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71.
Daphne Blunt Bugental Jay Blue Victoria Cortez Karen Fleck Alina Rodriguez 《Child development》1992,63(4):774-786
Children between the ages of 5 and 10 years watched a videotape of a child having a routine medical exam. Embedded within the scenes were systematic variations of depicted facial affect shown by doctor and child. Measures were taken of autonomic reactions and information-processing errors in response to positive, neutral, and negative affective cues. For 5-6-year-olds, processing errors were greatest in the negative affect condition. Additionally, peak increases in heart rate (HR) and skin conductance level (SCL) were demonstrated by 5-6-year-olds in response to negative affect shown by the witnessed child; increases in HR were in turn predictive of processing errors. Older children (9-10 years) showed trends reflecting reduced processing errors in response to witnessed negative affect. It was suggested that younger children respond to salient threat cues with a "defensive" response pattern that is relatively adaptive at younger but not older ages. 相似文献
72.
Because of the premium now placed on a formal education as well as the changing demographics of American society, school failure is now more costly than ever. Given that academic difficulties experienced by children are traceable to problems in underachievement that begin during the first years of early schooling, a thorough understanding of the transition-to-school process is needed. We suggest two principal assumptions in examining this transition-to-kindergarten period. First, multiple risk factors associated with certain child, family, and child care characteristics are expected to predict early school experience, both in and out of the classroom, and, thereby, social and academic success and failure in the early school years. Secondly, it is expected that day-to-day experiences in the classroom and on the playground will exacerbate or mitigate risk, resulting in some children performing better than would otherwise be expected and others functioning worse than anticipated. Thus, a critically important problem involves the identification of child, family, child care, and schooling factors and processes which account for risk being realized or not realized with regard to subsequent academic and school performance. 相似文献
73.
Multi-site universities face the challenge of integrating campuses that may have different profiles and orientations arising from place-specific attachments. Multi-campus universities created via mergers seeking to ensure long-term financial sustainability, and increasing their attractiveness to students, create a tension in campuses’ purposes. We explore how mergers in Wales created ‘inadvertent’ multi-campus universities whilst attempting to increase their overall competitiveness. We highlight three tensions that mergers created for contributing to local places, firstly a tendency for internal concentration, investing for growth in metropolitan not peripheral campuses; secondly, to looking beyond traditional local campuses and creating external campuses (in this case in London); and thirdly, to specialise campuses on the basis of attracting external students not local needs. This creates a substantial challenge for managing multi-campus universities if they are to continue to be able to support the prosperity of more remote regions in an increasingly knowledge-based economy. 相似文献
74.
Nina Schünemann Nadine Spörer Vanessa A. Völlinger Joachim C. Brunstein 《Instructional Science》2017,45(4):395-415
The goal of this research was to highlight the role social regulatory processes play in making students’ teamwork in reciprocal teaching (RT) groups (a classroom activity in which students take the teacher’s role in small group reading sessions) effective. In addition to teamwork quality, we expected peer feedback to be a key factor in enhancing students’ reading comprehension achievements. Because previous research (Schünemann et al. in Contemp Educ Psychol 38:289–305, 2013) has shown that procedures of self-regulated learning (SRL) augment the effects of RT methods, we further assumed that such procedures would promote the quality of students’ collaborative efforts. In a cluster-randomized trial, students in 12 fifth-grade classes practiced a strategic approach to reading either in a RT condition or in a RT + SRL condition. In one of the 14 sessions, students’ interactive behavior was videotaped. Strategy use and reading comprehension were assessed at pretest, posttest, and maintenance. Performance differences between conditions were reliable only at maintenance. A multilevel mediation analysis showed that relative to RT students, RT + SRL students were better able to provide their teammates with informative feedback and organize their group work in a task-focused manner. Only feedback quality mediated the sustainability of treatment effects on strategy use and reading comprehension. In essence, this research suggests that effective reading comprehension trainings should integrate explicit instruction and practice in reading strategies, SRL, and focus on supportive peer processes in small groups with extensive instruction and practice in peer feedback. 相似文献
75.
