Updating Relationships Between Communication Traits and Communication Competence     

Jason J. Teven  Virginia P. Richmond  James C. McCroskey  Lynda L. McCroskey 《Communication Research Reports》2013,30(3):263-270

This study examined the degree to which six self-perceived communication traits are related to self-perceived communication competence (SPCC), both individually and collectively. The results indicate communication apprehension and shyness were strongly and inversely related to SPCC, whereas willingness to communicate was strongly and positively associated with SPCC. When examined collectively, several communication traits were found to predict SPCC.  相似文献   

Persons with Learning Disabilities in the Workplace: What We Know So Far in the Americans with Disabilities Act Era     

Paul J. Gerber  Lynda A. Price 《Learning disabilities research & practice》2003,18(2):132-136

Abstract. Since the Americans with Disabilities Act (ADA) was passed in 1990 and implemented in 1992, there has been little research to discover the realities of the workplace for adults with learning disabilities. There is a body of knowledge, albeit sparse in scope, that provides guidance for learning disabilities professionals, employers, and individuals with learning disabilities. Empirical studies are synthesized from the past 12 years to convey the perspectives of employees with learning disabilities and their employers. Issues that require further research are outlined.  相似文献   

Evaluation of the Psychometric Properties of the Parents’ Proxy MPAQ-C in Chinese Population     

Ka Man Leung  Pak-Kwong Chung  Lynda B. Ransdell  Yong Gao 《Measurement in physical education and exercise science》2016,20(2):112-120

We examined psychometric properties of a Modified Physical Activity Questionnaire for Children (MPAQ-C). Thirty-two parents (Study 1), 40 students (6–9 years) and one of each student’s parents (Study 2), and 625 parents (Study 3) completed the MPAQ-C. The MPAQ-C (six items) measured children’s physical activity (PA) after school, and during evenings and weekends for 7 days. Test–retest reliability (Study 1) and convergent validity (Study 2) were measured. Factor validity of the MPAQ-C (Study 3) was examined using confirmatory factor analysis. A single-factor model of the MPAQ-C fit the data well (χ² (9) = 42.78, p < .001; comparative fit index[CFI] = .977; non-normed fit index [NNFI] = .962; root mean square error of approximation [RMSEA] = .079 [90% confidence interval {CI} = .057 to .11]), with good test–retest reliability, composite reliability (.80) and convergent validity. The factor loadings of MPAQ-C were invariant across fathers/mothers (Δχ² (6) = 3.44, p > .05). The MPAQ-C is a suitable parent proxy for measuring young Chinese children’s PA.  相似文献   

Break with Tradition: Marshall's contribution to a Foucauldian philosophy of education     

Lynda Stone 《Educational Philosophy and Theory》2005,37(3):441-447

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Perspectives on Uncertainty for Technical Communication Scholars     

Lynda Walsh  Kenneth C. Walker 《Technical Communication Quarterly》2016,25(2):71-86

Technical communication scholars have tended to treat uncertainty as a lack of certainty rather than as a diverse range of strategies for talking about risk. This review employs Goodnight’s argument spheres to comprehend treatments of uncertainty in technical communication and closely related fields. The advantages of such an approach are demonstrated via a reanalysis of a recent risk communication study. The review finishes by identifying hybrid forums as productive sites for future research.  相似文献   

The effect of question format in revealing the quality of student learning of some biological concepts     

Dr. Lynda J. Creedy 《Research in Science Education》1992,22(1):406-407

Specializations: science and technology, biology teacher education.  相似文献   

Using citizen science beyond teaching science content: a strategy for making science relevant to students’ lives     

Lynda L. Jenkins 《Cultural Studies of Science Education》2011,6(2):501-508

I respond to Pike and Dunne by exploring the utilization of citizen science in science education. Their results indicate that students fail to pursue science beyond the secondary level, in part, because of prior educational experiences with science education. Students lack motivation to pursue degrees and careers in science because they feel science is not relevant to their lives or they are simply not good at science. With this understanding, the science education community now needs to move beyond a discussion of the problem and move forward with continued discourse on possible solutions. Science educators need to focus on developing connections between students’ everyday lives and science so that they will have tangible reasons for continuing with the lifelong learning of science. In this response, I will show that citizen science as an educational context holds much promise, respectively. Participation in citizen science projects moves scientific content from the abstract to the tangible involving students in hands-on, active learning. In addition, if civic projects are centered within their own communities, then the science becomes relevant to their lives because it is focused on topics in their own backyards.  相似文献   

Controversies in Science     

Dunlop  Lynda  Veneu  Fernanda 《Science & Education》2019,28(6-7):689-710

Science & Education - Controversies in science are an essential feature of scientific practice: defined here as current problems that are unresolved because there are no accepted procedures by...  相似文献   

Perseveration of associative strength in rabbit nictitating membrane response conditioning     

Michael J. Scavio  Robert T. Ross  Lynda M. McLeod 《Learning & behavior》1983,11(1):91-94

The present experiment used a transfer-of-training procedure in rabbit nictitating membrane response (NMR) conditioning to determine whether a retention interval and/or extinction could reduce associative strength. The experimental design required that groups receive 0, 3, 15, 45, 150, or 240 CS-US pairings in Stage 1. Next, the groups were given, in succession, a 10-day retention interval and 480 CS-alone trials. In Stage 2, all groups obtained 240 CS-US pairings for NMR conditioning. Another group was also employed and received only the 240 CS-US pairings in Stage 2. The results indicated that 15 to 240 CS-US pairings in Stage 1 substantially enhanced NM CR performance in Stage 2 despite the interpolation of the retention interval and CS-alone trials. When 3 CS-US pairings had been given in Stage 1, no augmentation in the NM CR performance rate occurred in Stage 2. However, the 3 CS-US pairings were effective in prohibiting the 480 CS-alone trials from retarding subsequent NM CR performance. Without any pairings in Stage 1, the 480 CS-alone trials produced strong latent inhibition of NMR conditioning in Stage 2. The data were used to support the theoretical view that associative strength resulting from CS-US pairings is relatively permanent. Moreover, the findings were relevant for an evaluation of Pearce and Hall’s (1980) recent statements concerning CS associability and the relationship between excitatory and inhibitory processes.  相似文献   

From Tyrannosaurus to Pokemon: autonomy in the teaching of writing     

Lynda Graham 《Literacy》2001,35(1):18-26

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