The Relationship Between Students’ Motives to Communicate With Their Instructors and Classroom Environment     

Scott A. Myers  Christopher J. Claus 《Communication quarterly》2013,61(3):386-402

This study examined the relationships between students’ motives for communicating with their instructors (i.e., relational, functional, participatory, excuse making, and sycophantic) and their perceptions of the classroom environment (i.e., classroom climate, classroom connectedness, and personalized education). Participants were 174 undergraduate students enrolled in several introductory communication courses at a large, Mid-Atlantic university. The results indicated that students’ self-reports of their relational, functional, participatory, and sycophantic motives to communicate with their instructors were positively related to their perceptions of the classroom environment, but students’ self-reports of their excuse-making motives were not related to their perceptions of the classroom climate. Future research should examine whether students’ motives to communicate with their instructors remain constant or whether these motives fluctuate over the course of a semester or increase or decrease based on the instructional tasks that normally occur during an instructional period.  相似文献   

Science Teaching Orientations and Technology-Enhanced Tools for Student Learning     

Todd Campbell  Max Longhurst  Aaron M. Duffy  Paul G. Wolf  Brett E. Shelton 《Research in Science Education》2013,43(5):2035-2057

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Environmental‐Scale Map Use in Middle Childhood: Links to Spatial Skills,Strategies, and Gender     

Lynn S. Liben  Lauren J. Myers  Adam E. Christensen  Corinne A. Bower 《Child development》2013,84(6):2047-2063

Researchers have shown that young children solve mapping tasks in small spaces, but have rarely tested children's performance in large, unfamiliar environments. In the current research, children (9–10 years; N = 40) explored an unfamiliar campus and marked flags' locations on a map. As hypothesized, better performance was predicted by higher spatial‐test scores, greater spontaneous use of map–space coordinating strategies, and participant sex (favoring boys). Data supported some but not all hypotheses about the roles of specific spatial skills for mapping performance. Data patterns were similar on a computer mapping task that displayed environmental‐scale videos of walks through a park. Patterns of children's mapping errors suggested both idiosyncratic and common mapping strategies that should be addressed in future research and educational interventions.  相似文献   

The Blind Look at an Elephant     

Alonzo F. Myers 《Clearing house (Menasha, Wis.)》2013,86(5):263-267

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Web-Based Social Work Courses: Guidelines for Developing and Implementing an Online Environment   总被引：1，自引：1，他引：0  

Bruce A. Thyer  Laura L. Myers  William R. Nugent 《Journal of Teaching in Social Work》2013,33(4):365-377

Nationwide, the percentage of faculty who are tenured (or in tenure-earning positions) is declining, with proportionate increases in the amount of instruction provided by adjunct and other part-time instructors, including doctoral students. These trends are mirrored within academic social work and have given rise to some concerns about the potentially adverse effects this could have on the quality of instruction provided to MSW and BSW students. A review of the social work literature, however, failed to locate any systematic investigations published on the topic of evaluating the quality of teaching provided by adjuncts or doctoral students. The authors undertook a comprehensive analysis of the course evaluations obtained from a large urban school of social work in the Southeast over a 3-year period, covering 294 courses (61% BSW, 39% MSW). Of these, 181 classes were taught by regular faculty, 63 classes were taught by community-based adjuncts, and 50 classes by social work PhD students. Inferential tests found no statistically significant differences in the global course evaluations earned by regular faculty or adjuncts. However, there were statistically significant differences in the course evaluations earned by regular faculty and doctoral students, favoring the former, but the effect size was small and of little practical import. In general, the authors found no strong evidence that adjuncts or doctoral students provided less positively evaluated teaching than did regular faculty. The authors' results are limited to one university setting but their research design can be readily adopted by other programs, given the widespread use of quantified student-completed course evaluations generally maintained on university databases. More serious attention needs to be given to determining whether the course evaluations commonly used by universities are truly valid.  相似文献   

When Words Collide Online: How Writing Style and Video Intensity Affect Cognitive Processing of Online News     

Kevin Wise Ph.D.  Paul Bolls Ph.D.  Justin Myers  Miglena Sternadori Ph.D. 《广播与电子媒介杂志》2013,57(4):532-546

