Guest  

 
Search: 
Search By: SubjectAbstractAuthorTitleFull-Text

 

Showing 1 through 5 of 3,049 records.
Pages: Previous - 1 2 3 4 5 6 7 8 9 10 11 12 13 ... 610 - Next  Jump:
2015 - SRCD Biennial Meeting Pages: unavailable || Words: unavailable || 
Info
1. Pan, Jingtong., Donlan, Alice. and Zaff, Jonathan. "The Role of Parent-Child and Teacher-Child Connectedness on Youth Academic Agency, Academic Engagement, and Academic Outcomes" Paper presented at the annual meeting of the SRCD Biennial Meeting, Pennsylvania Convention Center and the Philadelphia Marriott Downtown Hotel, Philadelphia, PA, Mar 19, 2015 <Not Available>. 2019-08-22 <http://citation.allacademic.com/meta/p955123_index.html>
Publication Type: Individual Poster
Review Method: Peer Reviewed
Abstract: Youth must be actively engaged with their academic activities in order to acquire the necessary knowledge and skills for future success (Wang & Eccles, 2013). A large body of research has found that academic engagement is critical to youth academic outcomes (e.g., Fall & Roberts, 2012; Fredricks, Blumenfeld, & Paris, 2004; Li, 2011).

Self-determination theories (Deci & Ryan, 1985), stage-environment fit theory (Eccles, 2004), and the self-systems model of motivation development (Skinner, Furrer, Marchand, & Kindermann, 2008) suggest that students have a fundamental desire to connect to others in social contexts, such as school and family. The extent to which a social context meets an individual’s needs for connectedness may influence his or her academic outcomes (Niehaus, Rudasill, & Rakes, 2012). Specifically, when the individual feels supported and connected, he or she will be more likely to develop a stronger sense of academic agency (Snyder et al., 1997). Furthermore, academic agency (being empowered to accomplish academic tasks) rooted in secure feelings of connectedness promotes intrinsic motivation towards academic activities, which translates into academic engagement (Wang & Eccles, 2013).

Teacher and parent connectedness have both been implicated in academic engagement, although the role of parent connectedness is less understood (e.g., Appleton et al., 2008; Fall & Roberts, 2012). In addition, few studies have investigated the extent to which connectedness predicts academic engagement and outcomes across time (e.g., Murray, 2009; Pietarinen et al., 2014). Finally, much research recognizes that there are different aspects of academic engagement (e.g., cognitive engagement and emotional engagement) but the relationship between them is less investigated (e.g., Fredricks et al., 2004; Reeve & Tseng, 2011; Wang & Eccles, 2013). However, the emerging literature suggests that emotional engagement manifested in the quality of relations with parents and teachers may fuel more active cognitive investment towards academic activities (e.g., Li & Lerner, 2012; Pietarinen et al., 2014).

The current study examines the extent to which youth’s academic agency mediates the link between youth-teacher and youth-parent connectedness and academic engagement, and, subsequently, academic outcomes. Two waves of survey data on teacher-student connectedness (α = .85), parent-student connectedness (α = .78), agency (α = .75), cognitive engagement (α = .85), and emotional engagement (α = .72) were collected from 6th through 8th graders attending three middle schools in a low-income, mid-sized urban community in the Northeastern United States (n = 392, 51.5% female; 77.0% White, 10.7% Black). District-wide standardized test scores were also collected at the end of each school year. From the results of a path analysis (see Figure 1), connectedness at Wave 1 significantly predicts youth academic engagement and academic outcomes at Wave 2 (γs range from .21 to .66, p < .05), and this relation is mediated by youth agency (Sobel test zs range from 2.35 to 6.38, p < .05). We also found evidence that emotional engagement predicted cognitive engagement. Implications for school and family-based practice will be discussed.

2006 - American Society of Criminology (ASC) Words: 52 words || 
Info
2. Southerland, Mittie. "Academic Certification: The Development of Standards and Transition from Academic Peer Review to Academic Certification" Paper presented at the annual meeting of the American Society of Criminology (ASC), <Not Available>. 2019-08-22 <http://citation.allacademic.com/meta/p127078_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The Academy of Criminal Justice Sciences approved Certification Standards and the process for Academic Certification of Criminal Justice programs in May of 2005. This paper traces the history of the movement from the late 1970s to present and contrasts the processes and outcomes of academic peer review with those of certification.

