Is Texting Ruining Intimacy? Exploring Perceptions Among Sexuality Students in Higher Education     

Michael J. McGee 《American journal of sexuality education》2014,9(4):404-427

In the context of researchers’ and educators’ concerns about the pervasive use of technology to communicate with one another, this study explored whether the frequency of emerging adults’ computer-mediated communication (CMC) is correlated with their perceptions of intimacy, relationship, and sexual satisfaction. The sample included 298 young adults ages 18–29, primarily female students in human sexuality courses, who had been in a face-to-face romantic relationship for at least six weeks and who used CMC to communicate with their romantic partner. Examining the frequency of CMC, intimacy, and relationship satisfaction, the only significant correlation was with participants who sent a moderate number of emails to their partners in a typical day. There were no significant correlations between sexual satisfaction and frequency of any form of CMC (texting, instant messaging, or email). The findings of this research suggest that the use of CMC among this sample is not problematic. For some, in fact, CMC may be considered a helpful tool for maintaining their relationship.  相似文献   

Beyond preparation: Identity,cultural capital,and readiness for graduate school in the biomedical sciences     

J. Lynn Gazley  Robin Remich  Michelle E. Naffziger‐Hirsch  Jill Keller  Patricia B. Campbell  Richard McGee 《科学教学研究杂志》2014,51(8):1021-1048

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Abbreviated Case Studies in Organizational Communication     

Deloris McGee Wanguri 《Communication Teacher》2013,27(4):126-129

Objective: Upon completion of this activity, students, based upon their personal and professional experiences, should be able to develop abbreviated case studies for use in organizational communication classes

Course: Organizational Communication  相似文献   

Sorting out the ethics of propaganda     

Michael Calvin McGee 《Communication Studies》2013,64(4):233-244

“Social movement”; is a set of meanings and not an objective phenomenon. We therefore require explanations of “movement”; in rhetoric, not explanations of persuasion in allegedly discrete and objective situations.  相似文献   

Collaborative co-mentored dissertations spanning institutions: influences on student development     

McGee R  DeLong MJ 《CBE life sciences education》2007,6(2):119-131

The Graduate Partnerships Program (GPP), established in 2000, links universities with National Institutes of Health (NIH) laboratories for predoctoral training. Several partnerships required that students create collaborative dissertations between at least one NIH and one university research mentor. More than 60 students have entered into these co-mentored research collaborations, and many others established them even though not required. Much was learned about the experiences of these and other GPP students by using structured interviews as part of a formal self-study of the GPP in 2005. Complications of trying to work with two mentors are managed through careful program design and mentor selection. In the collaborative model, students develop a complex set of scientific and interpersonal skills. They lead their own independent research projects, drawing on the expertise of multiple mentors and acquiring skills at negotiating everyone's interests. They develop high levels of independence, maturity, flexibility, and the ability to see research questions from different perspectives. No evidence was found that co-mentoring diminishes the normally expected accomplishments of a student during the Ph.D. Multi-mentored dissertations require skills not all graduate students may possess this early in training, but for those who do, they can promote rapid and extensive development of skills needed for collaborative, interdisciplinary research.  相似文献   

Preparing teacher leaders: Perceptions of the impact of a cohort-based, job embedded, blended teacher leadership program     

Dorene Ross  Alyson Adams  Elizabeth Bondy  Nancy Dana  Stephanie Dodman  Colleen Swain 《Teaching and Teacher Education》2011,27(8):1213-1222

This qualitative study was designed to examine teachers’ and principals’ perceptions of the impact of a graduate program designed to prepare teacher leaders. Impact was investigated through interviews with 20 graduates and 6 principals. Using Mezirow’s concept of transformational learning, the study documents perceived transformation of teachers’ frames of reference: two related to teaching (adopt an inquiry stance; learn to view oneself as an autonomous professional), and two related to leadership (adopt a leadership stance; view student learning as a communal responsibility). The study includes implications for the design of graduate level teacher education programs to enhance their impact and effectiveness.  相似文献   

New Zealand Teachers Colleges and the Continuing Education of Teachers     

Clive McGee 《Asia-Pacific Journal of Teacher Education》1982,10(1):57-62

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Parents' Reports on the Child Adaptive Behavior Inventory Predict 4-Year-Olds' Playground Behavior     

James P. McHale  Alyson Neugebauer 《Early education and development》1998,9(3):307-322

Although prior research indicates that parental reports of their young children's early social adaptation outside the home do not reconcile well with observations of social behavior in context, some of this inconsistency may be attributable to the “problem-oriented” biases inherent in many commonly used parent rating scales. Might greater concordance between parental reports and observational measures of social adaptation be found if parents described their children's peer behavior on an instrument balancing questions about behavior problems with questions about social strengths and competencies? Fifty-one children, representing two full preschool cohorts, were assessed over four months of a regular preschool year by trained observers using a scan-sampling procedure. Every behavior observed (M = 355 per child) was categorized as either Prosocial, Negative, or Withdrawn, with two sublevels per category. Midway through the school year, mothers and fathers independently completed the most recent version of the Child Adaptive Behavior Inventory (CABI), an instrument which assesses both competencies (social and academic) and difficulties with adaptation. Multiple, domain-specific correlations were found tying both maternal and paternal ratings of children's adaptation to observed social behavior on the preschool playground, with mothers's ratings only slightly better predictors of playground behavior than fathers'. Agreement between parents on the various CABI subscales (Social Competence, Externalizing-Aggressive, Externalizing-Hyperactive, Internalizing-Socially Isolative, and Internalizing-Psychological symptoms) was also good, ranging from .33 to .83. These results indicate that parents may be better attuned to preschool social behavior than has previously been assumed. Further research with the CABI is needed to establish the instrument's utility in predicting longitudinally the sequelae of early social adaptation.  相似文献   

Benchmarking administration: University s experience in student an Australian     

Clare McGee  Graeme Chandler 《Perspectives: Policy and Practice in Higher Education》2013,17(2):38-44

The article explores the role of the Registrar (Chief Operating Officer) in a university, and the ways in which we value the contributions of professional, managerial and administrative (PMA) staff. It assesses the conditions in which PMA staff work and describes the professional development opportunities they enjoy. The article goes on to analyse some of the challenges which PMA staff face, and ends by detailing fifteen recommendations for action. It concludes that valuing PMA staff is a complex, multi-dimensional and dynamic issue, but one which universities can ill afford to neglect.  相似文献   

“Do you see what I see?” Reading a different classroom scene     

Jo‐Anne Reid  Barbara Kamler  Alyson Simpson  Rod Maclean 《International journal of qualitative studies in education》2013,26(1):87-108

This paper examines the problem of representing a research site in poststructuralist terms, suggesting that “data” often taken for granted cannot be read to represent “reality” or “truth.” The representation of classroom life produced for analysis is both multifaceted and contradictory. The researcher's positioning within the major discourses governing educational practice may have as much influence on what is seen in the classroom as does the researcher's physical positioning within material reality. Rather than being seen as an impediment to ongoing educational research for change, the findings presented offer a challenge to researchers to make explicit their underlying interests and agendas.  相似文献