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131.
J. Parker Ladwig Thurston D. Miller 《Library Collections, Acquisitions, and Technical Services》2013,37(3-4):77-84
How many monographs acquired in a particular year circulate in that year? What percentage have their first circulation each successive year? Does the pattern differ for different broad subject areas, i.e., humanities, the sciences, and the social sciences? This article tests the assumption that the first-circulation pattern differs by subject. We conclude that the pattern does not differ. The finding is important for decisions about off-site storage, assessing collection development, maintaining departmental libraries, etc. Regardless of subject, if a book has not circulated at least once within a few years after acquisition, it is unlikely to find its reader. 相似文献
132.
Carolyn Kitch 《Critical Studies in Media Communication》2013,30(2):115-131
Initially promising to replicate the story of the 2002 rescue at the Quecreek mine in Pennsylvania, news coverage of the January 2006 coal mine accident in Sago, WV, went terribly wrong when journalists incorrectly reported the miners’ “miracle” survival. Analysis of 761 newspaper, newsmagazine, and broadcast news reports illustrates how journalists corrected a mishandled story, and offers a glimpse into their broader role in constructing politically affirming national mythology. The final story of Sago was one of a rural community with class pride, distinct gender roles, and other “traditional” values presumed lost—a nostalgic parable of blue-collar patriotic sacrifice. 相似文献
133.
Matthew M. Martin Carolyn M. Anderson Grant C. Cos 《Communication Research Reports》2013,30(2):195-202
This study investigated the relationship between people's communication tendencies for sending and receiving verbally aggressive messages with their opinions and feelings about a verbally aggressive television show. Participants (N=216) completed measures of verbal aggressiveness and psychological hurt before viewing a 7‐minute clip from the television show Daddy Dearest. Participants then completed measures for show affinity, character affinity, and show realism. The results showed that people who were verbally aggressive, tended to watch more television weekly, and did not report being hurt by receiving verbally aggressive messages, expressed more affinity for the character and the show and perceived the show to be similar to real life. People who reported greater psychological hurt from receiving verbally aggressive messages and tended to watch more television weekly also reported that the show was similar to real life. 相似文献
134.
Beth Le Poire Ashley Duggan Carolyn Shepard Judee Burgoon 《Communication Research Reports》2013,30(3):195-206
Previous research suggests that individual nonverbal cues and cue complexes communicate multiple relational messages simultaneously. This work examines the contention that nonverbal percepts may predict relational message interpretations in romantic relationships. Results provide support for the hypothesis that nonverbal cues indicative of greater involvement, pleasantness, and expressiveness connote messages of intimacy. Specifically, the current study reveals that perceptions of intimacy and composure are associated with greater vocalic involvement. Interpretations are provided in line with the social meanings model. 相似文献
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137.
Gemma Parker 《Curriculum Journal》2013,24(3):452-467
This is an era of significant government involvement in schools in England, despite consistent rhetoric from the Department of Education to the contrary. In such a period, signs can be detected of the juncture between a postmodern identity and post-professional status, two models of teacher professionalism supposed in Hargreaves’ work on the fourth age of professionalism. This paper focuses on the former as the nature of the contemporary context. Defining features of postmodernity are considered through a focus on the broad issue of teacher professionalism. For this paper, this is embodied by teachers’ involvement with the development of the Primary National Curriculum for England. Evidence will be drawn from just before its 1988 introduction until 2013 in order to critique several of the key tenets of postmodernity as identified by Hargreaves. This is of particular importance in a context where a strong defence is necessary to enable the sustainment, and growth, of teachers’ professional autonomy. This paper aims to propose some strategies teachers could enact in the face of postmodern challenges. 相似文献
138.
Carolyn Mckinney 《Educational Action Research》2013,21(3):375-392
This article discusses practitioner research that focused on student resistance to teaching about the apartheid past and issues of ‘race’ in a first year English studies course at a predominantly Afrikaans and ‘white’ university in South Africa. The study aimed to explore the way in which students and the teacher engaged with a form of critical pedagogy moment–by–moment in the classroom. In this article, I turn the analytical spotlight onto myself, analysing the way in which my own multiple and sometimes contradictory identity positions as an educator play themselves out. In particular, I explore the tensions between my preferred ‘democratic’ teaching style, and my moral or ethical views. I argue that this tension creates a dilemma for teaching within critical pedagogy, which is not easily resolved. I also reflect on the experience of researching my own teaching practice, and attempt to understand how my research insights were developed, linking this to the distinction between reflective practice and action research. 相似文献
139.
Stephen Parker 《History of education》2013,42(6):865-869
140.
Our study concerns the conceptual mathematical knowledge that emerges during the resolution of tasks on the equivalence of polynomial and rational algebraic expressions, by using CAS and paper-and-pencil techniques. The theoretical framework we adopt is the Anthropological Theory of Didactics (Chevallard 19:221–266, 1999), in combination with semiotic aspects from the instrumental approach to tool use. The analysis we present is based on interviews carried out with a 10th grade student who participated in our research. Our findings highlight the mathematical knowledge (technological discourse) constructed in the process of confronting, differentiating, and articulating the several mathematical techniques and theoretical ideas (pertaining to the numeric perspective and the syntactic perspective on algebraic equivalence) related to the designed equivalence tasks. 相似文献