This experiment explored how the writing style of online news, defined as inverted pyramid versus narrative, affects the cognitive processing of accompanying video clips. Forty seven participants read 4 online news stories and viewed the accompanying video clips. Results suggested that reading inverted pyramid stories may require allocation of more cognitive resources to encoding a related video clip. Recognition for story details was more accurate for stories in narrative than inverted pyramid style. Results are discussed in terms of a distinction between cognitive processing involved in “getting there” versus “being there” during exposure to online news.  相似文献   

The Players They are A-Changin': The Rise of Older MMO Gamers     

Aaron Alan Delwiche  Jennifer Jacobs Henderson 《广播与电子媒介杂志》2013,57(2):205-223

To learn more about demographic characteristics, play behaviors, and motivations of massively multiplayer online gamers over the age of 50, researchers administered a questionnaire to 32,261 Wizard101 subscribers. Cross-referencing responses with behavioral data recorded by game servers, researchers found that older players were significantly more likely to be women. Older players played longer and underestimated their playtime, they were less likely to play on console and hand-held systems, and they were less likely to cite social, achievement, and player versus player combat motivations. However, older online gamers were more likely to cite self-growth and learning motivations for game play than those under 50.  相似文献   

Digitally Savvy Citizenship: The Role of Internet Skills and Engagement in Young Adults' Political Participation around the 2008 Presidential Election     

Eszter Hargittai  Aaron Shaw 《广播与电子媒介杂志》2013,57(2):115-134

Popular narratives assume that digital media play a central role mobilizing voters and especially young adults. Based on unique survey data of a diverse group or young adults from Spring, 2009, we consider the relationship between differentiated internet uses, and online and offline political engagement around the time of the 2008 U.S. presidential election. Thanks to our rich data set, we are able to consider both online and offline activities while taking into consideration more traditional measures. Our findings suggest that online forms of political engagement complement offline engagement. The pathways to young adults' political participation remain relatively stable. We also find an association between Internet skills, social network site usage and greater levels of engagement. These findings imply that although Internet usage alone is unlikely to transform existing patterns in political participation radically, it may facilitate the creation of new pathways for engagement.  相似文献   

The Use of Relational Maintenance Behaviors and Relational Characteristics Among Sibling Types     

Scott A. Myers  Kelly G. Odenweller 《Communication Studies》2013,64(2):238-255

The purpose of this investigation is to apply Gold's (1989 Gold, D. T. (1989). Sibling relationships in old age: A typology. International Journal of Aging and Human Development, 28, 37–51.[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) typology of sibling relationships to the study of adult-sibling use of relational maintenance behaviors and perceptions of relational characteristics. Participants were 196 adults who targeted a sibling whose birthday was closest to their own and completed a series of instruments in reference to the targeted sibling. It was found that whether individuals classified their sibling relationships as intimate, congenial, loyal, or apathetic/hostile was reflected in their self-reported use of relational maintenance behaviors, their perceptions of their targeted siblings' use of relational maintenance behaviors with them, and their perceptions of the relational characteristics associated with the sibling relationship.  相似文献   

The impact of peer support schemes on pupils' perceptions of bullying,aggression and safety at school     

Helen Cowie  Nicky Hutson  Ozhan Oztug  Carrie Myers 《Emotional and Behavioural Difficulties》2013,18(1):63-71

The research was carried out in four secondary schools, two with a peer support system and two without, and involved a total of 931 pupils (49.5% males and 50.5% females). Participants were aged between 11 and 15 years of age, mean age 12.8 years. The aims were: to compare the perceptions of safety on the part of older and younger pupils in secondary schools with and without a system of peer support in place; to find out if there are differences in perceptions of safety within peer support schools on the part of those who are aware of the existence of a peer support service in their school and those who are not aware; and to find out if pupils in peer support schools are more likely to tell someone about school violence and bullying than those in schools without peer support. The results indicate very little difference between pupil perceptions of safety in schools with and schools without a peer support system in place. In fact, older pupils in the schools without peer support responded that they felt safer than pupils in schools with a peer support system in toilets and lessons. However, within the peer support schools there were significant differences in perceptions of safety between the substantial minority of pupils who were unaware that their school had a peer support system and those who were aware of it. The pupils who were aware felt safer in lessons, perceived school as a friendlier place to be, and worried significantly less about being bullied in comparison with those who were unaware. They were also much more likely to tell someone when bad things happened at school. The results are discussed in the light of previous research in the field and some recommendations are made for the practice of peer support.  相似文献