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Connie K. Humphreys 《Community College Journal of Research & Practice》2013,37(6):436-447
This phenomenological study examined the definitions, values, and experiences of seven community college professors who have tried to promote student character development by sharing some of their power in the classroom. Power sharing is a participative gesture, and participative teachers can encourage students to become more engaged in their own learning processes. This participative style of teaching may develop into a partnership between students and teachers. This requires students to make decisions, be responsible for their learning, and work collaboratively with others. Through the practice and habit of making decisions, students may be able to promote their own character development. To facilitate this development, these faculty members focused on awareness, care, student engagement, group dynamics, academic integrity, a welcoming environment, and a sharing attitude. The essential theme of developing character emerged from my reflections of the data gathered from the face-to-face interviews. Five structural themes included diversity, self-identity, commitment, sacrifice, and becoming. 相似文献
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Connie Bullis 《Communication Studies》2013,64(3):254-271
This paper reports a study that examines naturalistic communication as concertive control. The paper argues that, while the theoretical perspective considers communication in the powerful role of controlling organizational decision making, research efforts have not, for the most part, examined communication practices. Results of an interpretation of communication interaction observed during organizational meetings identify several communicative practices that are interpreted as unobtrusive control practices. First, premises are articulated and reiterated during meetings. Second, leaders simultaneously reinforce and appeal to organizational premises. Third, as premises are articulated and reiterated, leaders' metacommunication suggests that the premises are being drawn from the members. Fourth, members participate in this process through interactive decision‐making rituals. A more complex interpretation is offered to enrich the understanding of concertive control. Specifically, instances of concertive control also operate as bureaucratic control and simple control. Limitations of concertive control are discussed. Results indicate that premises may be negotiated or not accepted. Finally, in one example, the success of concertive control creates a reversal in control roles. 相似文献
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Connie Wun 《Educational Philosophy and Theory》2013,45(5):462-474
During a period in which institutions have been refashioned to meet the demands of a complex social and political economy, the No Child Left Behind Act (NCLB) has helped to alter the public educational system. As scholars and researchers examine the material effects of NCLB, efforts to improve the educational system and its effects must also explore the relationship between policy and racial ideologies including discursive fantasies. This article examines the relationship between NCLB and racial fantasies of Black youth as problematic others in order to help education reform scholarship and advocacy examine the violence of NCLB. 相似文献
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Service to the community, a recent interest in higher education, poses numerous challenges and questions including: How can public colleges and universities fulfill their responsibilities to their surrounding communities? In doing so, how do formal responsibilities of faculty and students change? How do courses and programs change? What are the benchmarks or progress indicators for success? What are the facilitators, constraints, and barriers for this type of orientation? We explore these questions in the ensuing analysis. We begin with indices of need and an accompanying rationale. Then we share the results of a faculty focus group's problem-solving in relation to these kinds of questions. We conclude by 相似文献
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Participation in Conversations about the News 总被引:1,自引:0,他引:1
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