排序方式： 共有95条查询结果，搜索用时 203 毫秒
81.
Natoshia M. Askelson Shelly Campo Sandi Smith John B. Lowe Leslie Dennis Julie Andsager 《Sex education》2013,13(4):431-441
The human papillomavirus (HPV) vaccine provides physicians with an opportunity to have conversations with girls about sex and sex-related topics. Current research suggests that these conversations are not happening. This study was designed to assess whether physicians would use the HPV vaccination as an opening to communicate with nine-year-old to 15-year-old female patients about sex using the Theory of Planned Behavior as a framework. The study also assessed what sexual health topics physicians were willing to discuss when they vaccinated patients and at what ages they would be willing to discuss each topic. Differences in communication were also examined between older and younger physicians and female and male physicians. A random sample (n = 207) of all family practice and pediatric physicians in a rural, Midwest state in the USA were mailed a survey about the HPV vaccine and their intentions to talk about sex-related topics. Specifically, the survey questions assessed the theoretical constructs: attitudes, subjective norms, and perceived behaviour control. The results point to physicians' intentions to talk about sex when they vaccinate. Most physicians intended to talk about sexually transmitted infections when they vaccinate against HPV (90.3%). A multivariate linear regression reveals that physicians' intentions to talk about sex are influenced by attitudes (β = 0.18, p < 0.05), subjective norms (β = 0.53, p < 0.001), and perceived behavioural control (β = 0.15, p < 0.05). Physicians intended to talk about a variety of sex-related topics when they vaccinate nine-year-old to 15-year-old girls against HPV. The research indicated that physicians' intentions were high, but do not indicate how well physicians are prepared for this communication with nine-year-old to 15-year-old girls about sex. 相似文献
82.
This study aims to examine the roles of value predispositions, communication, and third person perception on public support for censorship of films with homosexual content in Singapore. Findings from a nationally representative telephone survey of adults showed that the majority of Singaporeans supported stricter censorship of films with homosexual characters. Conformity to norms, intrinsic religiosity, and Asian orientation were positively associated with public support for censorship. Media exposure and perceived negative media effects on self were negatively associated with public support for censorship. Our results supported the perceptual component but not the behavioral component of the third person effect. 相似文献
83.
Librarianship, like many occupations, requires emotional labor, which is an awareness of job requirements for emotional expression and the strategies used to express those emotions. Research on emotional labor suggests that performing emotional labor results in both positive and negative effects on individual outcomes, such as job satisfaction and job burnout. Since affective events are prevalent in library work and evidence suggests positive outcomes from emotional labor can be fostered, the ways emotional labor is performed in libraries should be studied. This research explores the key components of emotional labor: perceptions of display rules and the emotion regulation strategies of surface and deep acting. Data were collected from a sample of American librarians in 46 states from public, academic, special, and K–12 libraries who completed a survey. Bi-variate and multi-variate correlations, as well as ANOVAs, were used to test relationships among emotional labor constructs, job satisfaction, and job burnout. Results show evidence of significant associations with emotional labor among library employees in both the perception of display rules, as well as in surface and deep acting. Perception of display rules showed mixed results with job burnout and job satisfaction. Surface acting was found to be associated consistently with job burnout and decreased job satisfaction, while deep acting strategies were less strongly associated with negative outcomes. Findings suggest that library managers should clearly communicate display rule expectations to employees and work to build staff support to help meet those expectations. Library employees should be aware of occasions when they use surface acting and work to develop stronger deep acting techniques. The study contributes to an understanding of the influence of emotion management in the library workplace. 相似文献
84.
This research content analyzed the news photographs of a major U.S. daily newspaper to examine the emotional portrayals of individuals in different gender, age, and ethnic subgroups. A multidimensional measure of emotion (pleasure, arousal, dominance) was used. A total of 1,595 individuals were coded. The results demonstrate that emotionality was stereotyped to some degree, particularly in relation to women, ethnic minorities, and senior citizens. Specifically, African Americans were depicted as excited whereas Asian Americans were seen as calm. Women were portrayed as happy and teens were shown as sad. The results support the social construction of emotion and suggest that the news media play a role in framing and constructing emotional meaning with regard to different subgroups in American society. 相似文献
85.
Keep Your Ear to the Ground 总被引：1，自引：1，他引：0
Shelly J. Schmidt 《Journal of Food Science Education》2004,3(3):47-48
86.
