Relational Commitment and the Silent Treatment     

Courtney N. Wright  Michael E. Roloff 《Communication Research Reports》2013,30(1):12-21

When upset with a relational partner, intimates often enact the silent treatment, although it can harm their relationships. This study investigates the degree to which relational commitment predicts a person's self-reported use of the silent treatment. Undergraduate daters indicated their relational commitment, their use of the silent treatment when upset with their partner, and what they do if the partner asks if they are upset. Relational commitment was negatively related to using the silent treatment and stonewalling when the partner asked if there was a problem. Relational commitment was only positively related to admitting being upset when the partner asked if there was a problem. Study limitations and future research implications are discussed.  相似文献   

To be Discontinued: A Virtual Reference Cautionary Tale     

Courtney L. Young 《The Reference Librarian》2013,54(2):175-176

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The Grift of Death?: The Ethics of Murder Narratives     

Courtney Baker 《Parallax》2016,22(1):51-65

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《我是传奇》中的当家犬(英文)     

Courtney Morch 《海外英语》2008,(6):23-23

还记得《我是传奇》里面和威尔·史密斯并肩作战最后英勇献身的狗狗英雄吗?陪伴在英雄的旁边,跟他度过了许多个提心吊胆的日日夜夜,看着它,你会觉得它的眼睛像是会说话一样。如果说《我是传奇》是威尔·史密斯独挑大梁的话,那这只狗狗给电影至少增色一半以上。  相似文献   

The Relationship Between Maternal Beliefs and Behavior During Shared Reading     

Susan M. Meagher  David H. Arnold  Greta L. Doctoroff  Courtney N. Baker 《Early education and development》2008,19(1):138-160

The goal of the present study was to increase understanding of the connection between maternal beliefs and behavior during shared reading and to examine the relation of these maternal beliefs to children's reading engagement. The study included survey and observational data from an ethnically diverse sample of 50 mothers and their 5- to 6-year-old children. As predicted, mothers who believed that shared reading should involve learning showed more learning-focused behaviors. Similarly, the belief that reading should be fun predicted more positive interactions. Some relationships between beliefs and behavior were moderated by gender. For girls, higher maternal expectations for children's future reading grades were associated with better scaffolding, but this pattern was not found for boys. There was a positive relationship between mothers' belief that reading should be fun and their sons' engagement. No gender differences were found in maternal expectations and beliefs or in observed maternal learning-focused behaviors or positive support. However, girls were observed to be significantly more engaged during the reading interaction. These results point to the connections between maternal beliefs and behaviors during shared reading, as well as the need to consider child gender in understanding these connections.  相似文献   

Implementing Education for All—Whose agenda,whose change? The case study of the Ghana National Education Campaign Coalition     

Courtney Strutt  Thembela Kepe 《International Journal of Educational Development》2010

With the onset of the Education for All (EFA) agenda in 1990, the international development community has seen new forms of international cooperation forming around the pledge for EFA. This paper analyzes a case study of activities and challenges of a civil society coalition, the Ghana National Education Campaign Coalition (GNECC), in pursuing the goals of Education for All within the national context of Ghana. The key findings of this case study concern the major challenges that GNECC faces as a national education coalition implementing the global agenda of EFA. These challenges include broad goals and objectives, unsustainable funding, and a lack of local participation and ownership of activities. The research concludes that while GNECC has been successful in implementing certain aspects of national and international programming, at the local level it remains woefully behind as a result of inadequate funding of community level activities, poor participation, and external impetus. In essence, GNECC has been operating as a national activity implementing NGO as opposed to a collaborative community coalition aimed at resolving educational issues, leading to the conclusion that an externally initiated coalition is not the most influential tool for achieving progress on international agendas such as EFA.  相似文献   

The Making of A Pluralistic Society ‐‐ A Catholic View 1     

John Courtney Murray 《Religious education (Chicago, Ill.)》2013,108(6):521-528

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Courtney Hulce 《TechTrends》1999,43(5):3

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Play and metalinguistic awareness: One dimension of language experience     

Courtney B. Cazden 《The Urban Review》1974,7(1):28-39

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Qualities of classroom observation systems     

Courtney A. Bell  Marjoleine J. Dobbelaer  Kirsti Klette  Adrie Visscher 《School Effectiveness & School Improvement》2019,30(1):3-29

ABSTRACT

Observation systems are increasingly used around the world for a variety of purposes; 2 critical purposes are to understand and to improve teaching. As observation systems differ considerably, individuals must decide what observation system to use. But the field does not have a common specification of an observation system, nor does it have systematic ways of thinking about how observation systems are similar and different. Given this reality and the renewed global interest in observation systems, this article first defines the observation system concept and then presents a framework through which to understand, categorize, and compare observation systems. We apply the framework to 4 well-known observation systems that vary in important ways. The article concludes with a discussion of the results of the application of the framework and some important implications of those findings.  相似文献