Celebrating the Practice of Distance Learning     

Anthony A. Piña  Linda L. Campion 《TechTrends》2017,61(5):408-409

  相似文献   

Loneliness,personal and social well-being: towards a conceptualization of the effects of cyberbullying / Soledad,bienestar social e individual: hacia una conceptualización de los efectos del cyberbullying     

Daniel Halpern  Martina Piña  Javier Vásquez 《Cultura y Educación》2017,29(4):703-727

This paper examines the effects of cyberbullying using a mixed method approach, by combining interviews, focus groups and a survey of 7,000 students. In the inductive stage, and following an axial coding analysis, we identified 153 concepts related to conflicts, which were divided into three thematic units to explain the greater impact of cyberbullying: (1) social distance; (2) privacy exposure; and (3) range of the material. The survey concluded that: (1) the victims of bullying and cyberbullying present higher levels of loneliness and lower levels of social well-being compared to non-bullied students, and those who were bullied in both channels presented higher levels of loneliness and lower levels of social well-being than those who were bullied in only one of them; (2) the victims of cyberbullying showed lower levels of individual well-being compared with those who had never been bullied, as with those who suffered face-to-face bullying. This difference was explained by testimonies indicating that most of the cyberbullying was related to intimate content, which has a higher impact on image perception.  相似文献   

Exploring interconnections between local ecological knowledge,professional identity and sense of place among Swedish fishers     

Diana Garavito-Bermúdez  Cecilia Lundholm 《Environmental Education Research》2017,23(5):627-655

The ecological knowledge of those who interact with ecosystems in everyday-life is situated in social and cultural contexts, as well as accumulated, transferred and adjusted through work practices. For them, ecosystems represent not only places for living but also places for working and defining themselves. This paper explores psychological aspects linking LEK/IEK/TEK to identity and sense of place in the context of fishery practices and management in Sweden. We analyse how knowledge of local ecosystems connect to fishers’ professional identity and their attachment to place by using the Person-Process-Place framework in integration with the Structure-Dynamic-Function framework on professional fishers in Sweden. On the basis of our results we conclude on the significance of physical as well as social and cultural features of fishing places for attachment and meaning as they are important for fishers’ local and professional identities, and also for ecological knowledge generation. Furthermore, fishers’ understanding of ecosystems complexity enhances their attachment and promotes positive emotions and behaviours for proximity maintenance.  相似文献   

Trajectories of Ethnic–Racial Identity and Autonomy Among Mexican‐Origin Adolescent Mothers in the United States          下载免费PDF全文

Adriana J. Umaña‐Taylor  Kimberly A. Updegraff  Laudan B. Jahromi  Katharine H. Zeiders 《Child development》2015,86(6):2034-2050

This study examined trajectories of ethnic–racial identity (ERI) and autonomy development among Mexican‐origin adolescent females in the United States (N = 181; M_age at Wave 1 = 16.80 years, SD = 1.00) as they transitioned through the first 5 years of parenthood. Trajectories of ERI and autonomy also were examined in relation to psychosocial functioning. Unconditional latent growth models indicated significant growth in autonomy, ERI resolution, and ERI affirmation from middle to late adolescence. Conditional latent growth models indicated that autonomy and ERI exploration growth trajectories were positively associated with psychosocial adjustment. Although adolescent mothers are experiencing transitions that are not normative during adolescence, they also engage in normative developmental processes, and their engagement in such processes is linked with better adjustment.  相似文献   

Teacher–Child Interactions in Chile and Their Associations With Prekindergarten Outcomes          下载免费PDF全文

Diana Leyva  Christina Weiland  M. Barata  Hirokazu Yoshikawa  Catherine Snow  Ernesto Treviño  Andrea Rolla 《Child development》2015,86(3):781-799

Quality of teacher–child interactions is central to prekindergarten children's learning. In the United States, the quality of teacher–child interactions is commonly assessed using the teaching through interactions conceptual framework and an associ/ated observational tool, the Classroom Assessment Scoring System (CLASS). This study examined: (a) whether there was evidence supporting three distinctive domains of teacher–child interactions in Chile (construct validity) and (b) whether these domains predicted end‐of‐prekindergarten language, academic, and executive function skills in Chile (predictive validity). The sample consisted of 91 Chilean prekindergarten classrooms (1,868 four‐year‐old children). The findings support both construct and predictive validity of the teaching through interactions conceptual framework as assessed by the CLASS in Chile. Implications for cross‐country comparison of quality of teacher–child interactions in prekindergarten classrooms are discussed.  相似文献   

