Precursors to probation and parole agent intent to send informational,emotional, and esteem social support messages to female clients     

Sandi W. Smith  Merry Morash  Brandon Walling  Elizabeth A. Adams  Amanda J. Holmstrom 《Journal of Applied Communication Research》2013,41(3):344-363

Supervising agents serve as sources of social support for over one million women in the US on probation and parole who strive to avoid recidivism. Little is known about the supportive messages agents intend to provide their female clients or their precursors. The optimal matching model of social support is used in an investigation of the precursors to agents’ intent to send different types of social support messages to the women they supervise. Results indicated that supervising agents intended to provide informational support in the form of suggestions or advice, esteem support in the form of compliments, and emotional support in the form of encouragement to the women. Both agent communication pattern and offender level variables were precursors to the intent to send informational support messages, but only agent communication pattern variables predicted the intent to send emotional support messages.  相似文献   

Interview with Janice Radway     

Janice Radway 《传播与批判/文化研究》2013,10(1):154-176

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The Oprah Effect: Texts,Readers, and the Dialectic of Signification     

Janice Peck 《The Communication Review》2013,16(2):143-178

The West treasures few moments in its history the way it treasures the story of the democratization of print. [Eighteenth century] men of letters commonly linked the spread of letters to the growth of knowledge [and to] the democratization of power … in their eyes, the citizen s reading took on a mythic significance it has never lost, even to the present. (Warner, 1993, p. 7)  相似文献   

Longitudinal Dynamic Analyses of Depression and Academic Achievement in the Hawaiian High Schools Health Survey Using Contemporary Latent Variable Change Models     

John J. McArdle  Fumiaki Hamagami  Janice Y. Chang  Earl S. Hishinuma 《Structural equation modeling》2013,20(4):608-629

The scientific literature consistently supports a negative relationship between adolescent depression and educational achievement, but we are certainly less sure on the causal determinants for this robust association. In this article we present multivariate data from a longitudinal cohort-sequential study of high school students in Hawai‘i (following McArdle, 2008; McArdle, Johnson, Hishinuma, Miyamoto, & Andrade, 2001). We first describe the full set of data on academic achievements and self-reported depression. We then carry out and present a progression of analyses in an effort to determine the accuracy, size, and direction of the dynamic relationships among depression and academic achievement, including gender and ethnic group differences. We apply 3 recently available forms of longitudinal data analysis: (a) Dealing with incomplete data—We apply these methods to cohort-sequential data with relatively large blocks of data that are incomplete for a variety of reasons (Little & Rubin, 1987; McArdle & Hamagami, 1992). (b) Ordinal measurement models (Muthén & Muthén, 2006)—We use a variety of statistical and psychometric measurement models, including ordinal measurement models, to help clarify the strongest patterns of influence. (c) Dynamic structural equation models (DSEMs; McArdle, 2008). We found the DSEM approach taken here was viable for a large amount of data, the assumption of an invariant metric over time was reasonable for ordinal estimates, and there were very few group differences in dynamic systems. We conclude that our dynamic evidence suggests that depression affects academic achievement, and not the other way around. We further discuss the methodological implications of the study.  相似文献   

ASSESSING STUDENT PERFORMANCE USING VIDEO IN COMBINATION WITH SELF,PEER, AND INSTRUCTOR EVALUATION CHECKLISTS     

Cindy Ratekin  Janice Harris  Sandra Needles 《Journal of Early Childhood Teacher Education》2013,34(2):137-139

Abstract

In this article, the authors propose six standards for the work of Intergenerational Specialists in an emerging field of professional practice. These standards are intended to guide students in academic settings who are preparing to work as Intergenerational Specialists in direct service roles, administrative capacities, or the supervision and training of others in the field. In addition, they might also be considered useful guidelines for program developers who want to ensure mutually beneficial interactions between younger people and older adults in any kind of organized intergenerational context. The proposed Standards for Intergenerational Practice are currently being piloted by students in a graduate degree program, and eventually will be submitted to Generations United for endorsement and widespread acceptance by the field. These basic principles are consistent with NAEYC's Developmentally Appropriate Practices for early childhood programs, and they are also consistent with ethical practices in programs for older adults.  相似文献   

Investigating Change in Field Sites Through Mentor and Candidate Dialogues     

Janice Kroeger  Sandra Pech  Jennifer Cope 《Journal of Early Childhood Teacher Education》2013,34(4):328-345

The work of teacher candidates matters in particular ways to the quality of children's experiences and environments when they teach in preschools. We conducted a mixed-method study with survey, interviews, focus groups, and photographic documentation of classroom spaces, and theorized findings through Bahktin's dialogism and the notion of figured worlds. Ranked survey items confirmed that the physical environments of preschools were shaped by projects stemming from university courses. Although the physical traces of candidates' work were short-lived, ending with student teaching, the classroom climate changes garnered positive social and emotional supports to children in situ that made lasting changes in children's places in the social community of preschool. Dialogues allowed mentors and candidates to reinterpret their images of children and in some cases renew instructional approaches and act against standardized forms of accountability, which limited curriculum and pedagogic choice.  相似文献   

A Comparison of Heart Rate Responses in Females by Player Position in Standard and Zoneless Ringette     

