Co-thought gestures: Supporting students to successfully navigate map tasks     

Tracy Logan  Tom Lowrie  Carmel M. Diezmann 《Educational Studies in Mathematics》2014,87(1):87-102

This study considers the role and nature of co-thought gestures when students process map-based mathematics tasks. These gestures are typically spontaneously produced silent gestures which do not accompany speech and are represented by small movements of the hands or arms often directed toward an artefact. The study analysed 43 students (aged 10–12 years) over a 3-year period as they solved map tasks that required spatial reasoning. The map tasks were representative of those typically found in mathematics classrooms for this age group and required route finding and coordinate knowledge. The results indicated that co-thought gestures were used to navigate the problem space and monitor movements within the spatial challenges of the respective map tasks. Gesturing was most influential when students encountered unfamiliar tasks or when they found the tasks spatially demanding. From a teaching and learning perspective, explicit co-thought gesturing highlights cognitive challenges students are experiencing since students tended to not use gesturing in tasks where the spatial demands were low.  相似文献   

Students' Perspectives on Gatekeeping in Counselor Education: A Case Study          下载免费PDF全文

Jennifer M. Foster  Monica Leppma  Tracy S. Hutchinson 《Counselor Education & Supervision》2014,53(3):190-203

Through in‐depth interviews, the authors examined 10 master's‐level counseling students' perceptions of gatekeeping. Case analysis resulted in 3 major themes pertaining to the necessity of gatekeeping, vital components, and counseling student characteristics. Implications of the findings are also discussed.  相似文献   

Location,Location, Location: The Impact of IM Widget Placement     

Jolie Ogg Graybill  Tracy Bicknell-Holmes 《College & Undergraduate Libraries》2013,20(1):72-86

In an attempt to meet ever-changing users’ needs, the University of Nebraska-Lincoln (UNL) Libraries implemented virtual reference services such as e-mail, chat, and, most recently, instant messaging, in increments and via various services and vendors. Each option consistently met with a lukewarm response and less-than-desirable reference transaction numbers. After investigating the virtual reference experiences of other academic institutions, and after the advent of a more flexible Webpage design, the UNL Libraries decided to pilot strategic placement of the QuestionPoint Instant Message Qwidget on multiple pages of the library Website. Data collected in the Fall 2008 and 2009 semesters test the hypothesis that 2009 sessions utilizing the strategically placed Qwidget resulted in significantly higher sessions than 2008. The strategic placement of the Qwidget resulted in a drastic increase in reference interactions in the 2009 academic year when compared to the 2008 academic year. The overall increase in reference transactions, along with a consistent increase throughout the academic year, indicate that instant messaging reference service is of interest to our users, as long as placement of the service is prominent.  相似文献   

Fashion in the classroom II: Instructor immediacy and attire     

Joan Gorham  Stanley H. Cohen  Tracy L. Morris 《Communication Research Reports》2013,30(1):11-23

Results of a 2 (immediacy conditions) X 3 (attire conditions) experimental study indicated lesser effects of attire on person perceptions when studied in a live interaction context as opposed to responses to photographs, as has been typical in previous studies. Influence of attire was largely limited to ratings of instructor extroversion, while immediacy influenced perceptions of extroversion, composure, character, competence, homophily, and learning. There was no statistically significant interaction between attire and immediacy; i.e., there was no indication that strategic choice of attire bolsters student ratings of non‐immediate instructors, or that “non professional” attire hurts judgements of immediate instructors.  相似文献   

Economic and Cultural Influences on the Theatrical Consumption of Foreign Films in Singapore     

W. Wayne Fu  Tracy K. Lee 《Journal of Media Economics》2013,26(1):1-27

This study investigates audience acceptance of foreign movies in an import-dominated exhibition market—Singapore. The characteristics of home cinema markets and the cultural distances of the film-exporting countries are operationalized in an empirical model to explain the highly varied demand in this import market for international films from various sources. We show that during 2002–2004 release frequencies and box-office performance for films originating in different countries are significantly accounted for by both economic and cultural factors. Films from countries with larger domestic markets and from countries culturally more similar to Singapore experience greater box-office success. Furthermore, an individual foreign film's Singapore box-office performance is explained by its box-office success in its home market and the intercountry cultural distance.  相似文献   

Wikipedia as Public Scholarship: Communicating Our Impact Online     

Elizabeth K. Rush  Sarah J. Tracy 《Journal of Applied Communication Research》2013,41(3):309-315

