Placement and frequency of powerless talk and impression formation

Study One examined the influence of initial use of hesitations and hedges on evaluations of witnesses and their persuasiveness in a budget hearing context. Results indicate that the negative attributions generated by the use of powerless language cannot be overcome by subsequent use of powerful talk. Study Two examined the relationship between the frequency of powerless language use and impression formation. For award/character and dynamism a perceptual threshold appeared to operate. The results of both studies suggest that auditors are very sensitive to the influence of powerless talk in formal settings.     

The handbook of communication science: A review

HANDBOOK OF COMMUNICATION SCIENCE. Edited by Charles R. Berger and Steven H. Chaffee. Newbury Park, Beverly Hills, London, and New Delhi: Sage Publications, 1987; pp. 946. $59.95.     

The Realities of Translating Research into Classroom Practice

This paper synthesizes key findings to facilitate the translation of research into classroom practice and provides guidelines for how effective instructional practices might be implemented, supported, and sustained in schools. Excerpts from a case study are presented to show how research‐based instructional approach translates into classroom practices in a local school district that tailors the approach to the realities of the local situation. In this paper, we review what the research suggests are the functions that allow a person in a leadership role to facilitate the translation of research into classroom practice. We describe how these functions were used to translate research into classroom practice in 2 school districts that are part of the Elementary and Middle School Technical Assistance Center (EMSTAC) project, a national research‐to‐practice effort. Examples of how these principles were put into practice and why different technical assistance approaches were used to implement research‐based practices in a primary and middle school setting are discussed. We conclude with reflections on the intricate nature of effecting change at the local level, and the progress that can be made within those intricacies.     

A Theoretical Model for Preparing Incarcerated Youth for Careers in an Increasingly Technological World: Computational Logic as a Vehicle for Improving Human Decision-making Skills

Most youth in juvenile delinquent systems end up incarcerated due in part to poor decision-making skills. This study describes a theoretical framework undergirding the relationships across delinquency, learning climate, decision-making, and computational logic. This framework will inform a team of educators, criminologists, and psychologists, and their peers in computer science and mathematics, instructional software design, and content experts as they build and test an innovative instructional model for youth in secure care settings. The goal of the system is to improve human decision-making skills, while preparing youth for further education potentially leading to careers in STEM fields.     

The role of the English learner facilitator in developing teacher capacity for the instruction of English learners

As a field, we have a limited understanding and a dearth of empirical research concerning the role of high school instructional coaches focused on English learners (ELs). This paper examines one EL facilitator’s work as an instructional coach and resource for supporting mainstream content teachers as they learn to meet the needs of adolescent ELs in one high school. This analysis is grounded within an examination of the influence of school structure and organization on the EL facilitator’s work and her role as a resource. Drawing on sociocultural learning theory, as well as literature on teacher leadership and instructional coaching, case study data from a year-long qualitative research project are analyzed. Implications for research, policy, and practice are discussed.