Reviewing the differences in size,composition and structure between the personal networks of high‐ and low‐performing students          下载免费PDF全文

Oskar Casquero  Ramón Ovelar  Jesús Romo  Manuel Benito 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):16-31

An interesting aspect in the current literature about learning networks is the shift of focus from the understanding of the “whole network” of a course to the examination of the “personal networks” of individual students. This line of research is relatively new, based on small‐scale studies and diverse analysis techniques, which demands for more empirical research in order to contextualize the findings and to meta‐analyze the research methods. The main objective of this paper is to review two research questions posed by a previous British Journal of Educational Technology contribution by Shane Dawson in order to know whether the differences in personal network composition impact on the performance of students. The two questions were defined by Dawson as follows: (1) Are there significant differences in personal network composition between high‐ and low‐performing students? and (2) Do high‐performing students have larger personal networks than their low‐performing peers? In addition, the “clustered graphs” method used in this study allows the inclusion of the structural analysis of personal networks. In doing so, a new research question is addressed: (3) Are there significant differences in personal network structure between high‐ and low‐performing students? This paper tries to answer these questions in the context of two undergraduate, inter‐university and fully online courses, and two different technology‐enhanced learning environments (a virtual learning environment and a personal learning environment) where interactions took place indirectly through shared resources. The results show that the network behaviors of high‐ and low‐performing students' are strongly correlated, and that high‐performing students developed larger personal networks than low performers.  相似文献   

Seeing education with one's own eyes and through PISA lenses: considerations of the reception of PISA in European countries     

Luís Miguel Carvalho  Estela Costa 《Discourse: Studies in the Cultural Politics of Education》2015,36(5):638-646

The paper addresses the Organization for Economic Cooperation and Development's Program for International Student Assessment (PISA) as a public policy instrument, whose worldwide circulation is mediated by processes of reinterpretation, negotiation, and re-contextualization, where national, local, and international agencies intertwine. It is focused on the active reception of PISA in six European spaces (Francophone Belgium, France, Hungary, Portugal, Romania, and Scotland) along its first three cycles. The paper identifies two contrasting developments: the Program's divergent uses and its attractiveness in different social worlds. The paper gives particular attention to what is called the ‘update of reference societies’ in the context of national receptions of PISA. These ‘updates’ are analyzed as part of a composite process that involves domestic reasons, either related to current agendas for education or to deep historical factors, and injunctions related to PISA's rationale and PISA objects.  相似文献   

Positive Aging Beyond “Success”: Towards a More Inclusive Perspective of High Level Functioning in Old Age     

Constança Paúl  Laetitia Teixeira  Oscar Ribeiro 《Educational gerontology》2015,41(12):930-941

Successful aging is the ability to maintain low probability of disease and disability, high cognitive and physical functioning, and active engagement with life (Rowe &; Kahn, 1999 Rowe, J. W. &; Kahn, R. L. (1999). Successful aging. New York, NY: Dell Pub. [Google Scholar]). These criteria allow for a minority of people to be classified as being “successful” and overlook the importance of psychological variables in balancing the weight of disease. A total of 1322 seniors (55 + years) were classified on their overall functioning according to core domains (health, psychological, cognitive, biobehavioural, social, personality). Findings support the idea that a broader perspective of aging outcomes, rather than success criteria, may better reflect reality.  相似文献   

Students with disabilities in higher education: a biographical-narrative approach to the role of lecturers     

Anabel Moriña Díez  Rosario Gavira López  Víctor M. Molina 《高等教育研究与发展》2015,34(1):147-159

This article presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project being developed by a multidisciplinary team employing a non-usual research methodology in higher education (HE) research and students with disabilities: biographical-narrative methodology. The general aim is to analyse – by listening to the students themselves – barriers and support identified as affecting access, academic performance and overall perception of the HE experience. The present paper analyses lecturer-centred data to focus specifically on one of the objectives of our research project: the role that lecturers play in the inclusive education of students with disabilities. Unlike other international research, this article explores the barriers and support differentiating between five fields of knowledge: health sciences, experimental sciences, social sciences (law and education), engineering and technology and humanities. Findings are organized in four topic areas: lecturer attitudes, practices in the classroom, curricular adaptations and faculty training. Key findings are discussed in the conclusions section, together with a discussion of contributions made by earlier studies.  相似文献   

Social Network Analysis in E-Learning Environments: A Preliminary Systematic Review     

Karina L. Cela  Miguel Ángel Sicilia  Salvador Sánchez 《Educational Psychology Review》2015,27(1):219-246

  相似文献