Shelly Clevenger Jordana N. Navarro Lydia K. Gregory 《Journal of Criminal Justice Education》2017,28(3):393-410
As educators of future law enforcement and social service personnel, one of the most important objectives of faculty members within the social sciences disciplines is to foster a sense of empathy toward victims of crime among their students. Empathy toward victims of crime, and domestic abuse in particular, is vastly important as evidence suggests that the reactions survivors encounter upon disclosure influences reporting behavior to law enforcement. Moreover, evidence indicates that by fostering empathy toward domestic abuse survivors among students, social science educators can reduce the endorsement of harmful victim-blaming attitudes that these individuals may otherwise carry with them into their public service. However, despite the importance concerning teaching empathy within the classroom, a dearth of information exists—particularly in the criminal justice pedagogical literature. To address this gap, the objective of this study was to assess several active learning activities designed specifically to foster victim empathy in students. To gather feedback about how these activities affected students, we utilized standard Likert scales as well as several free response questions. 相似文献
87.
Jared S. Warren Hank M. Bohanon-Edmonson Ann P. Turnbull Wayne Sailor Donna Wickham Peter Griggs Shelly E. Beech 《Educational Psychology Review》2006,18(2):187-198
The school-wide application of positive behavior support (PBS) is a prevention-oriented approach to student discipline that is characterized by its focus on defining and teaching behavioral expectations, rewarding appropriate behaviors, continual evaluation of its effectiveness, and the integration of supports for individuals, groups, the school as a whole, and school/family/community partnerships. Although school-wide PBS has been implemented in hundreds of schools thus far, many professionals in education and psychology remain, for the most part, unfamiliar with this proactive alternative for increasing positive student behavior. This article reviews the foundations and core components of school-wide PBS, provides a case example of the implementation and preliminary evaluation of school-wide PBS in an urban middle school, and summarizes critical issues and future research directions in this area of considerable importance to professionals in educational psychology and related fields. 相似文献
88.
Lori Czop Assaf Kristie O’Donnell Lussier Shelly Furness Meagan Hoff 《The Teacher Educator》2019,54(2):105-124
In an attempt to better prepare future teachers to fight against social injustice, support their culturally and linguistically diverse students and wrestle with social and educational complexities around the globe, many education programs have increased the number of study abroad programs and international service learning projects. In this qualitative study, we explored seven preservice teachers’ experiences related to humanizing pedagogy after participating in a study abroad program combined with an international service-learning project in a South African rural community. Analyzing multiple data sources such as interviews and reflective journals, we discovered that the preservice teachers grappled with the political, social, economic, and educational differences they encountered during the international project and wrestled with conflicting ideas and beliefs about poverty and language. They identified their relationships with students as catalysts to address these educational issues and their need to reverse systemic inequities. They built caring relationships with students in the community and developed additive perspectives the focused on the students’ community cultural capital. The preservice teachers expressed deep critical reflection and a desire to promote a more fully human educational world where students have the opportunities to enact their agency, their creativity, and their language and culture. 相似文献
89.
The purpose of this teacher action research was twofold: to learn more about preservice teachers' preconceived notions related to listening and to investigate how a listening journal assignment impacted preservice teachers' views of listening as an important aspect of discourse. The participants were enrolled in a mathematics methods course for PreK–3 (early childhood) majors during their last semester of coursework prior to student teaching. Data in the form of final reflections from participants' listening journals and researchers' field notes were analyzed. Findings suggest that the preservice teachers entered the course without truly considering listening as an important component of teaching methods related to facilitating classroom discourse. The listening journal assignment helped them begin to think more deeply about listening and the different definitions and modes of listening; however, at the end of the semester, many still wrote about their own personal journeys with listening and not about the role of listening as a key element in promoting classroom discourse and learning. 相似文献
90.
Photovoice is a participatory action research tool that is grounded in the literature for critical consciousness (Wang & Burris, 1997). Four creative high school girls who reported struggles with mathematics were given cameras and asked to take photographs to answer the following questions: (1) What is mathematics? (2) What is your ideal learning environment? (3) What things impede your learning of mathematics? Within-case and cross-case analyses of the photographs and interview responses were conducted. Each individual case was analyzed using the work of Belenky, Clinchy, Goldberger, and Tarule (Women’s Ways of Knowing, 1986) who investigated women’s epistemological perspectives. The girls were either silenced (disconnected from the mathematical knowledge of the teacher), received (lacked confidence to do mathematics independently), or “fragily” subjective (viewed mathematical knowledge as personal rather than imparted by the teacher) knowers of mathematics. The use of photovoice has the power to facilitate the nurturing of silence as it moves toward the “roar which is on the other side of silence” (Belenky et al., 1986, p. 4). 相似文献