Editor's Note     

Gary W. White 《Journal of Business & Finance Librarianship》2013,18(2):91-92

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Editor's Note     

Gary W. White 《Journal of Business & Finance Librarianship》2013,18(4):1-2

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Bending the rules of "professional" display: emotional improvisation in caregiver performances     

Jayne Morgan  Kathleen Krone 《Journal of Applied Communication Research》2013,41(4):317-340

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Collaborative knowledge-making in the everyday practice of youth suicide prevention education     

Jennifer White  Jonathan Morris  Jerry Hinbest 《International journal of qualitative studies in education》2013,26(3):339-355

The development and implementation of a new school‐based suicide prevention education programme in one secondary school in Vancouver, British Columbia, recently provided us with an opportunity to conduct an in‐depth, qualitative case study. The purpose of our study was to deepen our understanding of how school‐based suicide prevention education programmes like this one get planned and enacted in particular, local settings. We argue that the narrow range of methodologies that have traditionally been deployed to study school‐based youth suicide prevention education programmes have hindered our ability to see the complexities and potentialities of this work. Through the presentation of a sub‐set of findings, we aim to show the possibilities for fresh thinking and contextualized understandings that a qualitative case study, informed by a constructionist methodology, invites.  相似文献   

Is this tragic or comic?     

H. A. White 《Quarterly Journal of Speech》2013,99(4)

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A Plea for the Health of Our College Men and Women     

Paul Dudley White 《Quest (Human Kinetics)》2013,65(1)

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Past and future research on learning hierarchies 1     

Richard T. White  Robert M. Gagné 《教育心理学家》2013,48(1):19-28

Several areas of research on learning hierarchies are identified. It is proposed that the first of these, investigating the validity of hierarchies, should now be considered virtually at an end because of the increased support for hierarchies provided by the evidence of recent studies. A brief discussion is given of the few studies that have been performed in six other areas. General recommendations are made for future research on hierarchies, and some plans are suggested for specific investigations.  相似文献   

Evaluation of a core team centred professional development programme for building a whole-school cooperative problem solving approach to conflict     

Andrew Jonathan White  Elizabeth Freeman  Margot Trinder 《教育心理学》2013,33(2):192-214

This study evaluated a professional learning approach using a core team (CT) model to assist primary (elementary) schools to develop whole-school collaborative conflict resolution processes. Thirteen schools were matched and randomly assigned to the enhancing relationships in school communities programme (n?=?10) or a non-programme control group (n?=?3). Programme schools provided a core (professional learning) team, who attended professional learning days, and disseminated programme content throughout their schools. Programme schools also received one full school staff workshop. After one year, CT participants were more likely to apply a collaborative conflict resolution model to problem scenarios and report greater knowledge and skills compared to non-programme-school control participants. Compared to the non-programme control group, non-core team programme school staff described using more cooperative approaches to handling conflict, especially when they had received more professional development from their CT. Programme school teachers taught more hours conflict resolution curriculum, and increases in hours taught by programme (but not control) teachers were associated with teacher reported increases in student understanding and use of cooperative methods. Patterns also supported a role of self-efficacy in implementation. The potential usefulness of a CT professional learning model for assisting schools to develop cooperative conflict resolution approaches was supported.  相似文献   

The Communication Anxiety Regulation Scale: Development and Initial Validation     

Kaitlin Hanley White  Matt C. Howard  Bu Zhong  Christopher R. Perez  Elizabeth A. Lee 《Communication quarterly》2013,61(1):23-43

A series of studies present the development and validation of the Communication Anxiety Regulation Scale (CARS), a self-report measure designed to assess the use of emotion regulation strategies to manage acute communication anxiety—in contrast to measures of general emotion regulation tendencies. Study 1 delineates the item derivation and selection process that yielded the final 12 CARS items. Results of an exploratory factor analysis supported the existence of four distinct subscales, each representing one of four anxiety regulation strategies (suppression, reappraisal, avoidance, and venting). Study 2 confirmed this factor structure and also examined correlations of the CARS with existing measures in an attempt to establish concurrent validity. Finally, Study 3 presents results of an item-sort task demonstrating the scale’s face validity and items’ substantive validity. Overall, findings provide preliminary support for the utility of the CARS as measure of communication anxiety regulation to be used by communication and psychology researchers.  相似文献   

The Monster Within: How Male Serial Killers Discursively Manage Their Stigmatized Identities     

Jayne R. Henson  Loreen N. Olson 《Communication quarterly》2013,61(3):341-364

Investigations of identity management regarding serial killers are sparse and rarely account for the communal discourse surrounding serial homicide. Such studies are essential to understanding the intersections of stigma and identity, particularly for the exploration of reframing that is severely limited for deviant populations. This interpretive study examined 13 interviews with serial killers to explore stigmatized identity management. The analysis revealed that male serial killers rejected their stigmatized identity by indicating a lack of control over their non-normal behavior or by justifying their actions. They also indicated that societal influences, such as previous traumatic experiences and communal discourse surrounding serial killing, influenced their identity management.  相似文献