Welcoming Our Robot Overlords: Initial Expectations About Interaction With a Robot

This study examined the relationships between faculty workplace bullying with graduate students’ burnout and organizational citizenship behaviors. Graduate students (N = 272) completed a self-report questionnaire measuring the degree to which faculty bully them at work (i.e., through belittlement, punishment, managerial misconduct, exclusion) along with reports of their student burnout (i.e., exhaustion, cynicism, professional efficacy) and use of organizational citizenship behaviors (i.e., helping, civic virtue, sportsmanship). Results of canonical correlations revealed that faculty bullying was related positively to graduate student burnout and was related inversely to organizational citizenship behaviors.     

Work Spouses: Defining and Understanding a “New” Relationship

Despite a spate of media attention in recent years and implications for both work and family relationships, communication scholars have yet to study work-spouse relationships. Since popular press sources have often focused on the nature of and propriety of such relationships, the purpose of this study was to empirically examine how work spouses characterized their relationships. We analyzed 269 participants’ open-ended responses to a survey, which yielded five categories: (a) characteristics of a work spouse, (b) conditions for the work-spouse relationship, (c) characteristics of the work-spouse relationship, (d) functions of work spouses, and (e) ways of managing the work-spouse relationship. From this analysis, we construct a definition of the relationship and chart a course of future research for communication scholars.     

The relationship between student pre‐performance concerns and evaluation apprehension

The purpose of this study was to examine the relationship between student pre‐performance concerns, student evaluation apprehension, and receiving a grade for a speech. It was hypothesized that in the public speaking course, (a) a positive relationship would exist between student pre‐performance concerns and student evaluation and (b) students who believed their speech was being evaluated for a grade would report a greater amount of pre‐performance concerns than students who believed their speech was not being evaluated for a grade. Both hypotheses were supported. Results are discussed in light of what instructors might do in the classroom to reduce students' pre‐performance concerns.     

Technical Quality Criteria for Evaluating District Assessment Portfolios Used in the Nebraska STARS

Nebraska districts use different strategies for measuring student performance on the state's content standards. District assessments differ in type and technical quality. Six quality criteria were endorsed by the state. These criteria cover content and curricular validity, fairness, and appropriateness of score interpretations. District assessment portfolios document how well assessments meet these criteria. Districts receive ratings on how well their assessments meet each of the quality criteria and are given a rating from Unacceptable to Exemplary. This article presents these technical quality criteria and explains how they are (a) individually rated and (b) combined for the district's overall quality rating.     

First Principles of Attitudinal Change: a Review of Principles,Methods and Strategies

Knowing how to effectively design attitudinal change instruction for various learning settings is essential for instructional designers. However, the research on instructional design for attitudinal change instruction has been relatively dispersed and lacks cohesion, despite its increasing importance. The purposes of this paper are to 1) reignite the scholarly conversation on designing attitudinal change instruction, and 2) provide directions for future research. Using Merrill’s first principles of instruction as a guide and framework, we review the existing research to identify and discuss the principles for designing attitudinal change instruction.     

Integrating Technology in Physical Education Teacher Education: A Socialization Perspective

ABSTRACT

Physical education teacher education (PETE) programs are encouraged to develop teachers capable of delivering technology integrated learning experiences. Technological pedagogical content knowledge provides a framework for integrating technology into teacher education programs. Occupational socialization theory describes an educator’s recruitment, training, and socialization in the teaching profession. The purpose of this article is to propose a conceptual framework for helping preservice physical educators develop technological pedagogical content knowledge that is grounded in occupational socialization theory. We specifically recommend a four-phase approach to help preservice teachers (a) build their knowledge and learn to value technology in physical education, (b) observe and explore through instructor modeling and integration, (c) experiment and collaborate with mentoring and scaffolding, and (d) discover through innovation and utilization. These suggestions acknowledge the sociopolitical aspects of learning to teach with technology and implications are discussed along with the need to help preservice teachers transfer technology integration into their professional careers.     

The Phenomena of Collaborative Practice: the Impact of Interprofessional Education

A qualitative phenomenological inquiry was utilized in this exploratory study to investigate the impact of interprofessional education on the development of collaborative practice for five participants training to be professional clinical mental health counselors and eight students training to be speech language pathologists. Global implications for counselor training, interprofessional education, collaborative practice, and future research are provided.     

Teaching about complex systems is no simple matter: building effective professional development for computer-supported complex systems instruction

The recent next generation science standards in the United States have emphasized learning about complex systems as a core feature of science learning. Over the past 15 years, a number of educational tools and theories have been investigated to help students learn about complex systems; but surprisingly, little research has been devoted to identifying the supports that teachers need to teach about complex systems in the classroom. In this paper, we aim to address this gap in the literature. We describe a 2-year professional development study in which we gathered data on teachers’ abilities and perceptions regarding the delivery of computer-supported complex systems curricula. We present results across the 2 years of the project and demonstrate the need for particular instructional supports to improve implementation efforts, including providing differentiated opportunities to build expertise and addressing teacher beliefs about whether computational-model construction belongs in the science classroom. Results from students’ classroom experiences and learning over the 2 years are offered to further illustrate the impact of these instructional supports.     

Understanding nature‐related behaviors among children through a theory of reasoned action approach

The Theory of Reasoned Action has proven to be a valuable tool for predicting and understanding behavior and, as such, provides a potentially important basis for environmental education program design. This study used a Theory of Reasoned Action approach to examine a unique type of behavior (nature‐related activities) and a unique population (early adolescents). Participants (n = 164, ages 9–14) reported their attitudes, subjective norms, age, gender, behavioral intentions, and behaviors in a written questionnaire. Results showed mild success in accounting for children's nature‐related behaviors and intentions (R ²=.05 to .33). In general, the ability to predict intentions was greater than the ability to explain actual behaviors. Findings suggest that environmental educators should focus on attitudes when the goal is to achieve behavior change. Future research should compare a Theory of Reasoned Action approach with several alternative frameworks for explaining children's nature‐related behaviors, and investigate the relationship between behaviors and behavioral intentions to see why a discrepancy exists in the ability to account for each construct. To more fully influence behavior in environmental education programs, educators may need to address other factors besides attitudes and subjective norms.