Jessica Rizk
Dados Biográficos
| ID | 6618331 |
|---|---|
| NOME | Jessica Rizk |
| PRENOMES | Jessica |
| SOBRENOME | Rizk |
| ASSINATURA | RIZK J |
| AFILIAÇÕES | University of Waterloo |
| ORCID | 0000-0002-6148-3750 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2017 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2022 |
| ÍNDICE H | 0 |
Using Robotics to Support the Acquisition of STEM and 21st-Century Competencies
To enhance how educators use robotics to support the development of STEM and 21st century competencies, we report findings from focus groups and interviews with 133 elementary teachers and 46 elementary students, 19 video-recorded classroom observations, and a teacher survey from Ontario, Canada. We find that teachers use robotics in a variety of ways to support the development of cognitive, interpersonal, and intrapersonal skills. Despite the po…
“Everything’s technology now”
Though summer learning loss has been widely documented across both the United States and Canada, there is little knowledge on how parents and teachers view the use of technology in the context of summer vacation, and what the role of digital tools are in potentially alleviating achievement gaps due to summer learning loss. Drawing on 71 parent and 37 teacher interviews from a large-scale Canadian study examining summer learning loss in Ontario th…
Can Digital Technology Bridge the Classroom Engagement Gap? Findings from a Qualitative Study of K-8 Classrooms in 10 Ontario School Boards
This study examined impacts of digital technology on a key component of the socioeconomic gap in education—gaps in student classroom engagement. Whereas print literacy has long been a source of such gaps, newer “digital divide” theories claim classrooms that use digital technology are perpetuating them further. However, these claims are not grounded in close empirical observation and may now already be dated. We aimed to advance understandings of…
Marketing Christian higher education in Canada
The last two decades have witnessed an explosion in the growth and sophistication of post-secondary education (PSE) marketing. Education scholars have taken notice, both decrying such developments and studying its emerging characteristics. However, to date, empirical studies of PSE marketing have focused on mainstream secular organizations. Few researchers have sought to examine how Christian colleges and universities (CCUs) present themselves vi…
The Three Generations of Cultural Capital Research
This article examines evolving uses of Bourdieu’s signature concept of Cultural Capital in American educational research. Bourdieu originally developed the concept in the 1960s and 1970s by mixing French intellectual traditions with ideas from American social science. American researchers have adopted the term over three generations. The first generation understood the concept during the 1970s and early 1980s within broader traditions of mobility…
Following the Flâneur
This paper considers the historic concept of flânerie, the act of “strolling” through urban spaces, as an unconventional approach to gathering qualitative data. In adopting a flânerie identity, the researcher is able to critically analyze urban spaces and the relation of self to those spaces. Through a (re)conceptualization of the 19th century flâneur, we explicate the methodological possibilities and applications of flânerie, in particular, as s…
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Following the Flâneur
This paper considers the historic concept of flânerie, the act of “strolling” through urban spaces, as an unconventional approach to gathering qualitative data. In adopting a flânerie identity, the researcher is able to critically analyze urban spaces and the relation of self to those spaces. Through a (re)conceptualization of the 19th century flâneur, we explicate the methodological possibilities and applications of flânerie, in particular, as s…
The Three Generations of Cultural Capital Research
This article examines evolving uses of Bourdieu’s signature concept of Cultural Capital in American educational research. Bourdieu originally developed the concept in the 1960s and 1970s by mixing French intellectual traditions with ideas from American social science. American researchers have adopted the term over three generations. The first generation understood the concept during the 1970s and early 1980s within broader traditions of mobility…
Marketing Christian higher education in Canada
The last two decades have witnessed an explosion in the growth and sophistication of post-secondary education (PSE) marketing. Education scholars have taken notice, both decrying such developments and studying its emerging characteristics. However, to date, empirical studies of PSE marketing have focused on mainstream secular organizations. Few researchers have sought to examine how Christian colleges and universities (CCUs) present themselves vi…
“Everything’s technology now”
Though summer learning loss has been widely documented across both the United States and Canada, there is little knowledge on how parents and teachers view the use of technology in the context of summer vacation, and what the role of digital tools are in potentially alleviating achievement gaps due to summer learning loss. Drawing on 71 parent and 37 teacher interviews from a large-scale Canadian study examining summer learning loss in Ontario th…
Can Digital Technology Bridge the Classroom Engagement Gap? Findings from a Qualitative Study of K-8 Classrooms in 10 Ontario School Boards
This study examined impacts of digital technology on a key component of the socioeconomic gap in education—gaps in student classroom engagement. Whereas print literacy has long been a source of such gaps, newer “digital divide” theories claim classrooms that use digital technology are perpetuating them further. However, these claims are not grounded in close empirical observation and may now already be dated. We aimed to advance understandings of…
Using Robotics to Support the Acquisition of STEM and 21st-Century Competencies
To enhance how educators use robotics to support the development of STEM and 21st century competencies, we report findings from focus groups and interviews with 133 elementary teachers and 46 elementary students, 19 video-recorded classroom observations, and a teacher survey from Ontario, Canada. We find that teachers use robotics in a variety of ways to support the development of cognitive, interpersonal, and intrapersonal skills. Despite the po…
Sociology (4 obras) · Computer Science (3 obras) · Mathematics education (3 obras) · Pedagogy (3 obras) · Political science (3 obras) · Psychology (3 obras) · Social science (3 obras) · Child Development and Digital Technology (2 obras) · Impact of Technology on Adolescents (2 obras) · Literacy (2 obras)