Research Findings: It is widely acknowledged that consistent, high-quality teacher–student interactions promote optimal developmental outcomes for children. Previous research on the quality of teacher–student interactions provides empirical support for this premise. Little research has been conducted on the consistency of teacher–student interactions. This study examines whether consistency in teachers' emotional support is related to better academic and social outcomes for children. Multiple observations were conducted in 694 prekindergarten classrooms. Mean levels of emotional support and consistency of emotional support were used as predictors in multilevel models. Results indicated that when mean levels of emotional support were controlled, within-day consistency of emotional support predicted several academic outcomes in prekindergarten as well as social competence in kindergarten. Practice or Policy: Results indicate that teachers' consistency of emotional support is a salient aspect of children's classroom environment. Findings suggest that consistency should be considered when evaluating teachers' emotionally supportive interactions. 相似文献
ABSTRACTThis study examined how work–family conflict (WFC) is associated with mechanisms of relational turbulence, conflict tactics, and marital satisfaction. Six hundred and thirty-three married workers completed an online survey. Family interference with work and spouses’ work interfering with one’s family predicted greater relational uncertainty and interference from partners, whereas one’s own work interfering with family did not predict these mechanisms of turbulence. All three sources of relational uncertainty, and interference from partners, predicted increased avoidance and distributive tactic use. Facilitation from partners predicted increased use of integrative tactics. Finally, relational uncertainty, interference from partners, and distributive conflict tactics partially mediated the associations of WFC with marital satisfaction. 相似文献
This paper focuses on the effect that diversity has on the performance and satisfaction of student groups in a computer simulation project. Using structural equation modeling, we find evidence to support the contention of previous research that diversity negatively affects group satisfaction. This finding was strongest for undergraduate groups. While the relationship between diversity and performance is inconclusive, groups that are dominated by one person tend to have below average performance. 相似文献
This article seeks to bring together the study of death, digital media, emotion and religion, using a Christian organization as a case study. The Swedish national church (Svenska kyrkan) has a large but declining membership and uses digital media extensively. We will analyze two of its attempts to respond to grief through media: a hybrid digital-physical technology installation in Swedish cemeteries and a series of posts about death and sadness on Facebook. In both projects, the Church presents emotion as a universal shared experience that unites all humanity, using this discourse to bring together its religious and non-religious audiences. 相似文献
Current theoretical conceptualizations of compassion say little about communicating compassion to people whose suffering is wrapped in a cloak of anger, threat, resistance, and fear. This article attends directly to this issue by examining the conversational particulars of compassion communicated by school bookkeeper Antoinette Tuff to would-be school shooter Michael Hill. The case serves as the basis for advancing propositions about communicating compassion to unwilling recipients and suggests the importance of careful conversational timing, face-enhancement strategies, convergence/mirroring techniques, co-creating hope, physical presence, and vulnerable self-disclosure. The case extends current conceptualizations of compassion and provides a vivid picture for enacting compassion when sufferers are angry, threatening, or resisting help. 相似文献
This response to Lee and Hannafin’s A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it (OLSit) (Lee and Hannafin, Educational Technology Research and Development 64:707–734, 2016) discusses its helpful design guidelines from a practitioner’s perspective. OLSit provides a blueprint for chance-taking with student-centered learning. Here, I apply this blueprint to a flexible assignment colleagues and I designed to promote intrinsic motivation and engagement, called Pink Time (PT), which asks students to “skip class, do whatever you want, and grade yourself.” Together, OLSit and PT are well suited for this moment of disruption and pivot to remote learning. Students’ stereotypes about what is “valid” in the classroom may be important limitations. But iterative and effective communication can shape students’ perceptions and scaffold their efforts. In the future, scholars and practitioners should consider how grades undermine online SCL strategies like OLSit and PT.
University teachers provided first year Arts students with hundreds of cinematic images online to analyse as a key part of their predominantly face-to-face undergraduate course. This qualitative study investigates the extent to which the groups engaged in learning involving their analysis of the images and how this was related to their perception of the ICT-mediated environment. Interviews and questionnaires completed by students revealed that the extent of engaged learning was related to the quality of the approach to groupwork reported by the students, the quality of their approach to the analysis of the images and their perceptions of key aspects of the online environment which provided the images. The findings have implications for the design and approach to teaching best suited for students involved in groupwork and the use of ICT resources provided to promote engaged experiences of learning. 相似文献