#MeToo,sexual harassment: an article,a forum,and a dream for the future

#MeToo has breathed new life into the women’s movement and especially into understanding and rectifying sexual harassment, abuse and assault. It has galvanized activists around the globe. And it has placed thousands of stories of the harassed in full view of the public. Sexual harassment, abuse and assault may occur within the organizational context or beyond; but sexual harassment, in particular has been legally labeled an organizational phenomenon. With this in mind, Robin Clair frames the early part of this article around the most recent organizational communication theories (see the appendix for an overview of these theories). Following the essay is a forum, in which invited scholars address questions related to the #MeToo movement.     

Integration and Physical Education: A Review of Research

The Common Core State Standards Initiative has placed an increased focus on mathematics and English language arts. A relationship between physical activity and academic achievement is evident, but research on integration of academic subjects with physical education is still unclear. This literature review examined databases for the years 2004–2013, focusing on physical education or physical activity and core academic subjects for school-aged youth. 23 studies were found that focused on integration and physical education that met the inclusion criteria. These were from 16 different publication outlets, ranging in research methods, country, and population. This review provides information on the status of integration and physical education. Since classroom teachers are increasingly being encouraged to incorporate core subjects with physical activity into their classes, it would be appropriate for physical educators to understand the desired outcomes of integration of core subjects before attempting its implementation.     

Transforming the College through Technology: A Change of Culture

In this article we address the implementation of sustainable technological change among the faculty, staff, and students in the College of Education and Human Services at a mid-western urban institution. We examine cultural factors common to institutions of higher education and then describe particular planning and implementation processes employed at one institution to move faculty and staff from a state of minimal technology use to one of substantial technological competence over a period of years. The process turns out to be robust and stable despite growth over time. We conclude with recommendations for other educational institutions facing similar needs for cultural change in the use of technology. James A. McLoughlin has been Dean of the College of Education and Human Services at Cleveland State University since 1995 and Interim Provost from 2000 to 2001; he received his Ph.D. in Special Education from the University of Arizona. Lih-Ching Chen Wang is a Fulbright Scholar. She is currently an Associate Professor of Education in the Department of Curriculum and Foundations at Cleveland State University. Her work focuses on the integration of technology into teacher education. She holds a Ph.D. in Instructional Technology from Kent State University. William A. Beasley is a Professor of Education who specializes in Educational Technology and runs the Center for Teaching Excellence at Cleveland State University. He holds an Ed. D. in Gifted Education from the University of Georgia.     

Remaining connected in the face of cyberbullying: Why social connectedness is important for mental health

It is well documented that cyberbullying can lead to adverse mental health outcomes. Separate research shows that higher levels of social connectedness may result in more positive mental health outcomes, however, the relationship between social connectedness and mental health in the face of cyberbullying is not yet fully understood. An online survey of 229 adolescents (aged 12–17 years) was conducted, and we examined experiences of cyberbullying, levels of social connectedness, depression, anxiety, and stress. Structural equation modeling suggested that social connectedness may act as a protective buffer against the negative mental health outcomes associated with cybervictimization. This paper highlights the fact that social connectedness plays an important role for young people, the more frequently they are victimized. The implications of these findings are far reaching and suggest that understanding the role of social connectedness may be crucial to interventions that seek to mitigate the effects of cyberbullying.     

Maximising the language and learning link in computer learning environments

In studies on the implementation and educational uses of computers there are reports of changes in students' behaviour as a result of working with computers (Rowe, 1993; Crook, 1994). Social, collaborative and dialogic exchanges have been observed as students engage in tasks around computers. This research provides evidence that the computer is a social facilitator in the sense that it provides opportunities for collaboration, group work and interaction which fosters cognitive change (Wild, 1995).
This article recognises the social role of the computer, and supports the view that computers can be used to facilitate learning through language. There is growing awareness that if we are to realise the full potential of computers in education, consideration must be given to their role as catalysts in the learning process, rather than technological tools (Hawkridge, 1990). Computer assisted learning has progressed through many phases, and through investigation of underlying theoretical frameworks it is possible to recognise the change of focus from individual accounts of learning to social perspectives.
Theoretical frameworks which emphasise the social dimensions of learning (Vygotsky, 1978) legitimise the link between computers, language use and learning and indicate that computers must be integrated into the social life of classrooms if their pedagogical benefits are to be realised.     

Understanding how schools fail children

From time immemorial the efforts of educators to produce effective solutions to the problems plaguing instruction have been frustrated. This frustration emanates from the erroneous assumptions supporting their beliefs about schooling, learning and the essence of the questions seeking solutions. Early research efforts only compounded the problem by providing practitioners with the right answers to the wrong questions about effective schooling and learning. Gradually, the past errors of pedagogic empiricism are being corrected. We now realize that most learners, not merely the intellectual elite, can learn when instruction is properly sequenced and paced; that it is more important to examine what teachers do than to look at what they are; that schools have covert as well as overt curricula; and that many institutions besides schools teach important learnings. When scholastic and extra-scholastic instructional goals ar synchronous and harmonious, learning is optimal. When they are not, the resulting dissonance is destructive to the best efforts of schools to teach. The gap between what is known about effective instruction and current educational practices is cavernous. Proposed procedures for transforming theory into practice have largely been ignored. The transformation begins by enticing bright students into teacher preparation programmes which have been revitalized to make emerging knowledge about schooling and learning the focal point of instruction. To complete the instructional improvement cycle, schools must interface learners with carefully monitored delivery systems guaranteed to produce the desired learnings.     

Being First Means Being Credible? Examining the Impact of Message Source on Organizational Reputation

Research in organizational communication and public relations suggest that in times of crises, messages generated by the organization are most likely to positively influence stakeholder perceptions, whereas those generated by the press may have negative ramifications. Although this advice seems logical, to date there is little research that investigates this claim empirically and directly. Two experiments were conducted to explore the separate and combined impact of print and televised messages concerning an organization in the midst of a crisis. The findings offer empirical evidence that statements from organizations experiencing crises may offset negative stakeholder responses. Theoretical and pragmatic implications are discussed regarding these findings.     

Others Share this Message,So We Can Trust It? An Examination of Bandwagon Cues on Organizational Trust in Risk

Consideration of social media use for issues of risk communication has received rapid attention in the scholarly literature. However, specific features of social media and their relevance for risk communication warrant continued investigation. The current study examines how system-generated cues available in social media impact perceptions of trust at the organizational level. After viewing one of three mock Twitter pages from an organization that varied the number of retweets concerning the risk of contaminated food in grocery stores, participants were asked to report their perceived trust in the organization. Data indicate a reverse bandwagon or snob effect, such that having too many retweets results in lower judgments of organizational trust. Results are discussed in addition to limitations and future directions for research.