Golden Handcuffs in the Fortune 1000? An Employee-Organization Relationship Survey of Public Relations Executives and Practitioners in the Largest Companies

This study delivered an employee-organization relationship survey to public relations executives and practitioners in Fortune 1000 companies. Almost two-thirds (64.3%) were the top-ranking public relations executives in their organizations, and most (79.2%) were paid $100,000 or more. Respondents had significantly higher scores on a majority (66.7%) of relationship outcome measures than did Millennials who worked for public relations agencies. The researcher found a statistically significant difference between salary categories at or above $100,000 and those below $100,000 on the combined dependent variables of trust, control mutuality, commitment, and satisfaction using a one-way between-groups multivariate analysis of variance: F(1, 50) = 4.586, p = .003; Wilks’ Lambda = .71; partial η² = .29. Results may be explained by age and workplace variables and/or the higher compensation and benefits embodied in the concept of the Golden Handcuffs. Results also suggest that relationship-type scales are not reliable.     

«Repetência» by Portuguese school children in relation to their self-perception and self-evaluation

Primary school pupils in Portugal who have had to repeat two years of schooling were compared with a control group of normally progressing pupils. Harter’s scales were used to measure components of self-concept and of self-worth. There was no evidence that repeating years was associated with differences in mean scores other than those for perception of personal scholastic competence. However, correlations between components of the self-concept and global self-worth in four sub-samples of pupils differing in gender and repetência yielded patterns that could be used to suggest a more complex interpretation.     

Blending Synchronous Face-to-face and Computer-Supported Cooperative Learning in a Hybrid Doctoral Seminar

Online education is often assumed to be synonymous with asynchronous instruction, existing apart from or supplementary to face-to-face instruction in traditional bricks-and-mortar classrooms. However, expanding access to computer- mediated communication technologies now make new models possible, including distance learners synchronous online attendance of face-to-face courses. Going beyond traditional uses of videoconferencing (e.g., real-time remote viewing with limited student interaction), this article describes the use of freely available technologies to support synchronous cooperative learning activities involving both face-to-face and hybrid doctoral students. Specifically, we describe the rationale behind pedagogical choices and specify how various technologies were re-purposed to create a virtual classroom space in which all possible combinations of face-to-face and hybrid students worked together in multiple small-groups across single class sessions. Implications for course development, the implementation of cooperative learning activities in online settings, and the use of both synchronous and asynchronous methods of online instruction are discussed.     

Cognitive apprehension in visual pattern generalization problems / Aprehensión cognitiva en problemas de generalización de patrones visuales

Abstract

The objective of this study was to identify cognitive apprehensions used by fifth- and sixth-grade students (10–12-year-olds) when answering far generalization questions in two problems of visual pattern generalization. A total of 81 students solved two linear generalizing problems, presented in two different configurations, in a succession of figures (square tables or trapezoid tables). The results showed that students used different types of cognitive apprehensions to solve problems and that these apprehensions sometimes changed according to the configuration of the sequence of figures. This finding indicates that configurations could determine apprehensions used by students, which in some cases led to the emergence of algebraic thinking. In addition, difficulties in modifying apprehension and a lack of coordination between spatial and numerical structures could explain some students’ difficulties in far generalization.     

A Stitch in Time: Skills for the New Literacy

This article examines the relationship between moving image study and English, with particular reference to understandings of the practice of editing. Starting from the premise that English teachers support the study of moving images in their subject, the article interrogates the kind of knowledge and understanding, and the range of skills which are implicated by editing. It ends by calling for a recasting of English in tune with the changes ‐ and convergences ‐ that new digital technologies are already heralding.