Perceptions of conflict strategies and communication competence in task-oriented Dyads

Individuals in temporary task-oriented dyads or groups must manage conflict competently if they hope to be successful in reaching their goals. Thus far, however, research on the associations between conflict styles and communication competence has focused on acquainted dyads, such as relational partners and coworkers, rather than unacquainted dyads assigned to work on tasks. The present study tests the applicability of the competence model of interpersonal conflict to temporary task-oriented dyads. Dyads (N = 100) who had little or no relational history completed a simulated decision-making task that involved choosing two out of four employees to lay off in response to a company's need to downsize. Results indicate people generally perceived the solution-oriented strategy as appropriate and effective. Although people perceived their partners' use of the controlling strategy to be inappropriate, people rated themselves as more effective when they used the controlling strategy. People evaluated nonconfrontational strategies as particularly incompetent.     

图书馆2．0：新一代的图书馆服务

本文从应用长尾理论来吸纳新读者、将读者作为合作伙伴以及掌握信息技术三个角度对图书馆2.0理论进行了梳理,结合实际案例,理清了图书馆2.0服务的特征,认为图书馆2.0的核心是以读者为中心的变化,它得益于技术却不由技术决定.读者参与度和满意度决定着一项服务是否可以成为图书馆2.0服务.     

Harriet Johnson's classic

Early Childhood Education Journal -     

New approaches to facilitate learning from youth: Exploring the use of Photovoice in identifying local watershed issues

In urbanized areas, incorporating residents’ concerns and priorities into the stormwater management debate has focused on adults rather than youth. This study used Photovoice, a tool that includes photographs taken by youth, to uncover youth concerns and perceptions about their local watersheds. This study consisted of a comparative study of two watersheds. Twenty students produced 468 photographs. Although both groups of students shared common themes regarding stormwater and pollution, these themes differed in level of concerns over local environmental issues, sentiments with particular features in their local watersheds, and concerns about local watersheds. From a methodological perspective, Photovoice provided a way of capturing youth perspectives and to identify important features and issues in their respective local watersheds.     

A Seat at the Table: How the Work of Teaching Impacts Teachers as Policy Agents

Policy reflects and shapes society's beliefs about schools, teachers, children, learning, and society, as well as the power structures embedded in our communities and decision-making processes. Although teachers may be central to the implementation of education policy, they are marginal to the design of policy agendas and text, especially around issues of teaching and learning. Their absence in the policymaking process creates a disconnect between the goals and design of education policy and the actual lived challenges of implementation. In examining the dynamics in this critical disconnect, we address the following research questions: How do institutional norms and routines affect teachers' agency in the policymaking process? Following this research question is our action question: How do we support conditions that support teachers as policy agents? We draw on qualitative data from two sites (West Virginia and Wisconsin) where K–12 teachers partnered with university researchers in a range of capacity-building efforts. Analysis illustrates how teachers interact with certain institutional norms that make it hard to engage in policy design. Based on our findings, we discuss how a teacher–university partnership can better support the conditions that facilitate greater teacher agency in thinking, talking, and acting on policy.     

Collaborative design of assessment criteria to improve undergraduate student engagement and performance

Student engagement is vital in enhancing the student experience and encouraging deeper learning. Involving students in the design of assessment criteria is one way in which to increase student engagement. In 2011, a marking matrix was used at Aston University (UK) for logbook assessment (Group One) in a project-based learning module. The next cohort of students in 2012 (Group Two) were asked to collaboratively redesign the matrix and were given a questionnaire about the exercise. Group Two initially scored a lower average logbook mark than Group One. However, Group Two showed the greatest improvement between assessments, and the quality of, and commitment to, logbooks was noticeably improved. Student input resulted in a more defined, tougher mark scheme. However, this provided an improved feedback system that gave more scope for self-improvement. The majority of students found the exercise incorporated their ideas, enhanced their understanding, and was useful in itself.     

How well do evidence-based universal parenting programs teach parents about psychological maltreatment?: a program review

Objective

Psychological maltreatment (PM) is a widespread form of child maltreatment both in high-risk and maltreating families as well as in the general population of parents, yet there are no intervention programs that target it directly. The current study was designed as the first step in a larger program of research concerning educating parents about PM. In this study we evaluated the content of universal parenting programs to assess whether they include content on PM. Three questions were addressed: (1) Which types, if any, of PM were included in the content of these programs? (2) Which programs, if any, have content about each of the types of PM? (3) What are the implications for the development of PM curricula for parents?

Method

Ten evidence-based, manualized, universal parenting programs identified from SAMHSA or a comparable model program registry were rated on how well their content covered 18 types of psychological maltreatment (PM), as defined by the American Professional Society on the Abuse of Children, APSAC ( [Bingelli et al., 2001] and [0160] ). Each type of PM was coded along several dimensions which resulted in two summary scores: (1) Does the program contain content designed to teach parents what not to do in regards to the 18 psychologically maltreating behaviors and (2) Does the program contain content designed to teach parents what to do instead?

Results

Content related to most PM types were not included in the curricula, especially regarding “what not to do” and not one program was rated as having content related to teaching all 18 types of PM.

Conclusions

Existing parenting programs do not currently cover content for teaching community parents about psychological maltreatment.     

Creating Cultural Competence: An Outreach Immersion Experience in Southern Africa

With disasters on the rise, counselors need to increase their cultural awareness, knowledge, and skills to work with affected communities. This study reports outcomes of a four-week immersion experience in southern Africa with six counselor-trainees. Data sources for this qualitative study were: daily journals and demographic forms. Outcomes suggest that sustained contact with community residents and daily supervision experiences served to improve cultural awareness. Recommendations include pushing through students?? resistance using a non-linear dynamic model of transformation.