6 research outputs found

    Indicators of New Hampshire youth well-being

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    According to a new study, New Hampshire youth, ages 13 to 24, are more likely to complete school, be employed, and have lower obesity rates than their peers nationwide but fare worse in measures of alcohol and substance abuse. This brief, a co-publication with the Children\u27s Alliance of New Hampshire, provides an overview of youth well-being in New Hampshire calculated from and state data and compares Granite State youth with peers across the country

    Language Learning Activity Paradigm

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    In this study, I investigate the application of active learning approaches, with the help of call and mall frameworks. These interactive learning solutions emphasize learner-created content, with the goal of improving the vocabulary development of grade 7 students. It is assumed that the use of computer and mobile technologies can increase the capacity for learning vocabulary. With a concept prototype, that demonstrates the translation of a textually based Language Arts lesson plan into a visual paradigm for active learning, I create a more porous and malleable language learning model for the Google Generation. My hypothesis is that this prototype will benefit the learning of Language Arts for 7th grade students. Such an instrument could ultimately provide students with the opportunity to engage in knowledge creation and sharing across formal and informal learning environments. The methodology used for this thesis essay begins with defining a problem by utilising both academic and qualitative studies. This is followed by the collecting of evidence from alternative learning approaches, which are defined by their various strengths and deficiencies through product analysis, case studies and theoretical grounds. The essay concludes with a proposed design and concept prototype testing, which I have called The Language Learning Activity Paradigm (llap)

    Enactments of change: becoming textually active at youthline NZ

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    The phones at Youthline (NZ) hardly ring anymore. Young people still have problems, and are still helped, but it happens silently. This thesis addresses how counselling changes when mediated by technology, specifically text messaging. With emphasis on ‘moral purposing’, what it is to do good in contemporary counselling is explored

    (Im)Mobilizing Community College Youths' Digital Culture: Theorizing the Implications of Everyday Digital Practices, Perceptions, and Differences among Frederick Community College Youths

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    This study complicates American youths' digital culture by analyzing the digital practices, perceptions, and experiences of students, ages 18 to 24, attending Frederick Community College in Frederick, Maryland, through an interdisciplinary lens that infuses intersectional theory with Bourdieu's triad of habitus, field, and capital. Mixed methods research combining data from the FCC Digital Practices Survey and focus group interviews indicated that community college youths engaged in a spectrum of practices to socialize and communicate, engage in entertainment and creative practices, and manage everyday life, information, school, and work. Community college youths actively participated in digital culture through social networking, listening to music, watching television, playing videogames, and engaging with other technology. Not only did they feel pressured to adapt digitally, they also intentionally disengaged from technology, managed their lives using digital tools, resolved communication conflicts, monitored their online identities and privacy, developed various forms of digital expertise, and observed the impacts of adults' struggles with technology at home and in the classroom. Data patterns, including differences between males and females, and among youths with different racial and ethnic identities, revealed contradictions among their everyday digital practices, their confidence with performing these practices, and their perceptions of practices' importance in college and in their future everyday lives and work. This study theorizes the impacts of these contradictions, proposing that as youths encounter shifts in the symbolic value of digital practices between their everyday digital culture and the field of education, they experience what Clarke et al. (2009) termed "digital dissonance," conflicts between their everyday digital practices and their digital engagement in education. Impacts of digital dissonance, which range from resolution and circumnavigation, to digital stagnation and immobilization, affect the uneven positions youths take up within the field of community college education and potentially result in the unintended reproduction of social inequity. To disrupt the reproduction of inequity, this study considers the material consequences of digital immobilization for community college youths and advocates for intentional reform and research that mobilizes their digital practices

    Ethics in Higher Education : Values-driven Leaders for the Future

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    The values and virtues practised in universities heavily influence the leaders of the future, but outside the limelight of excelling education institutions there is a concerning violation of good practises and rise in unethical behaviour. This book offers diverse insights from 19 different authors, writing from eight countries in five continents, providing explanations and recommendations for the ethical crisis present around the world which can be mitigated by suitable education in ethics, particularly in higher education institutions

    Open educational practice: Caveat Emptor

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    The case for open educational resources and massive open online courses is clearest and strongest when seen within the broader conversation around open educational practice. This comprises open access to educational opportunity, and alternative modes of learning as well as engagement with open scholarship. While the case for access to educational opportunity and approaches to various modes of open learning are now widely recognized and accepted, the case for engagement with open scholarship is not entirely clear and convincing. This chapter explores the major confounds around the case for open scholarship to separate the hype from the facts, and shed light on ethical and moral issues surrounding engagement with open educational practices. Implications of these practices for the roles, responsibilities and commitments of universities as well as other educational institutions in society, and the framing of a values driven and future-proofed curriculum for them are outlined and discussed
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