Although computer-mediated support groups have been argued to be beneficial for individuals coping with health-related stigma, few studies have explored how communication processes may moderate perceptions of stigma and health outcomes. Increasing our understanding of the relationships among these variables may help to inform social support interventions for individuals facing stigmatized health issues. Drawing from the optimal matching model, the reported study examined the relationships among strong-tie/weak-tie support network preference and health-related stigma for stress and depression among members of health-related computer-mediated support groups. The results indicated that health-related stigma was positively associated with preference for weak-tie support, and preference for weak-tie support was found to moderate the relationship between stigma and both stress and depression. The implications of the findings for the role of on-line weak-tie network supportive relationships in reducing stigma and its application to developing support-focused health interventions and segmenting potential intervention participants are discussed.  相似文献   

Preschool children's math-related behaviors mediate curriculum effects on math achievement gains     

Kerry G. Hofer  Dale C. Farran  Tracy Payne Cummings 《Early childhood research quarterly》2013

This study used a mediational model to examine the effect of curriculum condition on student behaviors and how those behaviors related to math achievement gains. The student behaviors examined were children's participation in learning-related activities, talking during learning activities, and level of engagement with the materials. Conducted as part of a larger project involving the implementation and evaluation of a preschool mathematics curriculum, this study involved twenty urban prekindergarten sites with 57 classrooms randomly assigned to the new curriculum or a practice-as-usual condition. The final analytic sample included 675 children, predominately from low-income homes. Results showed that the greater gains made by children in curriculum classrooms were mediated by the number of times children were observed focused on mathematics and the number of times they were observed talking during mathematics. Findings from this study demonstrate the importance of focusing on children's actual responses to a new curriculum in determining its effects.  相似文献   

Fashion in the classroom III: Effects of instructor attire and immediacy in natural classroom interactions     

Joan Gorham  Stanley H. Cohen  Tracy L. Morris 《Communication quarterly》2013,61(3):281-299

This is the third of three studies using complementary designs to investigate the effects of teacher attire on student perceptions of instructors and instruction in contemporary college classrooms. In line with Studies One and Two, modest effects of attire on perceptions of extroversion and competence were found; however, previous conclusions that instructor attire has little meaningful, predictable effect on ratings of attributes related to either approachability or credibility were reinforced. Student judgements of such attributes were influenced far more by teacher use of immediacy behaviors than by attire. In particular, positive effects resulting from teachers’ choice of formal professional attire were not supported.

This is the final study in a three‐part series designed to investigate the implications of instructor attire in the contemporary college classroom. Interest in this topic was sparked by collegial conversations regarding advice for new teaching assistants: What can they do to enhance credibility, approachability, and teacher evaluations? Does what they wear make a difference?  相似文献   

From the editor's desk     

Tracy L. Cross Editor Ph.D. 《Roeper Review》2013,35(3):143-144

This article examines the underrepresentation of African American and Hispanic students in gifted education, proposing that social inequality, deficit thinking, and microaggressions contribute to the inequitable segregated programs. Underrepresentation trends are presented, along with methods for calculating underrepresentation and inequity. Underrepresentation is placed under the larger umbrella of achievement gaps and inequities in school settings with attention to de jure segregation. I argue that underrepresentation is beyond statistical chance and is a function of attitudes and beliefs grounded in deficit paradigms among those with power or social capital. Denying access to gifted education based on race is counterproductive and illegal and is discussed with Brown v. Board of Education as the legal background and a recent court case in gifted education (McFadden v. Board of Education for Illinois School District U-46). Recommendations for desegregating gifted education are provided.  相似文献   

Helping the Gifted Escape Metaphorical Entrapment     

Jennifer Riedl Cross  Don Ambrose  Tracy L. Cross 《Roeper Review》2013,35(5):37-44

Linguists and philosophers have revealed the powerful shaping influences of metaphor on thought. Metaphorical frameworks have inspired and confined theories of mind, research paradigms, and even conceptions of morality in the larger sociopolitical environment. This paper explores these strong metaphorical influences on thought and action with special attention to sociopolitical and moral dimensions. It reveals profound metaphorical effects on the functioning of minds as well as ideological, liberal and conservative conceptions of aspirations, self-fulfillment, success, and morality. The analysis suggests the need for more attention to metaphorical analysis and the development of moral imagination in the education of the gifted.  相似文献