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31.
Elizabeth E. Gardner Lindsey B. Anderson Andrew D. Wolvin 《Qualitative Research Reports in Communication》2017,18(1):27-35
Written feedback is an important but often overlooked aspect of an instructor’s training and responsibilities, even though it is central to student learning. We analyzed 3,071 written instructor comments on a single assignment from 95 sections to understand how immediacy, credibility, and facework are reflected in written feedback. In taking a heuristic approach to data analysis, we found two overarching themes: fostering goodwill and using context-specific feedback. These overlapping themes demonstrated various strategies of instructor immediacy, credibility, and facework that negotiated the instructor–student relationship in conjunction with course content and policies. Examining these themes allowed us to identify strengths and weaknesses in methods of instructor feedback that would not have been visible using traditional quantitative methods of assessment and have practical implications for the administration of our course. 相似文献
32.
This study predicted that (a) male recipients evaluate aggressive messages as more appropriate than female recipients, and (b) the magnitude of this difference varies as a function of contextual parameters. A total of 249 college-aged students responded to hypothetical scenarios to evaluate the influence of sex of the message recipient, sex of the message source, relationship type, and privacy level of the communication setting on recipients’ evaluations of appropriateness of aggressive communication. Results indicated that male recipients evaluate aggressive messages as more appropriate than female recipients, and this main effect was moderated by sex of the message source, relationship type, and privacy level. The discussion highlights the subjective experience of aggression for male and female recipients. 相似文献
33.
Elizabeth Dorrance Hall John O. Greene Lindsey B. Anderson LaReina Hingson Elizabeth Gill Brenda L. Berkelaar 《Communication Studies》2017,68(5):493-510
“Creative facility” refers to the ease, rapidity, or fluency with which people are able to formulate and produce novel, appropriate messages. Previous research indicates that people differ in this regard and that the phenomenon is linked to various personality and cognitive-style variables. This study aims to investigate whether aspects of family structure (i.e., birth order) and family processes (i.e., family communication patterns) are related to creative facility. Results indicated a significant interaction between birth order and family conversation orientation such that, for first-borns, higher levels of conversation orientation were associated with slower message production. No effects were observed for family conformity orientation. Among the implications of the findings is the need to assess birth order in studies of family communication patterns. 相似文献
34.
Michèle Foster Leah Halliday Jonathan Baize James Chisholm 《Multicultural Perspectives》2020,22(2):68-78
Michèle was hurrying to class. How, she thought, could she offer the students in her African American English in Society and Schools class a method of understanding, comparing, and abstracting the studies they had been reading in class? The heuristic described in this study evolved from a desire to capture aspects of several seminal studies that illustrated how African American English was deployed in classrooms for productive work with African American students. Michèle recalled that whenever she asked graduate students or practicing teachers what they, other teachers, and schools might do to improve the schooling of students of color, one of the most consistent responses was Culturally Responsive Pedagogy (CRP). However, when pressed and asked what one would detect in classrooms where CRP is being put into practice, few were able to specify what an observer might see. Specifying the dimensions of CRP and its relationship to the heuristic had not been on Michèle’s mind. Even so, it was during the class discussion that the heuristic’s relevance to CRP became clearer. Jonathan, who had been tapped as a teaching assistant in an English language arts methods class, believed HiTCRiT could be modified to use with teacher education candidates, as a substitute for the standardized lesson planning tool used in the department. He piloted its use with the class the following semester. Utilizing HiTCRiT to explain research and existing practices as well as to assist teachers in creating culturally relevant instruction modified and shaped it, creating a more robust tool. Thus, the HiTCRiT came into being and came to inform our thinking and teaching practice. 相似文献
35.
Lindsey Harness 《Quarterly Journal of Speech》2013,99(1):117-120
First Lesson in Speech Improvement. By Birmingham &; Krapp, Charles Scribner's Sons, 1922. Expression in Speech and Writing. By Lamborn, E. A., Greening. The Oxford Press. 1922. Pp. 120. Classical rhetoric Quintilian's Institutes of Oratory. Translated by H. E. Butler. Vols. III and IV. Loeb Classical Library. New York, Putnam's, 1922. A Study in Greek Rhetoric. The Stylistic Infuence of the Second Sophistic On the Panegyrical Sermons of St. John Chrysostom. By Thomas E. Ameringer.‐ Catholic University of America, Washington, 1921. 相似文献
36.
