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71.
This case study analyzed Twitter posts from the #JusticeForBradsWife campaign against the Cracker Barrel (CB) restaurant chain. Participants in the counterinstitutional movement employed diverse message strategies of humor and resistance in using social media as a site for discourse. Thematic analysis of the most influential users revealed humor strategies including: connecting to popular culture, political comic relief and using hyperbole. Participants’ resistance strategies included: making calls for action, critiquing CB products and business partners, attacking CB patrons, critiquing CB’s social media management, and offers of support from outside organizations. These strategies reflected collective trolling, where trolling behaviors created a hidden and public hybrid form of collective resistance from nontraditional stakeholders who had contradictory goals. Implications and directions for future research are discussed. 相似文献
72.
Holly Thorpe 《Sport, Education and Society》2013,18(5):666-686
In this paper I call for ‘new forms of thinking and new ways of theorizing’ the complex relations between the biological and social in sport and physical culture. I illustrate the inseparability of our biological and social bodies in sport and physical culture via the case of exercise and female reproductive hormones. Inspired by feminist biologists and philosophers of science such as Lynda Birke and Elizabeth Grosz, I describe my current research project in which I am seeking to create space for female exercisers' (as distinct from female athletes) voices about their embodied experiences of exercise-associated amenorrhea. I offer reflections from my ongoing study and reveal a number of dilemmas that emerge as I consider how we might bring biology—and particularly hormones—back into conversations about women's moving bodies in non-reductionist and non-determinist terms. I conclude by advocating the need for more transdisciplinary approaches to help us move toward more multidimensional understandings of the body in sport and physical culture. 相似文献
73.
The influence of personal attitude on instructor intent to integrate online collaborative activities
Valaitis Karen L. Ellis Holly Hastings Nancy B. Havard Byron 《Education and Information Technologies》2022,27(4):5277-5299
Education and Information Technologies - Collaborative activities are a method used in higher education to develop the higher-order skills that students need to succeed in today’s workforce.... 相似文献
74.
Guy A. Boysen Timothy J. Kelly Holly N. Raesly Robert W. Casner 《Assessment & Evaluation in Higher Education》2014,39(6):641-656
Student evaluations of teaching are ubiquitous and impactful on the careers of college teachers. However, there is limited empirical research documenting the accuracy of people’s efforts in interpreting teaching evaluations. The current research consisted of three studies documenting the effect of small mean differences in teaching evaluations on judgements about teachers. Differences in means small enough to be within the margin of error significantly impacted faculty members’ assignment of merit-based rewards (Study 1), department heads’ evaluation of teaching techniques (Study 2) and faculty members’ evaluation of specific teaching skills (Study 3). The results suggest that faculty and administrators do not apply appropriate statistical principles when evaluating teaching evaluations and instead use a general heuristic that higher evaluations are better. 相似文献
75.
Marcy Reisetter James S. Korcuska Melinda Yexley Deborah Bonds Holly Nikels William McHenry 《Counselor Education & Supervision》2004,44(1):2-16
The lack of enthusiastic research activity among counseling professionals has been a subject of professional concern for the last 2 decades. Many graduates of counselor education programs are not connected to academic research and do not establish a research identity. Qualitative research methods have the potential for creating this connection for some students. To increase understanding of the nature and potential usefulness of this paradigm for increasing counselors' connection to academic research, the authors conducted a phenomenological study to investigate the experiences of counselor education doctoral students as they encountered qualitative research. Students' positive responses were summarized as they reflected 4 themes: worldview congruence, theory and skills congruence, research identity and professional viability, and holistic nature of perceptions and experiences. 相似文献
76.
This study addressed two questions related to the writing of second graders (n=195). The first examined the effects of writing prompts on the compositional fluency of second-grade students. The second
considered whether these effects are different based on spelling achievement and handwriting fluency. Students wrote six narratives
in response to writing prompts presented in different ways (copying, dictation, discussion, discussion-copying, discussion-dictation,
and topic). An analysis of covariance (ANCOVA) with repeated measures showed that priming condition and writing occasion were
significant effects. Interactions were found between priming condition, occasion, and each of the covariates (handwriting
fluency and spelling achievement). Analysis of the sample based on the covariates revealed differential effects for the slowest
and fastest writers and poorest and best spellers. 相似文献
77.
For the multilingual author, switching between two or more languages is not an arbitrary act, nor is it simply an attempt to mimic the speech of his or her community; code‐switching results from a conscious decision to create a desired effect and to promote the validity of the author's heritage language. This article looks at code‐switching in literary texts between Spanish and English, English and Chinese, and English and Jemez, a Native American language. Incorporating native and heritage languages along with English within a literary work, usually through code‐switching, creates a multiple perspective and enhances an author's ability to express his or her subject matter. 相似文献
78.
Holly A. Filcheck Cheryl B. McNeil Laurie A. Greco Rebecca S. Bernard 《Psychology in the schools》2004,41(3):351-361
The Level System is a whole‐classroom approach for managing disruptive behavior that utilizes behavioral management strategies such as a token economy, response cost, stimulating rewards, and strategic attention. Using an ABACC′ treatment comparison design with follow‐up, this study evaluated the effectiveness of the Level System in a preschool classroom compared to (a) strategies already employed by the teacher, and (b) coaching the teacher in the Child‐Directed Interaction (CDI) and Parent‐Directed Interaction (PDI) phases of Parent–Child Interaction Therapy (PCIT). Teacher‐ and parent‐report measures were administered, and behavioral observation data were collected for child and teacher behavior using videotapes. Results suggested that the amount of inappropriate behavior exhibited by children decreased when the Level System was implemented. Additionally, inappropriate behavior decreased further during the CDI and PDI conditions. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 351–361, 2004. 相似文献
79.
Jared A. Danielson Eric M. Mills Pamela J. Vermeer Vanessa A. Preast Karen M. Young Mary M. Christopher Jeanne W. George R. Darren Wood Holly S. Bender 《Educational technology research and development : ETR & D》2007,55(5):499-520
Three related studies replicated and extended previous work (J.A. Danielson et al. (2003), Educational Technology Research and Development, 51(3), 63–81) involving the Diagnostic Pathfinder (dP) (previously Problem List Generator [PLG]), a cognitive tool for learning
diagnostic problem solving. In studies 1 and 2, groups of 126 and 113 veterinary students, respectively, used the dP to complete
case-based homework; groups of 120 and 199, respectively, used an alternative method. Students in the dP groups scored significantly
higher (p = .000 and .003, respectively) on final exams than those in control groups. In the third study, 552 veterinary students responding
to a questionnaire indicated that the dP’s gating and data synthesis activities aided learning. The dP’s feedback and requirement
of completeness appear to aid learning most. 相似文献
80.