Erie Andrew Jay Sidney J. Starkman Wojciech Pawlina Nirusha Lachman 《Anatomical sciences education》2013,6(6):385-392
Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student‐as‐teacher (SAT) programs that provide near‐peer teaching opportunities to senior medical students. Near‐peer teaching is widely regarded as an effective teaching modality; however, whether near‐peer teaching experiences in medical school prepare students for the teaching demands of residency is less understood. We explored whether the anatomy‐based SAT program through the Human Structure didactic block at Mayo Medical School addressed the core teaching competencies of a medical educator and prepared its participants for further teaching roles in their medical careers. A web‐based survey was sent to all teaching assistants in the anatomy‐based SAT program over the past five years (2007–2011). Survey questions were constructed based on previously published competencies in seven teaching domains – course development, course organization, teaching execution, student coaching, student assessment, teacher evaluation, and scholarship. Results of the survey indicate that participants in the anatomy‐based SAT program achieved core competencies of a medical educator and felt prepared for the teaching demands of residency. Anat Sci Educ 6: 385–392. © 2013 American Association of Anatomists. 相似文献
76.
William L. Rivers Theodore Peterson Jay W. Jensen Ronald T. Farrar John D. Stevens Bernard Rosenberg 《Communication Booknotes Quarterly》2013,44(10):7-8
William L. Rivers, Theodore Peterson and Jay W. Jensen's The Mass Media and Modern Society (Rinehart Press, $8.95) Ronald T. Farrar and John D. Stevens' (eds.) Mass Media and the National Experience (Harper & Row, price not known (paper back)) Bernard Rosenberg and David Manning White's Mass Culture Revisited (Van Nostrand, both hardback and paperback at same time–price not yet known) Wilbur Schramm (ed.) Process and Effects of Mass Communications (University of Illinois Press, details unknown) The Steranko History of Comics (Supergraphics Publications, 501 Spruce St., Reading, Pa. 19602, $3.00 paperback) 相似文献
77.
In this article we extend recent work on exposure to campaign advertisements, comparing the effects of television ads, radio ads, and campaign-related e-mails using an unusual panel data set that provides information on multiple media sources. Our findings, which control for the endogeneity problem that has plagued much work in political communications, confirm that media exposure does affect citizen attitudes. We also find additional evidence that the medium matters, with exposure to television ads tending to undermine system-supporting attitudes, whereas exposure to radio ads has an overall positive effect; contrary to expectations, the “new medium” of campaign e-mails had no discernible effect. 相似文献
78.
Jay D. Hmielowski 《Mass Communication and Society》2013,16(3):454-477
The majority of political communication research either studies a single media outlet in isolation of other outlets or focuses on the competing effects of multiple outlets. This study uses 2004 National Annenberg Election Survey data to go beyond these typical approaches to show the moderation-based complementary effects of two-sided messages (e.g., network TV news) relative to one-sided oriented outlets (e.g., FOX News) on attitudinal ambivalence. In addition, this study places ambivalence within a larger communicative process and shows that ambivalence mediates the relationship between consumption of political media and when citizens decide who to support during elections. 相似文献
79.
Corey Jay Liberman 《Communication Research Reports》2013,30(4):359-365
Those who study social networks encounter an all-too-often conundrum in academia: the richness of data sets coupled with methodological complications. This article highlights three of the most salient issues facing social network scholars and potential ways of overcoming them. By discussing the quantitative measurement of the network in question, the specific variables under examination, and the overall goal(s) of the research project, readers will understand both the costs and rewards associated with an area of communication, psychology, and sociology scholarship that has existed and thrived for more than a half century. 相似文献
80.
ABSTRACT How do educators capitalize on students’ comfort with ubiquitous communications in order to develop information literacy skills required in the 21st century? A curriculum materials librarian and a professor in the School of Education present an approach that uses library instruction, online research scaffolds, and peer evaluation within a class wiki to enhance student research practices and academic achievement. The explosion of information sources and access to networked technologies has provided the opportunity to “ratchet up” the expectations for student research in higher education. The Association of College & Research Libraries's information literacy standards for higher education provide a framework for setting these expectations. The authors describe features of an introductory education course that seeks to enhance honors freshman students’ knowledge of library research resources, efficient research skills, and scholarly writing, as described in these standards. 相似文献