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The growth of archival studies programs has prompted archival scholars to establish an international network for supporting collaborative research, curriculum development, and pedagogy. Doctoral education is key to the sustainability of such programs and the continuation of the network over time. We carried out longitudinal research to survey the population of doctoral students attending one or more Archival Education and Research Institutes (AERI), an annual meeting first held in 2009. Building on prior research on graduate archival education, we gathered demographic and qualitative data about doctoral students specializing in archival studies who are based in several countries including the USA. We sought to assess attendee motivations, guide conference planning, and help advance overall AERI objectives. Our study provides a baseline understanding of the disciplinary backgrounds, research directions, and specific professional development activities that doctoral students in archival studies pursued around the globe from 2013 to 2015. This paper argues that doctoral education should continue to be a particular subject of archival research and indicates how archival students’ range of academic interests is diversifying and strengthening the scholarly community. 相似文献
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Critical communication pedagogy and service learning in a mixed-method communication research course
ABSTRACTCourse: Mixed-Method Communication Research MethodsObjective: The purpose of this semester-long activity is to provide students with opportunities to cultivate mixed-method communication research skills through a social justice-informed service-learning format. Completing this course, students will be able to: recognize the unique strengths of quantitative and qualitative research methods; locate, evaluate, and utilize scholarly literature for a literature review; conduct an original research project using quantitative and qualitative research methods to gather and analyze data; and raise self and community awareness about a social issue through collaboration with a community organization. 相似文献
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Expanding opportunities to learn to support inclusive education through drama‐enhanced literacy practices 下载免费PDF全文
Sultan Kilinc Kathleen Farrand Kathryn Chapman Michael Kelley Jenny Millinger Korbi Adams 《British Journal of Special Education》2017,44(4):431-447
This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children, including English language learners and students with disabilities. The EYEPlay PD model is a year‐long programme that integrates drama strategies into literacy practices within real‐classroom contexts. Inclusive education refers to ensuring equal opportunities to access and participation in learning activities for all students. Cultural‐historical activity theory was used to understand and unpack the drama practices. Twelve semi‐structured focus group interviews were conducted with 19 preschool teachers. The data were analysed via constant‐comparative and interpretive methods. The study findings showed that EYEPlay PD practices enhanced inclusive learning settings for diverse groups of students by increasing access and expanding opportunities to learn, and supporting a positive learning environment. 相似文献
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Jennifer A. Scarduzio Shawna Malvini Redden Jennifer Fletcher Karis Wilson 《Qualitative Research Reports in Communication》2019,20(1):42-49
Sexual harassment is an interdisciplinary topic in organizational research that has received increased attention with the rise of the #MeToo movement. The online environment has complicated the experiences of employees who are sexually harassed by a coworker. One particular medium where online sexual harassment occurs is on social networking sites (SNS), such as Facebook. This research report examined how victims of sexual harassment believe organizations should handle online sexual harassment. We qualitatively coded 153 responses to the question, “What else do you think employers could do to handle sexual harassment on Facebook?” Our findings demonstrated a clear tension between whether harassment on Facebook is a private concern of the employee or a public concern of the employer/organization. Some victims advocating keeping work friends off of Facebook, while others suggesting having open door policies, conversations, and/or trainings. The difference in these approaches illuminates how the victims grappled with the public/private tension, and whether the organization should be made aware of their situations or if victims should handle it themselves. Implications of this research suggest that the blurred boundaries between employee face-to-face and online sexual harassment should continue to be explored, including why victims report harassment and to whom they report it. 相似文献
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Julia Wilkins Kathryn Howe Maddie Seiloff Shelly Rowan Elizabeth Lilly 《British Journal of Special Education》2016,43(3):233-249
The portrayal of characters in children's literature can be a very powerful influence on young children. Teachers have a responsibility to expose children to characters of all types, including those with disabilities. The goal of this study was to explore how third and fourth grade students responded to characters with disabilities in children's books. We read a total of 12 books that included characters with disabilities to students in two third‐grade and one fourth‐grade class at three elementary schools. We video‐recorded discussions about the books and identified the following four themes, all of which related to influences on students’ responses to the character with a disability: (a) societal messages, (b) academic responses, (c) teacher influence and (d) portrayal of disability. We recommend that teachers carefully select books featuring characters with disabilities based on the way the disability is portrayed in the book, and, after the read‐aloud, use questioning strategies that encourage students to make thoughtful, deep comments rather than giving ‘expected’ responses. 相似文献
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Danielle Catona Kathryn Greene Kate Magsamen-Conrad Amanda Carpenter 《Journal of Applied Communication Research》2016,44(2):136-155
HIV remains a significant health concern entering the fourth decade of the epidemic [Centers for Disease Control and Prevention. 2014. HIV basics. Retrieved from http://www.cdc.gov/hiv/basics/index.html], and people living with HIV continue to grapple with stigma. This study uses Leary and Schreindorfer's [1998. The stigmatization of HIV and AIDS: Rubbing salt in the wound. In V. J. Derlega &; A. P. Barbee (Eds.), HIV and social interaction (pp. 12–29). Thousand Oaks, CA: Sage] conceptualization of stigma to explore prior stigmatization on reasons for and against future disclosures. We interviewed HIV+ individuals (N?=?59) and used a combination of deductive and inductive coding to analyze participants’ responses. Deductive codes consisted of four stigma characteristics (pose a threat to others’ health and safety, deviate from group standards, create negative emotional reactions in others, and failure to contribute), experiences of feeling stigmatized due to HIV status (yes or no), and the degree to which HIV stigma was a concern (major, minor, or no concern). Inductive coding identified examples of perceived and experienced stigma and stigma concerns on future disclosure decision-making. Practical implications discuss individual, institutional, and societal stigma-reduction interventions and programs. 相似文献
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Whilst the measurement and quantification of vertical leg stiffness (Kvert) asymmetry is of important practical relevance to athletic performance, literature investigating bilateral asymmetry in Kvert is limited. Moreover, how the type of task used to assess Kvert may affect the expression of asymmetry has not been properly determined. Twelve healthy males performed three types of performance tasks on a dual force plate system to determine Kvert asymmetries; the tasks were (a) bilateral hopping, (b) bilateral drop jumping and (c) unilateral drop jumping. Across all the three methods, Kvert was significantly different between compliant and stiff limbs (P < 0.001) with a significant interaction effect between limb and method (P = 0.005). Differences in Kvert between compliant and stiff limbs were ?5.3% (P < 0.001), ?21.8% (P = 0.007) and ?15.1% (P < 0.001) for the bilateral hopping, bilateral drop jumping and unilateral drop jumping methods, respectively. All the three methods were able to detect significant differences between compliant and stiff limbs, and could be used as a diagnostic tool to assess Kvert asymmetry. Drop jumping tasks detected larger Kvert asymmetries than hopping, suggesting that asymmetries may be expressed to a greater extent in acyclic, maximal performance tasks. 相似文献