Emerging Adult Siblings' Use of Verbally Aggressive Messages as Hurtful Messages     

Scott A. Myers  Leah E. Bryant 《Communication quarterly》2013,61(3):268-283

The purpose of this study was to identify the specific types of verbally aggressive messages emerging adult siblings use with each other and to determine whether these types of verbally aggressive messages differ in perceived hurtfulness, intensity, and intent. Participants were 115 individuals who identified a verbally aggressive message recently used by a sibling. Results indicated that siblings use seven types of verbally aggressive messages (i.e., name calling, insults, withdrawal, physical acts or threats, repudiating the relationship, negative affect, unfair comparison), and the seven types of verbally aggressive messages do not differ in their perceived hurtfulness, intensity, and intent.  相似文献   

“The eye in the sky doesn’t lie”: Video replay and self-evaluations as part of the basic communication course     

Luke LeFebvre  Leah E. LeFebvre 《Communication Teacher》2018,32(3):167-178

This study explores extent and frequency of conventional practices in the basic communication course: speeches, video replay, and self-evaluations from 45 basic course directors and instructors. Results indicated three to four speeches per curriculum, with two prominent speech types: informative (97.8%) and persuasive (91.1%). Approximately 76% of curriculums used video replay. Self-evaluation questions (N?=?254) used 52.8% open, 40.6% closed, 21.9% circular, and 21.9% strategic questions. Most frequently used questions focused on: delivery (12.1%), content (10.6%), or delivery and content (11.1%). Findings suggest pedagogical practices vary across the discipline, and the discussion offers practical applications for improving practices.  相似文献   

Using DNA From Mothers and Children to Study Parental Investment in Children’s Educational Attainment     

Jasmin Wertz  Terrie E. Moffitt  Jessica Agnew-Blais  Louise Arseneault  Daniel W. Belsky  David L. Corcoran  Renate Houts  Timothy Matthews  Joseph A. Prinz  Leah S. Richmond-Rakerd  Karen Sugden  Benjamin Williams  Avshalom Caspi 《Child development》2020,91(5):1745-1761

This study tested implications of new genetic discoveries for understanding the association between parental investment and children’s educational attainment. A novel design matched genetic data from 860 British mothers and their children with home-visit measures of parenting: the E-Risk Study. Three findings emerged. First, both mothers’ and children’s education-associated genetics, summarized in a genome-wide polygenic score, were associated with parenting—a gene–environment correlation. Second, accounting for genetic influences slightly reduced associations between parenting and children’s attainment—indicating some genetic confounding. Third, mothers’ genetics were associated with children’s attainment over and above children's own genetics, via cognitively stimulating parenting—an environmentally mediated effect. Findings imply that, when interpreting parents’ effects on children, environmentalists must consider genetic transmission, but geneticists must also consider environmental transmission.  相似文献   

Indigenous elsewheres: refusal and re-membering in education research,policy, and praxis     

Sandy Grande  Teresa L. McCarty 《International journal of qualitative studies in education》2018,31(3):165-167

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Teaching Students with Moderate Intellectual Disability Who Are Emergent Readers to Comprehend Passages of Text     

Diane M. Browder  Melissa E. Hudson  Alyson Leah Wood 《Exceptionality》2013,21(4):191-206

A modified system of least intrusive prompting was used to teach middle school students with moderate intellectual disability who were emergent readers to comprehend short passages of text. Text passages were summaries of the chapters of age-appropriate novels rewritten for a beginning reading level. Time delay was used to teach the participants to pair WH words to their definition. A modified system of least intrusive prompting was used to teach strategies for answering comprehension questions. All participants improved the number of correct responses for both rules definitions and comprehension responses from baseline to intervention. Additionally, probes collected during the session prior to the introduction of a new book indicated comprehension skills generalized to new untaught books.  相似文献   

American Indian identity and intellectualism: The quest for a new red pedagogy     

Sandy Grande 《International journal of qualitative studies in education》2013,26(4):343-359