2009 - International Communication Association Pages: 36 pages || Words: 9658 words || 
Info
3. Wharton-Michael, Patty. "Academic vs. Professional Education: Epistmology and Journalism Educator's Academic Work" Paper presented at the annual meeting of the International Communication Association, Marriott, Chicago, IL, May 21, 2009 Online <PDF>. 2019-08-22 <http://citation.allacademic.com/meta/p297024_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study was designed to examine journalism and mass communication educators’ personal epistemology and its influence on their academic work as educators. A case study was conducted that examined nine journalism and mass communication faculty members from varying educational and background experiences. Three separate categories were used to classify the faculty members: academic, industry, and adjunct. The results identified unique epistemologies for the faculty groups. The faculty members in the academic group commonly illustrated epistemological assumptions grounded in contextual relativism, whereas faculty members from the industry and adjunct categories more often demonstrated epistemological assumptions rooted in dualism. The different epistemological assumptions influenced faculty members’ academic work. The implications for journalism and mass communication educations are discussed.

2017 - 4S Annual Meeting Words: 191 words || 
Info
4. Fuller, Steve. "Beyond Academic Rentiership: Why Academic Knowledge is Not Naturally a Public Good But Needs to Be Made One" Paper presented at the annual meeting of the 4S Annual Meeting, Sheraton Boston Hotel, Boston MA, Aug 30, 2017 <Not Available>. 2019-08-22 <http://citation.allacademic.com/meta/p1272686_index.html>
Publication Type: Paper Abstract
Review Method: Peer Reviewed
Abstract: Academics (and others) take for granted that knowledge is a public good, and because academics are normally seen as the primary knowledge producers in society, they are seen as by definition producers of public goods. However, this syllogism leaves a lot to be desired. In particular, it ignores the role of academic rentiership, which is captured in the high entry and access costs associated with the production and distribution of academic knowledge. These are in turn tied to a strongly path dependent epistemic sensibility that privileges (certainly in writing practices) ‘standing on the shoulders of giants’ over finding the shortest route to the top. I shall argue that while academics certainly do produce knowledge, the privileging of ‘research’ over ‘teaching’ in the academy effectively means that we produce knowledge as a club good, not a public good. I shall explore the consequences of this claim, including the prospect that we might need a version of a ‘cultural revolution’ within the academy that actively removes the access costs to knowledge which are largely imposed by a journal-driven culture which rewards relevance to a self-defined ‘cutting edge’ of research over the general public.

2018 - Comparative and International Education Society Conference Words: 419 words || 
Info
5. Larsen, Marianne. "Academic mobility, (im)mobility and forced mobility: Experiences of displaced academics" Paper presented at the annual meeting of the Comparative and International Education Society Conference, Hilton Mexico City Reforma Hotel, Mexico City, Mexico, <Not Available>. 2019-08-22 <http://citation.allacademic.com/meta/p1344484_index.html>
Publication Type: Panel Paper
Abstract: In this paper, I problematize the ‘dark side’ of academic mobility, focusing not only on the ways in which higher education scholars are expected and compelled to be mobile as necessary components of a successful academic career, but also the ways in which academics are forced to move against their will or unable to move across borders (Fahey & Kenway, 2010; Larsen, 2016; SARS, 2016). Civil strife, extreme poverty, humanitarian and environmental disasters, as well as attacks on higher education communities are occurring at a shocking rate globally, threatening the safety and well being of scholars (SARS, 2016). Such phenomena have forced higher education scholars to seek refuge abroad. The focus of this paper is on the manifestations and experiences of displaced higher education scholars (i.e. faculty/professors) who have been forced to migrate from their home countries.
Drawing upon theories associated with the spatial and mobilities turn (Massey, 1994; Urry, 2002, 2007) in social science research, I review the ways that migration (or forced mobility) has infused the lives of higher education scholars, both historically and in contemporary times to demonstrate how academic spatialities and (im)mobilities are entangled with temporalities that are uneven, unequal and unjust (Kohn, 2011; Larsen, 2018; Welch, 2012).
The paper draws upon data from an empirical study involving survey and interview research on academic mobility paying particular attention to the experiences of higher education academics, particular from Global South countries, who have been forced to leave their home countries due economic pressures leading to what some scholars call brain drain (Amazan 2014; Teferra 2008). In addition, in line with the focus of this panel, I examine the experiences of displaced academics whose academic freedom has been restricted through the repression of their research, publication, teaching, and learning are often forced to leave their home countries and become displaced academics (SARS, 2016). For example, civil strife in countries such as Ethiopia, Turkey, and Syria has forced many academics to leave their own countries against their will and become, unwillingly, displaced academics.
The data demonstrates the particular challenges that migrant/displaced academics face. Bringing together this new data with existing data about academic mobility illuminates how the globalized academic profession is governed through mobility, as some academics enact their choice to travel, while others are forced to migrate, and others, simply unable to move across borders. Thus, mobility and immobility are viewed not as distinct processes, but embedded within and paradoxically presuppose each other in complex, uneven and, in many cases, unjust ways.

Pages: Previous - 1 2 3 4 5 6 7 8 9 10 11 12 13 ... 610 - Next  Jump:

©2019 All Academic, Inc.   |   All Academic Privacy Policy