Communicating Campus Sexual Assault: A Mixed Methods Rhetorical Analysis

ABSTRACT

This article reports on a mixed methods rhetorical analysis of a data set of news reports on campus sexual assault. A macro-level qualitative analysis of narratives combined with micro-level quantitative content analysis of verb voice offers insight into how news media shapes perceptions of power, blame, and agency in reporting. These findings offer implications for how public actors discuss campus sexual assault and implications for the teaching and practice of research methods in technical communication.     

Regulating readers' bodies: a discourse analysis of teachers' body talk

In this paper, we report findings from a discourse analysis study of reading instruction in eight primary/elementary school classrooms in the United States. Drawing upon discursive psychology, we specifically examined 96 hours of reading comprehension instruction, with a focus on how teachers talked about the body during the instruction and noted how this gave rise to particular constructions of what it means to be a ‘good’ reader and/or learner. We discuss two patterns from the analysis of our data, including: (1) emphasized versus embedded physical control as essential to being a ‘successful’ reader, and (2), implicit physical control and freedom as essential to literacy learning and to students' identities as readers. We conclude by highlighting implications, with a focus on student identity.     

“It's Wrong to Exclude Girls From Something They Love.” Adolescents’ Attitudes About Sexism in Science,Technology, Engineering,and Math

The current research examined adolescents’ attitudes about sexism in fields related to science, technology, engineering, and math (STEM). The ethnically diverse sample (61% East Asian) was composed of 629 adolescents (M_age = 16.09) who attended a public school in the United States. Participants responded to closed- and open-ended questions about the prevalence and severity of sexism in STEM. We used latent profile analysis to classify participants into latent classes according to their responses. Of note, one latent class included participants who perceived sexism in STEM as a fairly common and very serious problem. Relative to the other classes, participants in this class were more likely to be girls and showed higher STEM value. Qualitative analyses illustrated that the participants in each class reasoned in fundamentally different ways about sexism in STEM.     

The Development of Preschoolers’ Living Kinds Concept: A Longitudinal Study

Given limitations in the integrative scope of past research, basic questions about the organization and development of preschoolers’ living kinds concept remain open to debate. This study was designed to address past limitations through use of a longitudinal design, extensive stimulus set, and alternate indices of understanding. Thirty‐five English‐speaking 3‐year‐olds from middle‐class families in Albuquerque, NM participated in four testing sessions over 1 year. Indices of understanding included statements that preschoolers generated about various living and nonliving objects, biological properties they attributed to the objects, and their characterization of objects as “alive” or not. Results reveal a multifaceted picture of developmental change in preschoolers’ living kinds concept involving both the construction and elaboration of a core biological understanding.     

How acceptable do older adults find the concept of being physically active? A systematic review and meta-synthesis

Despite the significant health benefits of regular physical activity for older adults, only a minority achieve recommended levels. To develop effective interventions, the reasons for the low levels of physical activity in this population must be understood. The present review identifies and synthesizes qualitative studies concerning the acceptability of physical activity to community dwelling older adults. A systematic search of four electronic databases identified 10 studies meeting inclusion criteria. These were appraised, and findings were combined and compared using thematic synthesis. Older adults construed physical activity as a by-product of other activities, rather than as a purposeful activity within itself. This seemed to be linked to their self-perception as an ageing member of society, with physical activity considered irrelevant, and competing roles and responsibilities (e.g., family) taking precedence. Additionally, older adults appeared to experience conflict between maintaining their autonomy and accepting the physical and social vulnerabilities associated with ageing. As older adults do not see physical activity as purposeful within itself, interventions promoting moderate or vigorous physical activity are likely to have limited success. As even small increases in physical activity benefit older adults, future interventions may wish to target the reduction of sedentary behaviour in this population.     

Creative teaching in STEM

If Science, Technology, Engineering and Mathematics (STEM) disciplines in higher education are to retain students, there needs to be a shift towards teaching in more enriching and interesting ways. Creative teaching needs to become more prominent in STEM. This article presents a study that defines creative teaching in the STEM context and investigates attempts to teach creatively as experienced by nine STEM educators in an Australian university. The results highlighted that achieving creative teaching is difficult and that the element of surprise is essential. Despite the struggle required, creative teaching afforded fulfilment for teachers. We examine the characteristics of those interviewed and suggest strategies for fostering creative teaching. The findings extend beyond the STEM discipline.