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21.
Jamie Matthews 《亚洲交流杂志》2017,27(5):464-479
The city of Ishinomaki in Miyagi prefecture was devastated by the tsunami that struck Japan’s North East Coast on 11 March 2011. Drawing on fieldwork conducted in Ishinomaki, which included interviews with senior journalists from the city’s two local newspapers, the Ishinomaki Hibi Shimbun and the Ishinomaki Kahoku, this paper presents an intrinsic case study of the role a local newspaper in Ishinomaki after the Great East Japan Disaster. The evidence reveals that in the immediate aftermath of the tsunami journalists recognised how their newspaper could serve the immediate information-needs of the local community by providing essential lifeline information, describing a duty to report, despite the operational difficulties that their newspapers faced. In the longer term recovery phase, interviewees acknowledged how their newspapers have attempted to communicate a message of hope to the city and provide an alternative perspective to the national media, which sometimes gave a false impression of the state of Ishinomaki’s recovery. This paper offers some insights into journalistic role conceptions, illustrating how journalists from the two newspapers embraced the role of information-disseminator after the disaster, and also identifies avenues for further research. 相似文献
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Children live in a world where disagreement is commonplace. Although disagreement can sometimes be explained by differences in people’s reliability, disagreement may also indicate that the referent elicits multiple perspectives. The present studies (total N = 129, 5- to 12-year-old ethnically diverse U.S. children, 42% girls) examined children’s ability to resolve disagreement among two individuals by identifying referents that integrated the perspectives, and considered the extent to which any age-related change could be explained by epistemological understanding (i.e., acknowledging that two perspectives can be right). Children’s age was positively correlated with their ability to integrate perspectives, and children performed at above-chance levels by approximately 10 years of age. Age differences in integrating perspectives were partially accounted for by epistemological understanding. 相似文献
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Jamie P. Kohler 《College & Undergraduate Libraries》2016,23(4):363-380
Student employees are often the first people patrons contact when they enter an academic library, and thus their knowledge level and service skills are crucial to academic library success. This article presents a case study of the job-related knowledge and customer service skills of undergraduate student employees in a small liberal arts college after the implementation of a training program more focused on patron service. Both successes and failures are discussed. 相似文献
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PowerPoint slide provision and student performance: the moderating roles of self-efficacy and gender
Agnes Zdaniuk Jamie A. Gruman Scott A. Cassidy 《Journal of Further & Higher Education》2019,43(4):467-481
Research on the pedagogical value of providing students with PowerPoint (PPT) slide handouts has produced mixed results. One reason for the inconsistent findings may be that most studies in this stream of research have neglected to examine individual differences. In the current study, we aimed to advance research on the pedagogical value of providing students with access to PPT slide handouts by examining whether self-efficacy and gender influence the effect of PPT slide provision on academic performance. We found no evidence to suggest that the provision of slide handouts has broad, unconditional pedagogical value. Instead, we found that both self-efficacy and gender moderated the extent to which the availability of the handouts enhanced or hindered students’ performance. As predicted, both students high on self-efficacy and males performed significantly better when they were provided with handouts. Conversely, students low on self-efficacy performed significantly worse when the handouts were provided. Female students also trended toward lower performance when the handouts were provided. Additionally, we found that students who were provided with PPT handouts perceived their instructor as more effective, and that this relation was mediated by students’ feeling of preparation. Finally, students also considered the provision of PPT handouts more valuable to their learning and course performance than one-to-one interactions with the professor. Implications for research and practice are discussed. 相似文献
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Pamela A. Moss Jamie Sue Beck Catherine Ebbs Barbara Matson James Muchmore Dorothy Steele Caroline Taylor Roberta Herter 《Educational Measurement》1992,11(3):12-21
How can the results of classroom-based portfolio assessment be communicated outside the classroom? How might a portfolio-based assessment system be designed and implemented? How can we evaluate the merits of portfolio-based assessments? 相似文献
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AbstractWe hypothesized that students use the message behind teacher emotions to interpret the cause of their failure and to form competence beliefs; hence, in failure situations teacher anger could be beneficial. In Experiment 1, participants made judgments about another student’s failure in the face of teacher pity versus anger. Lack of ability attributions were made and low competence was perceived, when pity was interpreted as the teacher attributed the failure to lack of ability. Lack of effort attributions were made when anger was interpreted as the teacher attributed the failure to lack of effort. Experiment 2 replicated and extended these findings by examining students responses to their own failure. Findings imply that expressing anger is less detrimental than many teachers suppose. 相似文献
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