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Barry Cole  Cobbett Steinberg  Stuart M. DeLuca  Herbert Howard  S.L. Caroll  John R. Bittner 《Communication Booknotes Quarterly》2013,44(2):23-26

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The Handbook of Spanish Language Media by Alan B. Albarran     

Richard Cole 《媒体管理杂志》2013,15(3-4):239-240

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Images and stories: through the eyes of at-risk college learners     

Dely Lazarte Elliot  Anne Gillen 《International journal of qualitative studies in education》2013,26(7):912-931

In a study with at-risk Scottish college learners (n?=?81), a participatory action research method called Photovoice was strategically employed. Participant-driven photographs were used to access learners’ intimate thoughts and emotions while photograph-inspired stories were used to understand further their views and experiences. This photo-elicitation method provided access to rich and informative findings and enhanced the overall research process where photographs and narratives encouraged reciprocal validation. The study uncovered four key aspects in supporting at-risk learners: (a) overcoming psychological barriers; (b) addressing physical barriers; (c) providing adequate social support; and (d) assistance through suitable support for learning. This led to three pragmatic results: it (a) raised awareness about the plight of vulnerable learners, (b) afforded them a coordinated voice and (c) brought real benefits to both at-risk and other college learners alike. The implications of the study findings were discussed using the Human Capital Theory.  相似文献   

Artistry in Education     

Elliot W. Eisner 《Scandinavian Journal of Educational Research》2013,57(3):373-384

This paper argues that the primary mission of education is the preparation of artists. The concept of artistry used here is not limited to the fine arts, but to everything made well. Well-made objects, processes and ideas, whether practical or theoretical, require aesthetic judgement, depend upon technical skill, reflect attention to proportion and depend upon imagination. The paper argues that these cognitive processes, so important in the arts, are critically important in all walks of life today. As schools are impacted by well-intentioned but often ill-informed policies that standardise and homogenise the process of schooling, artistry can serve as an important remedy to its mechanisation.  相似文献   

Maltreatment experiences and associated factors prior to admission to residential care: A sample of institutionalized children and youth in western Kenya     

Gillian Morantz  Donald C. Cole  Samuel Ayaya  David Ayuku  Paula Braitstein 《Child abuse & neglect》2013

Objectives

This study aims to determine the prevalence of maltreatment experienced by institutionalized children prior to their admission to Charitable Children's Institutions (orphanages) in western Kenya, and to describe their socio-demographic characteristics, reasons for admission, and the factors associated with prior experiences of maltreatment.

Methods

A systematic file review was undertaken in five CCIs. Demographic, prior caregiving settings and maltreatment data were extracted. Forms of maltreatment were recorded according to WHO and ISPCAN guidelines. Logistic regression was used in bivariate and multivariable analyses of factors associated with reasons for placement and forms of maltreatment.

Results

A total of 462 files were reviewed. The median (interquartile range) age of children was 6.8 (5.08) years at admission, 56% were male, and 71% had lost one or both parents. The reasons for admission were destitution (36%), abandonment (22%), neglect (21%), physical/sexual abuse (8%), and lack of caregiver (8%). The majority of child and youth residents had experienced at least one form of maltreatment (66%): physical abuse (8%), sexual abuse (2%), psychological abuse (28%), neglect (26%), medical neglect (18%), school deprivation (38%), abandonment (30%), and child labor (23%). The most common reason for non-orphans to be admitted was maltreatment (90%), whereas the most common reason for orphans to be admitted was destitution (49%). Girls (adjusted odds ratio, AOR: .61, 95% CI: .39–.95) and orphans (AOR: .04, 95% CI: .01–.17) were both independently less likely to have a history of maltreatment irrespective of whether it was the reason for admission. Children whose primary caregiver had not been a parent (AOR: .36, 95% CI: .15–.86) and orphans (AOR: .17, 95% CI: .06–.44) were less likely to have been admitted for maltreatment, while children who were separated from siblings were more likely to have been admitted for maltreatment (AOR: 1.62, 95% CI: 1.01–2.60).

