data from our private Facebook group webpage as a way to understand the resistance enacted by the FOCC2014 as first-year faculty members. Through critical discourse analysis, we investigate how the FOCC2014 Facebook webpage is used to encourage members to actively resist, reject, and redefine what it means to be a faculty member in higher education. Findings provide empirical evidence of the utility of social media as a space for engagement and community for faculty of color across multiple campuses where the racial/ethnic diversity of faculty is limited. 相似文献
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Louise Starkey Allan Sylvester David Johnstone 《Journal of Research on Technology in Education》2017,49(1-2):31-42
This article explores digital divides identified in research literature and considers educational policy directions that may mitigate or enhance future inequities. A review of literature identified three categories of digital divides in society; access, capability, and participation. To explore the strategic focus in schooling, data were gathered from a national survey of New Zealand school board chairs and the interviews of eight school principals. The focus in schooling was found to be on the access divide for students with variation across socioeconomic contexts. Developing capability was centered on teacher rather than student capability, which may reflect the notion of the teacher as a “digital immigrant” and students as “digital natives.” To bridge future digital divides, schooling policy needs to focus on developing student digital capability and preparing all future citizens to be able to participate in a digital world. (Keywords: BYOD, digital, divide, equity, inclusion, New Zealand, policy) 相似文献
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OBJECTIVES: This study used data gathered during evaluations conducted by the Comprehensive Assessment and Training Services (CATS) Project to determine the relative contribution of four primary domains (demographic, adult characteristics, child characteristics, relational characteristics) to variation in the severity of child maltreatment, and to facilitate the development of empirically-based risk assessment tools. METHODS: A multidimensional, multi-method approach to data collection was used to assess 208 maltreating parents. Hierarchical multiple regression analyses were performed by entering each domain of variables into the regression equation in four consecutive blocks. RESULTS: The results of this study suggest that maltreatment severity varies as a function of the level of trauma recovery, substance misuse, a child's externalizing behavior, and qualitative features of the parent-child relationship, as well as the level of family stress. Relationship variables added to the amount of variance accounted for in the overall model, beyond demographic, adult, and child variables. CONCLUSIONS:: The findings of this study call attention to the importance of developing a multidimensional assessment model of the factors leading to child maltreatment severity and to broadening the parameters of assessment models used in child maltreatment research. The role that each of the contributing factors plays in the interference of effective parenting is also discussed. 相似文献
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Horn RR Okumura MS Alexander MG Gardin FA Sylvester CT 《Research quarterly for exercise and sport》2012,83(2):204-211
We tested the hypothesis that quiet eye the final fixation before the initiation of a movement in aiming tasks, is used to scale the movement's parameters. Two groups of 12 participants (N=24) threw darts to targets in the horizontal and vertical axes under conditions of higher (random) or lower (blocked) target variability. Supporting our predictions, random practice and target changes in the vertical axis led to longer quiet eye duration than did blocked practice and target changes in the horizontal axis. Our data suggest that quiet eye is not simply a mediating factor in accuracy, but is responsive to the task's programming demands, being influenced by the necessity to reparameterize the movement from one trial to the next. 相似文献
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