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161.
Robert A. Barraclough Diane M. Christophel James C. McCroskey 《Communication Research Reports》2013,30(2):187-192
This study examined the means of and correlations between perceptions of willingness to communicate, communication apprehension, and communication competence of college students in the United States and Australia. Comparisons indicated a high degree of similarity in the relationships between communication orientations in the two cultures but substantial differences between the cultures in terms of mean scores on willingness to communicate and self‐perceived communication competence. Results of the study suggest similarities between people of two different cultures on one communication orientation do not necessarily indicate similarities on other communication orientations. However, relationships between orientations may have some generalizability across cultures. 相似文献
162.
Joann Keyton Robin Clair Cristin A. Compton Debbie S. Dougherty Diane Forbes Berthoud Jimmie Manning 《Journal of Applied Communication Research》2013,41(6):665-683
Sexual harassment remains a persistent workplace problem. The 2017 #Metoo movement and what-have-come-to-be routine news stories about sexual hostility, sexual assault, and sexual harassment in American organizations have opened wounds and reinvigorated public commentary. Although the Equal Employment Opportunity Commission sets forth guidelines for organizations to follow, questions remain about what counts as sexual harassment, and what is an organization’s responsibility in maintaining a harassment-free workplace for its employees. At the invitation of the editor, seven organizational communication scholars responded to a series of questions addressing seven issues related to sexual harassment. These are: sexual harassment policy and training; the responsibilities of bystanders of sexual harassment; organizational culture that provides more support to the harasser than the harassed; the intersection of race with sexual harassment; same-sex harassment and female-to-male harassment; and what can be learned from public movements (e.g. #Metoo). The co-authors’ responses describe sexually harassing situation with which they are familiar. 相似文献
163.
In an effort to improve student achievement, a group of middle-school teachers at an underperforming school developed a schoolwide literacy plan. As part of the plan, they agreed to model their thinking while reading aloud. Eight teachers were selected for coaching related to think alouds in which they exposed students to comprehension strategies that they used while reading. The achievement of their students was compared with the achievement of students whose teachers participated in the ongoing professional development but who were not coached. Results indicate that the coached teachers changed their instructional practices and that student achievement improved as a result. 相似文献
164.
The rise of the new information technologies, and corresponding proliferation of signs, images, and information, has contributed to a growing sense of alienation and dislocation. For many, the contemporary moment is an unending and disorienting sea of sensory-symbolic excesses. Lost in Translation is a film addressed to these anxieties. Engaging the film as a sensual experience, we argue that Lost in Translation equips viewers to confront the feelings of alienation and dislocation brought on by the sensory-symbolic excesses of (post)modernity by fostering a sense of choric connection. This sense, we demonstrate, is elicited primarily by the film's material (nonsymbolic, aesthetic) dimensions. Drawing on an analysis of the film's aesthetic elements, we conclude by reflecting on the implications for film studies, rhetorical studies, and everyday life. 相似文献
165.
May Ling Halim Diane Ruble Catherine Tamis‐LeMonda Patrick E. Shrout 《Child development》2013,84(4):1269-1284
A key prediction of cognitive theories of gender development concerns developmental trajectories in the relative strength or rigidity of gender typing. To examine these trajectories in early childhood, 229 children (African American, Mexican American, and Dominican American) were followed annually from age 3 to 5 years, and gender‐stereotypical appearance, dress‐up play, toy play, and sex segregation were examined. High gender‐typing was found across ethnic groups, and most behaviors increased in rigidity, especially from age 3 to 4 years. In addressing controversy surrounding the stability and structure of gender‐typing it was found that from year to year, most behaviors showed moderately stable individual differences. Behaviors were uncorrelated within age but showed more concordance in change across time, suggesting that aspects of gender‐typing are multidimensional, but still show coherence. 相似文献
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167.
ABSTRACT This longitudinal study examined what a one-time intervention about aging does to the attitudes of high-school students toward aging. Early findings from the study support previous research that indicates ageist attitudes formed in early childhood become difficult to change as children reach adolescence. This research further supports the need for aging education to begin in early childhood. 相似文献
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169.
Human services educators must address the issue of students’ bias toward older adults to encourage interest and meet the growing need for professionals in the field. The use of literature can challenge students’ preconceptions of older adults while innovative teaching methods can guide their development of more tolerant views and introduce them to a field that they may have previously given little consideration. Based on a model of cultural competence development, teaching strategies, learning objectives, literature, and an evaluation are suggested. 相似文献
170.
Diane D?ChapmanEmail author Colleen Aalsburg?Wiessner Julia?Storberg-Walker Tim?Hatcher 《知识管理研究与实践》2007,5(4):261-270
New Learning (NL) is an innovative process aimed at collaborative learning in professional and scholarly events and is a new way of approaching evaluation at professional conferences. NL is a process integral to a conference that focuses on the learner and how and what they learn, rather than on presenters and presentations. Whereas most professional conferences claim learning as a primary objective, seldom do any structure or evaluate to maximize that objective. The NL process helps to structure and assess organizational learning as a primary outcome in addition to providing avenues for collection of traditional evaluation information. This article explains the NL process, reviews the literature of learning and evaluation, describes what NL is and how it works, and then compares and contrasts it with traditional evaluation methods and theory. It concludes with implications for future applications and research for NL. 相似文献