Filmed in Front of a Live Studio Audience: Laughter and Aggression in Political Entertainment Programming

Shows blending humor and information are on the rise, and many such shows incorporate live studio audiences. Using two separate experimental studies, we test whether audience laughter on humorous political talk shows affects audience perceptions. We find that the effects of audience laughter depend on context, boosting perceptions of host and program credibility when a host is unknown, while reminding viewers of the comedic intentions and appeal of a known comedic host. If humor allows the hosts of comedic political talk shows more freedom to pointedly question their guests without turning off viewers, it may better engage and inform audiences.     

Beyond the Black–White Binary of U.S. Race Relations: A Next Step in Religious Education

Abstract

Many if not most people in the academy as well as the public sphere tend to regard race and racism in the United States in terms of a default frame of reference (i.e., a paradigm): the black–white binary. Although this frame is constructive as well as compelling, it displays serious liabilities. This article outlines, for religious educators, nine expressions of the black–white paradigm—three variations of the binary, three approaches from black studies/theology, and three models that express efforts to transcend binary thinking. A concluding comparative exercise illustrates how participants may discern, address, and ideally revise the paradigm.     

Bringing Student Responsibility to Life: Avenues to Personalizing High Schools for Student Success

This study examines how school structures and policies shape school culture to ultimately influence student success in one urban high school. We develop a model that explains how caring and personalized connections between students and teachers, coupled with a focus on academic press and support, interact with teacher efficacy to influence student self-efficacy, student attachment to school, and ultimately greater student achievement. We collected data through focus group and individual interviews with students, teachers, and leaders, classroom observations, and school artifacts. Data were analyzed using the constant comparative method allowing for the emergence of important patterns. The data revealed several interrelated structures and processes that support teacher and student efficacy and ultimately instill in students a responsibility for their own learning. This case study highlights the need for administrators to develop buy-in from teachers around a cohesive vision in order for structural reforms to be effective.     

Double Blind: Supervising women as creative practice-led researchers

Abstract

Many women creative practice-led researchers appear inhibited by a number of factors directly connected to their gender. This article discusses these factors, including the culture of visual arts professional practice, the circumstances surrounding women postgraduate students and unproductive self-theories about intelligence and creativity. A number of feminist strategies are discussed as potential interventions that may assist women creative practice-led researchers and their supervisors to reap more personal and professional rewards from their postgraduate research.     

Adult education and the modern nation‐state: reflections on ’Social Commitment and Adult Education‘

This paper, which is situated within a discourse of inclusivity, is concerned with Higher Education's response to the needs of groups, such as working class adults with negative experiences of school, who are currently excluded from higher education throughout Europe. It argues, using illustrations from a case study, that there are a variety of organizational and pedagogical implications that must be addressed if participation is to be widened which relate to both individual ability and attitude and to institutional and situational barriers. It concludes that all universities have conceptions of equity which reflect ideological positions and influence the practice that is seen as acceptable. The dilemma facing those committed to social inclusion is that too much emphasis on the structural can imply that the efforts of individual students are of little consequence in determining success or failure. It is argued that a counter-balancing position is needed in which, whilst acknowledging the contribution of the student, course managers and institutions build structures to challenge the negative effects of inequality.     

Physician opinions about an anatomy core curriculum: A case for medical imaging and vertical integration

Pre‐clinical anatomy curricula must provide medical students with the knowledge needed in a variety of medical and surgical specialties. But do physicians within specialties agree about what anatomical knowledge is most important in their practices? And, what is the common core of anatomical knowledge deemed essential by physicians in different specialties? Answers to these questions would be useful in designing pre‐clinical anatomy courses. The primary aim of this study was to assess the importance of a human gross anatomy course by soliciting the opinions of physicians from a range of specialties. We surveyed 93 physicians to determine the importance of specific anatomical topics in their own practices. Their responses were analyzed to assess variation in intra‐ and inter‐departmental attitudes toward the importance of anatomy. Nearly all of the topics taught in the course were deemed important by the clinicians as a group, but respondents showed little agreement on the rank order of importance of anatomical topics. Overall, only medical imaging received high importance by nearly all respondents, and lower importance was attached to embryology and lymphatic anatomy. Our survey data, however, also suggested distinct hierarchies in the importance assigned to anatomical topics within specialties. Given that physicians view the importance of anatomy differently, we suggest that students revisit anatomy through a vertically integrated curriculum tailored to provide specialty‐specific anatomical training to advanced students based on their areas of clinical interest. Integration of medical imaging into pre‐clinical anatomy courses, already underway in many medical schools, is of high clinical relevance. Anat Sci Educ 7: 251–261. © 2013 American Association of Anatomists.     

Effects of the HELPS Reading Fluency Program when Implemented by Classroom Teachers with Low‐Performing Second‐Grade Students

The Helping Early Literacy with Practice Strategies (HELPS) Program was developed by integrating eight evidence‐based fluency‐building instructional strategies into a systematic program that can be feasibly implemented and accessed for free by all educators. This study examined the effects of HELPS when implemented by teachers with low‐performing second‐grade readers. Findings showed that students receiving HELPS significantly outperformed control group students across five measures of early reading, with effect sizes ranging from medium to large. Previous research indicated positive effects for students receiving HELPS, but this was the first study in which HELPS was implemented by classroom teachers (opposed to research assistants) and solely with low‐performing readers. Implications of these findings and future research directions are discussed.     

Media Portrayals of Romantic Relationship Maintenance: A Content Analysis of Relational Maintenance Behaviors on Prime-Time Television

Maintenance behaviors play an important role in sustaining relational states, especially within committed romantic relationships. Limited research, however, has considered media portrayals of these behaviors. From the framework of social cognitive theory, this content analysis examined relational maintenance behaviors portrayed by committed romantic couples (heterosexual, gay, and lesbian) on prime-time network television. The frequency of maintenance behaviors (positivity, understanding, self-disclosure, assurances, relationships talks, tasks, and networks) varied by type, valence, program genre, and couple type (married/civil union or cohabitating). Results indicated that comedies featured more frequent relationship maintenance behaviors than dramas. In addition, comedies exhibited more frequent negative maintenance behaviors than dramas. Differences also existed between couple regarding the types of maintenance behavior exhibited. No sex differences in maintenance behaviors were observed between male and female characters.