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Marlys Staudt 《Journal of Teaching in Social Work》2013,33(2):145-162
Disparities by race/ethnicity exist in the use of children's mental health and related services. It is no doubt that many factors contribute to these disparities, but practitioner biases may be partly responsible for disparities. The purpose of this article is to show a potential link between practitioner biases and service use disparities and to discuss the implications for social work education. The implications for social work education focus on 2 strategies for educators to consider: (a) helping students to become aware of and overcome their biases and (b) teaching practice strategies that have been shown to help low-income and ethnic minority children and families engage in the helping process. 相似文献
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K. Bret Staudt Willet Jeffrey P. Carpenter 《Journal of Research on Technology in Education》2020,52(2):216-233
AbstractThe website Reddit has received scant attention from educational researchers despite the presence of numerous teaching-related subreddits that host thousands of threaded conversations. The purpose of this study was to provide an initial comparison of discussions occurring in several different affinity spaces on Reddit. Because of the lack of relevant prior research, there was no baseline for what to expect in Reddit discussions, so all posts and responses in four different teaching-related subreddits over the course of a full year were analyzed to answer three research questions: How much did individuals contribute to different subreddits? What content interactions occurred in different subreddits? What social interactions occurred in different subreddits? Comparative quantitative analysis revealed substantial differences among the subreddits in terms of levels of voting and network characteristics. Results suggest that Reddit hosts diverse spaces that could present benefits and challenges for educators. These findings are addressed in relation to the extant literature and implications for educational practice and future research. 相似文献
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Christine Greenhow Benjamin Gleason K. Bret Staudt Willet 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):987-1004
This conceptual exploration revisits a key question from earlier work (Greenhow & Gleason, 2014): What is scholarship reconsidered in the age of social media? Social scholarship is a framework that expanded Boyers’ (1990) conceptualization of scholarship to consider how social media affect discovery and research, teaching and learning, integration, and application. This paper critically reflects on how social scholarship continues to evolve in light of changing understandings in the field of educational technology and the role social media play in the academy. We provide recent examples of social scholarship such as altmetrics, interdisciplinary projects, crowdsourced educational technology syllabi and reconsideration of the needs of research participants. Moreover, we share concrete examples of how scholars might enact social scholarship, with what benefits and challenges, and surface new concerns regarding openness, equity, access, literacy, privacy and ethical considerations. Our paper concludes with recommendations for preparing scholars to enact social scholarship while mitigating the challenges it poses. 相似文献
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Zulma Y. Méndez Kathleen Staudt 《International journal of qualitative studies in education》2013,26(3):257-262
To understand the development of educational research traditions, it is essential to scrutinize the internal dynamics of the theoretical and methodological developments within the community of scholars working in the area as well as the social needs that are served by such research. The adoption of qualitative approaches to the study of learning and instruction thus mirrors a complex pattern of changes in the role and use of education as a social resource in modern society. On the Scandinavian scene, the past decades have seen a rapid increase in interest in qualitative research and in philosophical positions such as hermeneutics and phenomenology that imply a qualitative approach to studying phenomena. It is argued that qualitative research is now well established, and that it is essential to further demonstrate its value to shed light on education as a social activity. 相似文献
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Spencer P. Greenhalgh K. Bret Staudt Willet Joshua M. Rosenberg Matthew J. Koehler 《TechTrends》2018,62(5):501-508
Although researchers have discovered a great deal about who uses Twitter for educational purposes, what they post about, when they post and why they participate, there has so far been little work to explore where participants in educational Twitter contexts are located. In this paper, we establish a methodological foundation that can support the exploration of geographical issues in educational Twitter research. We surveyed 46 participants in one educational Twitter hashtag, #michED, to determine where they lived; we then compared these responses to results from three digital methods for geolocating Twitter users (human coding, machine coding and GPS coding) to explore these methods’ affordances and constraints. Human coding of Twitter profiles allowed us to analyze more participants with higher levels of accuracy but also has disadvantages compared to other digital—and traditional—methods. We discuss the additional insights obtained through geolocating #michED participants as well as considerations for using geolocation and other digital methods in educational research. 相似文献
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K. Bret Staudt Willet 《Journal of Research on Technology in Education》2019,51(3):273-289
AbstractThis study revisits the Carpenter and Krutka survey of how and why educators use Twitter, through exploring one of Twitter’s oldest education hashtags: #Edchat. From October 1, 2017, to June 5, 2018, more than 1.2 million unique #Edchat tweets were collected from approximately 200,000 different tweeters. Machine coding was used to answer “What types of tweets did users contribute to #Edchat?” and human coding to answer “What purposes are observable in these tweets?” The results showed that #Edchat has been used effectively for exploring ideas but underutilized for sharing emotions—with mixed results for capitalizing on the advantages of Twitter’s online environment. Further research is required to explore combating teacher isolation and experiencing a sense of camaraderie. Taking into account these results, practitioners should be clear regarding their goals for Twitter education hashtag use when considering #Edchat, and researchers studying different education hashtags should keep in mind various tweet types, modes, and purposes. (Keywords: Twitter, hashtag, affinity space, social media, teacher) 相似文献
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OBJECTIVE: The aims were to: (1) examine the process that family preservation therapists use when developing and implementing aftercare plans, and (2) examine how family preservation therapists perceive the availability and accessibility of community services that families need after short-term family preservation services. METHOD: Focus groups were conducted with therapists (n = 26) from five agencies that provide family preservation services in a large Midwest city. One agency was the local public child welfare agency, and the other four were nonprofit agencies with state contracts to provide family preservation services. RESULTS: Therapists viewed aftercare services as important and necessary, yet perceived barriers to families' use of aftercare services. Therapists undertook a number of activities to help families access and use services, though some therapists took a less active role than others did in helping families link to services. It was perceived that more follow-up was needed to ensure service use. Participants viewed certain services as especially difficult to access or unavailable, including services for men and adolescents. CONCLUSIONS: More explicit and focused attention to facilitating service use is needed. This can be accomplished by therapists focusing on service use during assessment and treatment planning. Regular follow-ups after short-term family preservation services for the purpose of helping families to productively use services may be needed. However, systemic changes are also needed to ensure that needed services are available and accessible. 相似文献