Informational Sources,Social Media Use,and Race in the Flint,Michigan, Water Crisis     

Ashleigh M. Day  Sydney O’Shay-Wallace  Matthew W. Seeger  Shawn P. McElmurry 《Communication Studies》2019,70(3):352-376

Safe, clean water is necessary for health and well-being. Water issues affect minority and vulnerable populations at disproportionate rates, including the poor and racial and ethnic minorities. An investigation of the relationships of race, social media use, and informational sources during the municipal water crisis in Flint, Michigan, reflects an instrumental view of communication and uses and gratifications theory in this study. Data from 208 Flint residents in 2016 indicated that African American respondents favored interpersonal networks and resources and were more likely than other racial groups to obtain current information about the water crisis via Instagram. Preferred channels and sources to receive additional crisis information varied on the basis of race.  相似文献   

Computers for What? Examining the Roles of Technology in Teaching and Learning     

Marcy P. Driscoll 《Educational Research and Evaluation》2013,19(2-3):335-349

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Fostering Supportive Teacher–Child Relationships: Intervention Implementation in a State-Funded Preschool Program     

Katherine C. Driscoll  Lijuan Wang  Andrew J. Mashburn  Robert C. Pianta 《Early education and development》2013,24(4):593-619

Research Findings: Banking Time is a set of techniques designed to promote positive, supportive relationships through 1-on-1 interactions between teachers and children. Web-based training resources were made available to 252 preschool teachers who received different levels of support as a component of a professional development intervention, and the purpose of this study was to examine teachers' implementation of Banking Time. Teachers with greater levels of professional development support were more likely to implement Banking Time with children in their classes. Teachers were more likely to choose to implement Banking Time with children who had lower social-emotional skills (e.g., more problem behaviors). Teachers developed greater relational closeness with children who participated in Banking Time than with children who did not participate. Practice or Policy: The implications of these preliminary findings for fostering supportive teacher–child relationships are discussed.  相似文献   

The effects of various mastery criteria on student performance and attitude in a mastery-oriented course     

Robert A. Reiser  Marcy P. Driscoll  Dale S. Farland  Adriana Vergara  Martin C. Tessmer 《Educational technology research and development : ETR & D》1986,34(1):31-38

The purpose of this study was to determine the effects of various mastery criteria on student performance and attitude in a course in which mastery learning strategies were employed. Undergraduates in an introductory course in educational psychology were randomly assigned to one of three treatments—one in which mastery criteria gradually increased from 70% to 90%, a second in which mastery criteria gradually decreased from 90% to 70%, or a third in which mastery criteria remained constant at 80%. Results indicated that although the high mastery criterion (90%) had a positive effect on some aspects of quiz performance, it did not have an effect on final examination performance. Results also indicated that students preferred that mastery criteria remain constant during a semester. These findings, when examined in light of previous research, call into question some prior notions regarding the levels at which mastery criteria should be set.  相似文献   

Teaching for competence     

Marcy P. Driscoll 《Educational technology research and development : ETR & D》1984,32(3):183-184

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The effects of ascending,descending, and fixed criteria on student performance and attitude in a mastery-oriented course     

Robert A. Reiser  Marcy P. Driscoll  Adriana Vergara 《Educational technology research and development : ETR & D》1987,35(4):195-202

This study examined whether the criteria for mastering unit quizzes in a mastery-oriented course should increase, decrease, or remain fixed across units. Subjects were randomly assigned to one of three treatments, one in which mastery criteria on unit quizzes gradually increased, a second in which mastery criteria gradually decreased, and a third in which mastery criteria remained fixed. Results indicated that students in the fixed criterion condition proceeded through the course at the steadiest pace and performed better than the other students on the unit quizzes they mastered. In addition, the vast majority of subjects indicated that they preferred the fixed criterion condition. These results strengthen the notion that the level of performance expected of students in a mastery-oriented course should not vary across units.  相似文献   

人是如何学习的--兼谈技术在学习中的作用   总被引：2，自引：0，他引：2  

胡平洲 《远程教育杂志》2003,(5):17-19

在去年春天的教育大会中,我参加了一次有关教学技术在转变学校的教与学中的潜力的讨论。其中有一个发言人讲述了发生在他14岁儿子身上的故事。儿子跟他一样,对教育技术的新鲜玩艺非常钟情,并总是希望拥有即将在市面上流行的最新和最先进的技术产品。有一天,儿子将一个电视机遥控  相似文献   

Researcher Development of Doctoral Students: Supports and Barriers Across Time     

L. DiAnne Borders  Kelly L. Wester  Kathleen H. Driscoll 《Counselor Education & Supervision》2020,59(4):297-315

We used content analysis to analyze 42 counseling doctoral students' reports of supports and barriers influencing their researcher development across 3 years. In line with social cognitive career theory, the students named cognitive-person, environmental, and social-context influences. Analyses indicated no differences in frequencies of supports and barriers across time but significant differences by cohort.  相似文献   

Digitizing journal archives: the experience of Taylor & Francis     

Matthew HOWELLS  Ashleigh BELL  Nicholas EVERITT  Jennifer McMILLAN 《Learned Publishing》2009,22(2):109-112

There are enormous quantities of information available to researchers on the Internet, of varying levels of quality. Now, more than ever, it is important that academic publishers make best use of their journals and provide their readers with access to this high‐value content, in a form that can be easily found and used. To that end, Taylor & Francis have taken up the challenge of satisfying researchers' need to have all relevant content available at their fingertips, by digitizing their older journal content, creating subject‐based collections of backfiles and putting them online. This article provides an insight into the ‘why’ and ‘how’ of the process of digitization of Taylor & Francis's journal archives. The fact that these online backfiles are being requested, purchased, and used demonstrates the added value that publishers may hold in their archives.  相似文献   

Qualitative Differences Between Learning Environments Using Videos in Small Groups and Whole Class Discussions: A Preliminary Study in Physics     

Ashleigh Mayo  Manjula D. Sharma  Derek A. Muller 《Research in Science Education》2009,39(4):477-493

Interactivity, group learning and student engagement are accepted as key features of social constructivist learning theories. The challenge is to understand the interplay between such features in different learning environments. This study focused on the qualitative differences between two interventions—small-groups and whole-class discussions. In both interventions, three short video slices on the abstract topic ‘the physics of superconductivity’ were interspersed with the different discussion styles. The video slices are based on the Bruner stages. Twenty-nine first year university physics students completed a pre-test, underwent the intervention and completed a post-test. The remainder of the data were collected from student drawings, video recordings, observer notes and facilitator feedback. Results indicate that the use of the video slices in both interventions were successful in changing students’ understandings of superconductivity. However, the small groups treatment tended to facilitate questioning, meaning-making and subsequent changes of ideas more so than the whole class discussions. Implications for research and practice are discussed.  相似文献