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61.
Elizabeth E. Gardner Lindsey B. Anderson Andrew D. Wolvin 《Qualitative Research Reports in Communication》2017,18(1):27-35
Written feedback is an important but often overlooked aspect of an instructor’s training and responsibilities, even though it is central to student learning. We analyzed 3,071 written instructor comments on a single assignment from 95 sections to understand how immediacy, credibility, and facework are reflected in written feedback. In taking a heuristic approach to data analysis, we found two overarching themes: fostering goodwill and using context-specific feedback. These overlapping themes demonstrated various strategies of instructor immediacy, credibility, and facework that negotiated the instructor–student relationship in conjunction with course content and policies. Examining these themes allowed us to identify strengths and weaknesses in methods of instructor feedback that would not have been visible using traditional quantitative methods of assessment and have practical implications for the administration of our course. 相似文献
62.
This study predicted that (a) male recipients evaluate aggressive messages as more appropriate than female recipients, and (b) the magnitude of this difference varies as a function of contextual parameters. A total of 249 college-aged students responded to hypothetical scenarios to evaluate the influence of sex of the message recipient, sex of the message source, relationship type, and privacy level of the communication setting on recipients’ evaluations of appropriateness of aggressive communication. Results indicated that male recipients evaluate aggressive messages as more appropriate than female recipients, and this main effect was moderated by sex of the message source, relationship type, and privacy level. The discussion highlights the subjective experience of aggression for male and female recipients. 相似文献
63.
Elizabeth Dorrance Hall John O. Greene Lindsey B. Anderson LaReina Hingson Elizabeth Gill Brenda L. Berkelaar 《Communication Studies》2017,68(5):493-510
“Creative facility” refers to the ease, rapidity, or fluency with which people are able to formulate and produce novel, appropriate messages. Previous research indicates that people differ in this regard and that the phenomenon is linked to various personality and cognitive-style variables. This study aims to investigate whether aspects of family structure (i.e., birth order) and family processes (i.e., family communication patterns) are related to creative facility. Results indicated a significant interaction between birth order and family conversation orientation such that, for first-borns, higher levels of conversation orientation were associated with slower message production. No effects were observed for family conformity orientation. Among the implications of the findings is the need to assess birth order in studies of family communication patterns. 相似文献
64.
Lindsey Harness 《Quarterly Journal of Speech》2013,99(1):117-120
First Lesson in Speech Improvement. By Birmingham &; Krapp, Charles Scribner's Sons, 1922. Expression in Speech and Writing. By Lamborn, E. A., Greening. The Oxford Press. 1922. Pp. 120. Classical rhetoric Quintilian's Institutes of Oratory. Translated by H. E. Butler. Vols. III and IV. Loeb Classical Library. New York, Putnam's, 1922. A Study in Greek Rhetoric. The Stylistic Infuence of the Second Sophistic On the Panegyrical Sermons of St. John Chrysostom. By Thomas E. Ameringer.‐ Catholic University of America, Washington, 1921. 相似文献
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The National Longitudinal Study of Adolescent Health's School Connectedness Scale (SCS) has been widely used in psychological, public health, and education research, but has undergone limited psychometric analysis. This study used the responses of 500,800 junior and senior high school students who completed the biennial California Healthy Kids Survey, which includes the SCS. The results supported the use of the SCS as a unidimensional measure and showed that it has acceptable reliability (α = .82 to .88) and concurrent validity (r = .44 to .55) across 18 sociocultural groups. A series of multiple group analyses confirmed configural, metric, and scalar equivalence across groups. The SCS shows promise as measurement instrument for school psychologists; however, further research is needed to examine its underlying latent school connectedness construct. © 2011 Wiley Periodicals, Inc. 相似文献
68.
Michael S. Vendetti Bryan J. Matlen Lindsey E. Richland Silvia A. Bunge 《Mind, Brain, and Education》2015,9(2):100-106
Applying knowledge from one context to another is a notoriously difficult problem, both for children and adults, but lies at the heart of educational endeavors. Analogical reasoning is a cognitive underpinning of the ability to notice and draw similarities across contexts. Reasoning by analogy is especially challenging for students, who must transfer in the context‐rich and often high‐pressure settings of classrooms. In this brief article, we explore how best to facilitate children's analogical reasoning, with the aim of providing practical suggestions for classroom instruction. We first discuss what is known about the development and neurological underpinnings of analogical reasoning, and then review research directly relevant to supporting analogical reasoning in classroom contexts. We conclude with concrete suggestions for educators that may foster their students' spontaneous analogical reasoning and thereby enhance scholastic achievement. 相似文献
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Dennis Nigbur Rupert Brown Lindsey Cameron Rosa Hossain Anick Landau Dominique Le Touze Adam Rutland Charles Watters 《Int J Intercult Relat》2008,32(6):493-504
Using a sample of white British and British Asian primary-school children (N = 386, aged 5–11 years), we measured acculturation attitudes (own and perceived outgroup), correlated constructs (ingroup and outgroup affect and identification) and relevant outcomes (self-esteem, classroom demeanour) in a structured interview to validate a customised, child-friendly measure of acculturation attitudes based on Berry's framework. Scale items measuring desire for culture maintenance and intergroup contact loaded onto the predicted factors, were internally reliable and showed concurrent validity with affect and identification. The predictive utility of measures was demonstrated in associations between children's acculturation attitudes (or perceived discrepancies with those of the outgroup) and outcomes such as self-esteem and teacher ratings of emotional symptoms. 相似文献