In this article Grande argues that American Indian intellectualism and its central concerns - sovereignty and self-determination - have been ignored, obscured, and impeded by dominant modes of educational theory. More specifically, she argues that current obsessions with identity theory and formation work to deny the critical difference of American Indians as tribal peoples of distinct nations with sovereign status and treaty rights. Dominant modes of identity theory, thus, work to obscure the real sources of oppression of Indigenous peoples, substituting radical social transformation with a politics of representation. In working to address the inner contradictions between dominant modes of identity theory and American Indian tribal subjectivity, Grande employs the use of narrative, examining the text of her own identity formation through the lenses of differing modes of identity theory, namely essentialist, postmodern, and critical identity theories. She analyzes the potential of each theory to produce transformative knowledge and inform the discourse on American Indian identity and intellectualism. The author ends with a discussion of the need for a critical Indigenous theory of tribal identity and liberation, for a collectivity of critique that ultimately forms the foundation for a new Red Pedagogy.  相似文献   

The Heuristic for Thinking About Culturally Responsive Teaching (HiTCRiT)     

Michèle Foster  Leah Halliday  Jonathan Baize  James Chisholm 《Multicultural Perspectives》2020,22(2):68-78

Michèle was hurrying to class. How, she thought, could she offer the students in her African American English in Society and Schools class a method of understanding, comparing, and abstracting the studies they had been reading in class? The heuristic described in this study evolved from a desire to capture aspects of several seminal studies that illustrated how African American English was deployed in classrooms for productive work with African American students. Michèle recalled that whenever she asked graduate students or practicing teachers what they, other teachers, and schools might do to improve the schooling of students of color, one of the most consistent responses was Culturally Responsive Pedagogy (CRP). However, when pressed and asked what one would detect in classrooms where CRP is being put into practice, few were able to specify what an observer might see. Specifying the dimensions of CRP and its relationship to the heuristic had not been on Michèle’s mind. Even so, it was during the class discussion that the heuristic’s relevance to CRP became clearer. Jonathan, who had been tapped as a teaching assistant in an English language arts methods class, believed HiTCRiT could be modified to use with teacher education candidates, as a substitute for the standardized lesson planning tool used in the department. He piloted its use with the class the following semester. Utilizing HiTCRiT to explain research and existing practices as well as to assist teachers in creating culturally relevant instruction modified and shaped it, creating a more robust tool. Thus, the HiTCRiT came into being and came to inform our thinking and teaching practice.  相似文献   

Dissecting “Peer Presence” and “Decisions” to Deepen Understanding of Peer Influence on Adolescent Risky Choice     

Leah H. Somerville  Nadia Haddara  Stephanie F. Sasse  Alea C. Skwara  Joseph M. Moran  Bernd Figner 《Child development》2019,90(6):2086-2103

This study evaluated the aspects of complex decisions influenced by peers, and components of peer involvement influential to adolescents’ risky decisions. Participants (N = 140) aged 13–25 completed the Columbia Card Task (CCT), a risky choice task, isolating deliberation-reliant and affect-reliant decisions while alone, while a friend monitors choices, and while a friend is merely present. There is no condition in which a nonfriend peer is present. Results demonstrated the risk-increasing peer effect occurred in the youngest participants in the cold CCT and middle-late adolescents in the hot CCT, whereas other ages and contexts showed a risk-decreasing peer effect. Mere presence was not sufficient to influence risky behavior. These boundaries in age, decision, and peer involvement constrain prevailing models of adolescent peer influence.  相似文献   

An introduction to the scientific realism debate     

Leah Henderson 《Metascience》2017,26(2):219-222

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Stepping toward Physical Activity Requirements: Integrating Pedometers into Early Childhood Settings     

Leah E. Robinson  Danielle D. Wadsworth 《Early Childhood Education Journal》2010,38(2):95-102

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