Perceptions of Communication With Gay and Lesbian Family Members: Predictors of Relational Satisfaction and Implications for Outgroup Attitudes     

Jordan Soliz  Elizabeth Ribarsky  Meredith Marko Harrigan  Stacy Tye-Williams 《Communication quarterly》2013,61(1):77-95

This study investigates perceptions of family communication among members with different sexual identities. Specifically, from the perspective of heterosexual family members (N = 129), the study takes an intergroup perspective to determine how accommodative and non-accommodative communication and attitudes toward homosexuality predict intergroup anxiety and relational satisfaction with gay or lesbian family members. Further, the manner in which family communication influences attitudes toward homosexuality is examined. Results are discussed in terms of implications for research on heterosexual–homosexual interaction, family communication, and intergroup communication, in general.  相似文献   

Adaptive Assistance for Learning Improvement Efforts: The Case of the Institute for Learning     

Meredith I. Honig  Gina S. Ikemoto 《Peabody Journal of Education》2013,88(3):328-363

Districts across the country face significant demands to strengthen student learning districtwide, and many are turning to intermediary organizations to help them build their capacity for such demanding, large-scale work. However, how these “learning-support intermediary organizations” assist with these capacity-building efforts is little understood. This article reports data from a largely qualitative investigation into how one such intermediary organization, the Institute for Learning (IFL) at the University of Pittsburgh, partnered with multiple urban districts to help build district capacity for districtwide learning improvements. Our conceptual framework draws on sociocultural learning theory to identify key features of the IFL-district assistance relationships that seem associated with these outcomes. We utilized data from interviews, observations, document reviews, and focus groups conducted over a five-year period. Findings elaborate specific features of their assistance relationships—which we call adaptive assistance relationships—such as enabling particular forms of modeling, tools, and opportunities for rich dialogue. We conclude with implications for the research and practice of districtwide learning improvement efforts and the participation of intermediary organizations in the process.  相似文献   

Understanding the Role of Instructor Rapport in the College Classroom     

Brandi N. Frisby  Amy L. Housley Gaffney 《Communication Research Reports》2013,30(4):340-346

ABSTRACT

This study examined the discriminant validity between rapport and immediacy and tested a model using instructor rapport as the mediator between immediacy and learning. Participants (N = 146) completed measures of nonverbal immediacy, instructor rapport, perceived cognitive learning, and anticipated final course grade. Results revealed that immediacy and rapport were two distinct constructs. In testing the model, the enjoyable interaction dimension of instructor rapport mediated the relationship between immediacy and perceived learning but not anticipated final grades. The personal connection dimension of rapport mediated the relationship between immediacy and both perceived learning and anticipated final grade. These results explore the mechanism through which immediacy may lead to cognitive learning.  相似文献   

A First-Year Teacher's Top 10 Mistakes     

Meredith C. Nourie 《Clearing house (Menasha, Wis.)》2013,86(6):231-232

A teacher shares a detailed look into a first year of teaching and the lessons she learned.  相似文献   

The Development of the STEM Career Interest Survey (STEM-CIS)     

Meredith W. Kier  Margaret R. Blanchard  Jason W. Osborne  Jennifer L. Albert 《Research in Science Education》2014,44(3):461-481

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A Review of “Waiting for a Glacier to Move: Practicing Social Witness”     

Meredith E. Hoxie Schol 《Religious education (Chicago, Ill.)》2013,108(5):551-552

Religious Education in Ireland over the past two decades has achieved a new status in the publicly funded schools at the secondary (high school) level. This has happened largely because it has become examinable and is now a subject like any other. In this process however, it has tended to become too much like other subjects sharing their science-framed perspectives. To ensure religion’s intrinsic meaning and transformative value it will be argued through analysis of literature supplemented by interviews, surveys, and mail that a better methodological base is needed to enable students become more satisfactorily religiously literate. This Irish experience offers a further instance of how Religious Education can become more central to publicly funded schooling.  相似文献   

