Differential Participation During Science Conversations: The Interaction of Focal Artifacts,Social Configurations,and Physical Arrangements

Recent conceptualizations of knowing and learning focus on the degree of participation in the practices of communities. Discursive practices are the most important and characteristic practices in many communities. This study was designed to investigate how the content and form of classroom discourse was influenced by different combinations of artifacts (e.g., overhead transparencies, physical models), social configurations, and physical arrangements. Over a 4-month period, we collected data (video-taped activities, interviews, ethnographic observations, artifacts, and photographs) in a Grade 6-7 science class studying a unit on simple machines. Four different activity structures differed in terms of the social configuration (whole class, small group) and the origin of the central, activity-organizing artifact (teacher designed, student designed). This study describes how different artifacts, social configurations, and physical arrangements led to different interactional spaces, participant roles, and levels of participation in classroom conversations and, concomitantly, to different discursive forms and content. The artifacts had important functions in maintaining and sequencing conversations. Depending on the situation and the role of participants, artifacts served as resources for students' sense making. Each of the different activity structures supported different dimensions of participating in conversations and, for this reason, we conclude that science educators teaching large classes should employ a mixture of these activity structures. Overall, students developed considerable competencies in discursive and materials practices related to simple machines.     

COLLEGE CHOICE INFLUENCES: URBAN HIGH SCHOOL STUDENTS RESPOND

There is an increasing need to know and understand the patterns of minority high school students' choices regarding postsecondary education. The literature contains very limited information on current high school students. The information from the study discussed in this article will help guide community colleges' recruitment of traditional college-age students. An immediate outcome of participation for students in this study was heightened awareness concerning postsecondary education. Schools participating in the study included 5 magnet schools housed in one complex and 15 traditional highschools located in a major urban metropolitan area in the southwest. Study results indicated that higher education was not a tradition in students' families but was strongly encouraged. Financial aid was an important consideration for many students. A small percentage reported planning on attending a 2-year institution. Several reported planning to attend both a 2-year institution and a 4-year institution. A smaller percentage did not respond to the question, possibly indicating that they were unsure of what they planned to do after high school.     

Women's path into science and engineering majors: a structural equation model

The intent of this study was to investigate the adequacy of Weidman's (1985 Weidman, J. C. 1985. “Undergraduate socialization: A conceptual approach”. In Higher education: Handbook of theory and research, Edited by: Smart, J. C. Vol. V, 298–322. New York: Agathon Press.  [Google Scholar], 1989 Weidman, J. C. 1989. “The world of higher education: A socialization-theoretical perspective”. In The social world of adolescents: International perspectives, Edited by: Hurrelmann, K. and Engel, U. 87–105. New York: W. de Gruyter.  [Google Scholar]) theoretical undergraduate socialization model as an empirical-based causal model pertaining to women's career path choice into a science or engineering (SE) major via structural equation modeling. Data were obtained from the Beginning Postsecondary Students Longitudinal Study (1996–2001) from the U.S. Department of Education. Results indicate that Weidman's model was somewhat supported. Results from the evaluation of the causal model suggest that women's path into an SE major was influenced by both collegiate and non-collegiate factors, with 1st-year college grades and high school math grades being the dominant indirect influences.     

Context and Sources in Broadcast Television Coverage of the 2004 Democratic Primary

This study examined context variables (reporter speculation, multiple viewpoints, and story emphasis) and source variables (anonymous sources and source transparency) in broadcast television coverage of the 2004 Democratic presidential primaries. Primary coverage was compared with coverage of other major stories. Primary coverage was no more focused on conflict than were other major stories. Primary coverage was, however, more focused on winners and losers, and primary reporting was more likely to include reporter speculation. Primary stories were just as likely to include anonymous sources as were other major stories, but primary stories also were more likely than other major stories to fully identify sources.     

Introducing Information Literacy 2.0

In the age of Google, academic library services are changing out of necessity. Students and faculty have many more sources of information beyond the library's offerings and reference desk statistics are plummeting. To remain relevant, academic library services must adapt and librarians must apply their skills in new ways. In this column, the author will explore current issues in academic library services.     

Communication History

PRINTERS AND PRESS FREEDOM: THE IDEOLOGY OF EARLY AMERICAN JOURNALISM by Jeffery A. Smith (New York: Oxford, 1987—$24.95: ISBN 0-19-505144-0)

COMMUNICATIONS AND HISTORY: THEORIES OF MEDIA, KNOWLEDGE, AND CIVILIZATION by Paul Heyer (Westport, CT: Greenwood Press, 1988—$37.95: ISBN 0-313-26157-1)

WHEN OLD TECHNOLOGIES WERE NEW: THINKING AB0UT COMMUNICATIONS IN THE LATE NINETEENTH CENTURY by Carolyn Marvin (New York: Oxford University Press, 1988 $34.50: ISBN 0-19-50*4468-1)     

Reflections on the past,directions for the future: A template for the study and instruction of interpersonal communication

The purpose of this investigation was to validate a template for the instruction of interpersonal communication. Two dimensions emerged that characterize the study of communication: a theory—application dimension and a communication—relationships dimension. These anchors serve as the foundation for the Interpersonal Communication Template. Juxtaposing these two dimensions yields a four‐quadrant template featuring: theory—communication; theory—relationships; application—communication; application—relationships. Journal articles were categorized within the four quadrants. Five hundred and seventy two articles were reviewed, resulting in the identification of 998 interpersonal communication theories, constructs, and contexts. The theories, constructs, and contexts were then collapsed into 120 interpersonal communication topics. To derive the interpersonal communication topics, the co‐coders utilized the constant comparative method (i.e., analytic induction) (Glaser & Strauss, 1967). The organization of the 120 topics within the communication—relationships and theory—application dimensions provides an illustration of the field utilizing the Interpersonal Communication Template as an organizing mechanism. Implications of the template for research and instruction of interpersonal communication are discussed.     

Attitudes,style, and socialization: Predictors of commitment and satisfaction in workgroups

Employees reported attitudes about working in workgroups, their communicator style (relaxed, friendly, and attentiveness), and perceptions of socialization in groups at work. They also reported their commitment to the organization, job satisfaction, and satisfaction with the workplace (ORGSAT). Positive relationships were found between ORGSAT and attitudes, relaxed and friendly styles, and socialization. Multiple Regression analysis demonstrated that socialization best predicted ORGSAT and mediated the relationship between attitudes and friendly style with ORGSAT. Discussion includes the implications for research and the applied value of the findings.     

Effect of timing of communicator identification and level of source credibility on attitude

This study investigated whether roommates who were similar in their communication traits would express more satisfaction with and affinity for their roommates. Specifically, the communication traits of willingness to communicate, interpersonal communication competence, and verbal aggressiveness were considered. Participants (college students and their roommates) completed measures of their own communication traits and their feelings about their roommates. Results showed that roommates who were prosocially similar (when both roommates were high in willingness to communicate, when both roommates were high in interpersonal communication competence, and when both roommates were low in verbal aggressiveness) reported the highest roommate satisfaction and liking.     

Communication motives of assertive and responsive communicators

Communicators, in one of four groups based on their assertive and responsive behaviors, were investigated for differences in their interpersonal motives for communicating. Competent communicators (high assertive, high responsive) communicated from needs for affection, pleasure, and inclusion more than noncompetent (low assertive, low responsive), submissive (low assertive, high responsive) and aggressive (high assertive, low responsive) individuals. Aggressive types communicated more from control needs, while noncompetent communicators communicated from escape needs. Implications for future research are discussed.