Marion Alexander  Janice E. Butcher  Judy M. Scanlan 《Research quarterly for exercise and sport》2013,84(1):42-49

Abstract

The purpose of this study was to examine the relationship between game heart rates by player position during two types of ringette rules: standard rules and experimental rules which did not include zone restrictions (zoneless). Two hundred twenty-five female ringette players (104 standard rules and 121 zoneless rules) were monitored during regular league and tournament play during the 1985 ringette season. This included over 50 games, approximately half played under each set of rules; and included at least five games played in each of five age categories. Field measurement of the game heart rates was conducted by use of an EST Sport-Tester heart rate monitor, which recorded the average of each 30 s heart rate profile. An analysis of variance (ANOVA) with repeated measures was performed to determine the significance of the difference by player position and rules in the mean peak heart rates for six shifts on the ice, the first three and the last three. There were significant differences (p < .05) between mean peak heart rates for forwards and defenders between standard and zoneless rules, but there were no differences between centers. Significance tests were also conducted by position and age division, and the differences in the heart rates of the defenders were significant in the junior belles (13–14) and belles (15–17) age divisions.  相似文献   

Undergraduate Physical Education Majors' Perceptions of the Roles of Teacher and Coach     

Linda L. Bain  Janice C. Wendt 《Research quarterly for exercise and sport》2013,84(2):112-118

Abstract

This investigation examined undergraduate physical education majors' perceptions of the roles of teacher and coach. A questionnaire was administered to a sample of 80 physical education majors at a large urban university. Subjects were asked to rate the importance of twelve characteristics or abilities for teachers and for coaches. Results indicated that the subjects viewed the abilities needed for each of the roles as similar. Subjects were asked to indicate their job preference, and to estimate their ability to perform each of the roles. Gender was significantly related to role preference, with males indicating a greater preference for the coaching role. Students indicating a preference for teaching only have less experience in athletics than the coaching only and the teaching/coaching groups.

A significant relationship was found for selected background variables with estimated role performance. The variables most highly related to confidence in one's ability to teach were positive role models and skill in a wide range of activities, and those most related to estimated ability to coach were positive role models and very high skill in at least one activity.  相似文献   

Professional development,changes in teacher practice and improvements in Indigenous students’ educational performance: A case study from New Zealand     

Russell Bishop  Mere Berryman  Janice Wearmouth  Mira Peter  Sandra Clapham 《Teaching and Teacher Education》2012

This paper considers the relationship between a professional development programme designed to bring about changes in teacher practice through iterative cycles of implementation and evaluation and associated changes in Indigenous students’ educational performance. The paper does this by documenting the outcomes of the implementation of the Te Kotahitanga research and development project between 2007 and 2009 in schools in the third and fourth phases of the project. Evidence shows that the professional development programme of Te Kotahitanga has been implemented consistently in Phase 3 schools since 2004 and in Phase 4 schools since 2007. Changes in teacher practice and associated improvements in Māori student outcomes were seen in Phase 3 schools between 2004 and 2006. The first question is, therefore, have these changes been maintained during the period 2007–9, that is, during the fourth to seventh years of the project’s implementation in these schools. If so, then what implications does this maintenance of practice have for sustainability? The second question is, have the changes that were seen in the Phase 3 schools in the first three years of the project’s implementation, 2004–2006, been replicated in the Phase 4 schools in their first three years of the project. If so, what implications does this have for determining the strength of the association between improved student performance and the implementation of the professional development programme. In other words does a repeated measure over two different groups of schools at different times indicate that changes in Māori student outcomes are strongly associated with changes in teacher practice, even if we cannot demonstrate a direct cause–effect relationship.  相似文献   

Crowding and Classroom Learning,     

David E. Weldon  John H. Loewy  Janice I. Winer  David J. Elkin 《Journal of Experimental Education》2013,81(3):160-176

The effects of density and other situational factors on perceptions of and responses to crowding in classroom learning environments was examined in three separate and concurrent investigations. Experiment I examined the effects of various demographic variables, learning environments, and room design variables on perceptions of ideal, crowded, and intolerable learning conditions. Results indicated that all subjects agreed on what constitutes an ideal learning environment while perceptions of crowded and intolerable learning conditions depended on the subject’s vocational perspective (e.g., teacher, student, administrator, etc.). Effects were also observed for type of learning environment as well as room design variables (noise level, ceiling height, and esthetic quality of the room). These latter effects, however, were weaker and conditional on sex of subject. In Experiment II, the effect of two levels of density on classroom achievement was examined in the laboratory. Two levels of motivation and three levels of learning environment were also manipulated. Results were consistent with a modified form of Zajonc’s (30) theory of social facilitation which treated both density and motivation as manipulations of arousal. That is, a curvilinear relation between density motivation conditions and achievement was obtained indicating moderate levels of density may benefit student achievement. Finally, Experiment III examined classroom achievement as a function of class size over a 24-year period in two community school districts. Results indicated that over the period studied, classroom density was always within the ideal perceptual ranges established by Experiment I. Furthermore, a strong positive relation between classroom density and schievement was obtained. These findings were highly consistent with the modified version of Zajonc’s theory since ideal conditions should produce low to moderate arousal which should in turn facilitate performance. Implications based on the pattern of results for all three experiments were discussed.  相似文献