The National Longitudinal Study of Adolescent Health's School Connectedness Scale (SCS) has been widely used in psychological, public health, and education research, but has undergone limited psychometric analysis. This study used the responses of 500,800 junior and senior high school students who completed the biennial California Healthy Kids Survey, which includes the SCS. The results supported the use of the SCS as a unidimensional measure and showed that it has acceptable reliability (α = .82 to .88) and concurrent validity (r = .44 to .55) across 18 sociocultural groups. A series of multiple group analyses confirmed configural, metric, and scalar equivalence across groups. The SCS shows promise as measurement instrument for school psychologists; however, further research is needed to examine its underlying latent school connectedness construct. © 2011 Wiley Periodicals, Inc. 相似文献
37.
38.
Michael S. Vendetti Bryan J. Matlen Lindsey E. Richland Silvia A. Bunge 《Mind, Brain, and Education》2015,9(2):100-106
Applying knowledge from one context to another is a notoriously difficult problem, both for children and adults, but lies at the heart of educational endeavors. Analogical reasoning is a cognitive underpinning of the ability to notice and draw similarities across contexts. Reasoning by analogy is especially challenging for students, who must transfer in the context‐rich and often high‐pressure settings of classrooms. In this brief article, we explore how best to facilitate children's analogical reasoning, with the aim of providing practical suggestions for classroom instruction. We first discuss what is known about the development and neurological underpinnings of analogical reasoning, and then review research directly relevant to supporting analogical reasoning in classroom contexts. We conclude with concrete suggestions for educators that may foster their students' spontaneous analogical reasoning and thereby enhance scholastic achievement. 相似文献
39.
Dennis Nigbur Rupert Brown Lindsey Cameron Rosa Hossain Anick Landau Dominique Le Touze Adam Rutland Charles Watters 《Int J Intercult Relat》2008,32(6):493-504
Using a sample of white British and British Asian primary-school children (N = 386, aged 5–11 years), we measured acculturation attitudes (own and perceived outgroup), correlated constructs (ingroup and outgroup affect and identification) and relevant outcomes (self-esteem, classroom demeanour) in a structured interview to validate a customised, child-friendly measure of acculturation attitudes based on Berry's framework. Scale items measuring desire for culture maintenance and intergroup contact loaded onto the predicted factors, were internally reliable and showed concurrent validity with affect and identification. The predictive utility of measures was demonstrated in associations between children's acculturation attitudes (or perceived discrepancies with those of the outgroup) and outcomes such as self-esteem and teacher ratings of emotional symptoms. 相似文献
40.
Aaron P. G. Joshi R. M. Ayotollah Mahboobeh Ellsberry Annie Henderson Janet Lindsey Kim 《Reading and writing》1999,11(2):89-127
Word recognition skill is the foundation of the reading process. Word recognition could be accomplished by two major strategies: phonological decoding and sight-word reading, the latter being a marker for proficient reading. There is, however, a controversy regarding the relationship between decoding and sight-word reading, whether the two are independent or the latter is built on the foundations of the former. A related controversy about instructional strategy could be whether to use whole-word method to improve word recognition skills, or to first build decoding skills and then introduce sight words. Five goals were set up to address these issues: (a) developing a criterion that can be used easily by classroom teachers to assess sight-word reading ability, (b) examining this relationship between decoding and sight-word reading, (c) identifying the mechanism that can explain the relationship, (d) examining factors that facilitate sight-word reading, and (e) discussing potential instructional implications of these findings. In order to accomplish these goals, naming time and word-naming accuracy of three groups of subjects (elementary school children, children identified as having reading disability, and college students) were studied by using a variety of verbal materials. The over-all conclusions are that the difference in naming time of letters and words can be used as a metric for assessing sight-word reading skill. Sight-word reading appears to be intimately related to decoding. Sight-word reading is accomplished by parallel processing of constituent letters of words and is influenced also by the semantic nature of words. It is conjectured that sight-word reading instruction is likely to be successful if decoding skills are firmly established first. 相似文献