Stoycheff (2016). Under Surveillance: Examining Facebook’s Spiral of Silence Effects in the Wake of NSA Internet Monitoring.

“… those holding the dominant opinion eagerly volunteered their ideas [page break] … but the ‘nothing to hide’ group seemed to experience some degree of dissonance when their views were in the minority, as they were inclined to ‘hide’ them.” (p 307-308)

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Kinasevych (2016). Time To Learn: Doing Away With Deadlines In Post-Secondary Education.

The assessment of learning was merged with time limits, “a compromise for the sake of administrative efficiency” (Wesman, 1949, p. 51). Deadline performance became a proxy for actual learning, thereby diminishing learner autonomy, motivation, and creativity (Deci & Ryan, 2012).

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Hulleman & Barron (2015). Motivation Interventions in Education: Bridging Theory, Research, and Practice.

“… growth mindset (i.e., belief that intelligence increases over time by engaging in challenging learning activities) … By helping students understand that being challenged can facilitate their learning, an intervention that targets growth mindsets enhances confidence in the ability to learn and achieve performance outcomes.” (p 12)

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Hulleman & Barron (2014). Motivation Interventions in Education: Bridging Theory, Research, and Practice.

“… growth mindset (i.e., belief that intelligence increases over time by engaging in challenging learning activities) … By helping students understand that being challenged can facilitate their learning, an intervention that targets growth mindsets enhances confidence in the ability to learn and achieve performance outcomes.” (p 12)

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Truchon (2007). Challenging Stereotypes about First Nations Children and Youth.

“… when asked to document what they like and dislike in their community, the participants mainly chose to photograph and comment on positive aspects of their lives. The relational nature of the annotated photographs and the editorial choices of the participants highlights the responsibility of both mass media and academic literature to balance their reporting with young people’s input.” (p 254)

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Csikszentmihalyi (2014). The Concept of Flow.

“The conditions of flow include: Perceived challenges, or opportunities for action, that stretch (neither over-matching nor underutilizing) existing skills; a sense that one is engaging challenges at a level appropriate to one’s capacities; Clear proximal goals and immediate feedback about the progress that is being made.” (p 240)

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Oztok (2014). The Hidden Curriculum of Online Learning.

“… online learning environments can reproduce inequitable learning conditions when the context requires certain individuals to assimilate mainstream beliefs and values at the expense of their own identities. Since identifications have certain social and political consequences by enabling or constraining individuals’ access to educational resources, individuals may try to be identified in line with culturally-hegemonic perspectives in order to gain or secure their access to educational resources or to legitimize their learning experiences.” (p ii-iii)

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