FACTORS AFFECTING THE ATTITUDES OF COMMUNITY COLLEGE ADMINISTRATORS TOWARD MANAGEMENT BY OBJECTIVES     

Meredith L. Carter  Phyllis M. Bayt 《Community College Journal of Research & Practice》2013,37(3):251-257

This study was designed to assess and determine how operation under a management by objectives system (MBO) has affected administrative units and individual administrators in public two‐year community colleges. Results from the study showed that respondent attitudes toward the management by objectives system were favorable. The variables identified which serve as significant predictors of administrator attitudes toward the MBO program were: (a) effective as a means for planning and organizing work for which an administrator is accountable, (b) effective as a means for evaluating work performance, (c) effective in improving satisfaction with being more a part of decisions, (d) effective in improving the attitudes of the superior toward the MBO program as perceived by subordinates. Negative reactions toward the MBO system were perceived to be generated by increased paperwork and difficulty in setting educational objectives.  相似文献   

Effect of downhill running grade on lower extremity loading in female distance runners     

Meredith D. Wells  D. Clark Dickin  Jennifer Popp  Henry Wang 《Sports biomechanics / International Society of Biomechanics in Sports》2020,19(3):333-341

ABSTRACT

Hill running is often used as a foundational training mechanism to build strength and speed. Distance runners in particular are at an increased likelihood of encountering steep hills during training runs. There is limited research regarding downhill running, and there is no research available on the biomechanics of females specifically during downhill running. The purpose of this study was to quantify the differences in loading when running downhill at different grades compared to a level surface in female distance runners to determine the potential risk for injury. Fifteen female distance runners (age: 23.5 ± 4.9 y), who ran 56.3 ± 20.9 km a week participated in this study. Participants ran on a force-instrumented treadmill at 4.0 m/s for 2 min at 0%, ?5%, ?10%, ?15%, and ?20% grades, with 5 min of rest between conditions. Study findings showed increased impact forces (p < 0.001), and increased loading rates (p < 0.001) with increasing downhill grades compared to level. These results indicate a significantly greater risk of overuse injury to the lower extremity with steeper downhill grades. Individuals need to be aware of these risks to plan and implement training programmes that will increase performance while minimising injury risk.  相似文献   

Preparing the Next Generation of Science Teacher Educators: A Model for Developing PCK for Teaching Science Teachers   总被引：1，自引：0，他引：1  

Sandra K. Abell  Meredith A. Park Rogers  Deborah L. Hanuscin  Michele H. Lee  Mark J. Gagnon 《Journal of Science Teacher Education》2009,20(1):77-93

Science education doctoral programs often fail to address a critical piece—the explicit attention to the preparation of future science teacher educators. In this article, we argue that, in addition to developing skills and a knowledge base for research, doctoral students must be given the opportunity to observe, practice, and reflect on the pedagogical knowledge necessary to instruct science teachers. In particular, we contend that the construct of pedagogical content knowledge (PCK) can be adapted to the context of knowledge for teaching science teachers. We use the PCK construct to propose a model for the development of knowledge for teaching science teachers, grounded in our experiences as doctoral students and faculty mentors. We end by recommending a vision for doctoral preparation and a new standard to be included in the ASTE Professional Knowledge Standards for Science Teacher Educators.  相似文献   

Social network analysis: a simple but powerful tool for identifying teacher leaders     

P. Sean Smith  Meredith L. Hayes 《International Journal of Leadership in Education》2018,21(1):95-103

Instructional teacher leadership is central to a vision of distributed leadership. However, identifying instructional teacher leaders can be a daunting task, particularly for administrators who find themselves either newly appointed or faced with high staff turnover. This article describes the use of social network analysis (SNA), a simple but powerful tool that can help administrators better understand the connectedness of their network and pinpoint influential individuals within it. We offer practical guidance for conducting SNA, generating and modifying a sociogram, and interpreting the resultant data. Additionally, we suggest that information provided by SNA may be used to inform decisions about school/district programmes and policies.  相似文献