Search results1 – 3 of 3
Evidence-based practices have been shown to meaningfully improve learner outcomes by bodies of high-quality research studies and should therefore be prioritized for use in…
Evidence-based practices have been shown to meaningfully improve learner outcomes by bodies of high-quality research studies and should therefore be prioritized for use in schools, especially with struggling learners such as students with learning disabilities. Although many resources are available on the internet with information about evidence-based practices, the magnitude and technical nature of the websites are often overwhelming to practitioners and are therefore not frequently used as part of the instructional decision-making process. In this chapter, we aim to provide a “one stop shopping experience” for readers interested in evidence-based practices for students with learning disabilities by reviewing five relevant website. Specifically, for each website we review (a) the procedures used to classify the evidence-based status of practices, (b) the classification scheme used to indicate the level of research support for practices, and (c) the practices reviewed for students with learning disabilities and their evidence-based classification. We conclude with a discussion of issues related to interpreting and applying information on evidence-based practices from these websites.
To understand the phenomena of people revealing regrettable information on the Internet, we examine who people think they’re addressing, and what they say, in the process…
To understand the phenomena of people revealing regrettable information on the Internet, we examine who people think they’re addressing, and what they say, in the process of interacting with those not physically or temporally co-present.
We conduct qualitative analyses of interviews with student bloggers and observations of five years’ worth of their blog posts, drawing on linguists’ concepts of indexical ground and deictics. Based on analyses of how bloggers reference their shared indexical ground and how they use deictics, we expose bloggers’ evolving awareness of their audiences, and the relationship between this awareness and their disclosures.
Over time, writers and their regular audience, or “chorus,” reciprocally reveal personal information. However, since not all audience members reveal themselves in this venue, writers’ disclosures are available to those observers they are not aware of. Thus, their overdisclosure is tied to what we call the “n-adic” organization of online interaction. Specifically, and as can be seen in their linguistic cues, n-adic utterances are directed toward a non-unified audience whose invisibility makes the discloser unable to find out the exact number of participants or the time they enter or exit the interaction.
Attention to linguistic cues, such as deictics, is a compelling way to identify the shifting reference groups of ethnographic subjects interacting with physically or temporally distant others.
We describe the social organization of interaction with undetectable others. n-adic interactions likely also happen in other on- and offline venues in which participants are obscured but can contribute anonymously.