Conclusions

The high prevalence of maltreatment prior to admission, particularly among nonorphans, suggests the need for better child abuse and neglect prevention programs in communities, and psychosocial support services in institutions. The significant proportion of children admitted for poverty, predominantly among orphans, indicates that community-based poverty-reduction programs might reduce the need for institutionalization.  相似文献   

The association of perceived communication apprehension,shyness, and verbal aggression with perceptions of source credibility and affect in organizational and interpersonal contexts   总被引：2，自引：2，他引：0  

John G. Cole  James C. McCroskey 《Communication quarterly》2013,61(1):101-110

This is a report of two studies that examined the association of receivers' perceptions of sources' levels of several communication traits (shyness, communication apprehension, verbal aggressiveness) with the receivers' reported levels of affect for the source (general affect and/or liking) and the receivers' perceptions of the sources' credibility (competence, trustworthiness, goodwill). Study 1 examined employees’ perceptions of their supervisor's communication trait behaviors in the organizational context, while Study 2 examined the students' perceptions of their roommate's communication trait behaviors in an interpersonal context. As predicted on the basis of previous theory and research, both perceived communication apprehension and perceived verbal aggressiveness of the source were found to be substantially negatively correlated with credibility and affect and/or liking reported by the receiver. Contrary to our hypothesis, perceived behavioral shyness was not meaningfully associated with either credibility or affect. It is concluded that these results provide important information for distinguishing between the theoretical constructs of shyness and communication apprehension and theory in this area in general.  相似文献   

The Early College High School Initiative: An Overview of Five Evaluation Years     

Andrea Berger  Nancy Adelman  Susan Cole 《Peabody Journal of Education》2013,88(3):333-347

In 2002, the Bill & Melinda Gates Foundation started the Early College High School Initiative (ECHSI). Through this initiative, more than 200 Early College Schools (ECSs) opened by fall 2009. All of the schools aim to provide underserved students access to college classes while in high school. This article will provide an overview of the first 6 years of the ECHSI, and key findings across 5 years of the ECHSI evaluation, in particular highlighting how participants have implemented the ECHSI's core principles. However, the ECS is not a rigid model, and this article describes the variations in ECS implementation. Finally, this article documents outcomes such as attendance, grade-to-grade progression and graduation rates, student performance on assessments, and college credit accrual.  相似文献   

La zona de desarrollo próximo: donde cultura y conocimiento se generan mutuamente     

Michael Cole 《Infancia y Aprendizaje》2013,36(25):3-17

RESUMEN

El artículo expone los distintos enfoques que nos llevan al estudio del conocimiento y del desarrollo cognitivo basado en la cultura, áreas de estudio que tradicionalmente se han disociado y estan íntimamente relacionadas. En particular se centra en: la teoría sociocultural de los procesos psicológicos de Vygotski; Leontiev y su concepto de “actividad”; y las aportaciones de la antropología cultural. El concepto “zona de desarrollo próximo”, acuñado por Vygotski, ha tenido muchas aplicaciones educativas y se han llevado a cabo muchas investigaciones psicoantropológicas. La adquisición de conductas culturalmente adecuadas es un proceso de interacción del niño con los adultos y es un proceso de interacción y aculturación. Desde esta perspectiva, el enfoque sociocultural ofrece el marco necesario para el estudio de diversas facetas de la naturaleza humana.  相似文献   

Longitudinal Relations Among Language Skills,Anger Expression,and Regulatory Strategies in Early Childhood     

Caroline K. P. Roben  Pamela M. Cole  Laura Marie Armstrong 《Child development》2013,84(3):891-905

Researchers have suggested that as children's language skill develops in early childhood, it comes to help children regulate their emotions (Cole, Armstrong, & Pemberton, 2010; Kopp, 1989), but the pathways by which this occurs have not been studied empirically. In a longitudinal study of 120 children from 18 to 48 months of age, associations among child language skill, observed anger expression, and regulatory strategies during a delay task were examined. Toddlers with better language skill, and whose language skill increased more over time, appeared less angry at 48 months and their anger declined more over time. Two regulatory strategies, support seeking and distraction, explained a portion of the variance in the association between language skill and anger expression after toddlerhood.  相似文献   

Randomised controlled trial of incentives to improve attendance at adult literacy classes   总被引：1，自引：1，他引：0  

Greg Brooks  Maxine Burton  Pam Cole  Jeremy Miles  David Torgerson 《牛津教育评论》2013,39(5):493-504

Background: Incentives have been proposed as a method to improve attendance in adult literacy classes. In the UK, several areas have piloted the use of incentives to promote attendance at adult literacy classes. To date no rigorous evaluation of this policy has been undertaken. This paper describes (as far as we are aware) the only UK‐based randomised controlled trial to evaluate the use of financial incentives in order to promote attendance in classes for adult learners.

Methods: We used a cluster‐randomised design. Twenty‐nine adult literacy classes were randomised in two groups using minimisation. Intervention group learners received £5 (US$10) for each class attended. The main outcome was class attendance; the secondary outcome was literacy scores.

Results: After allocation, one class was found to be ineligible for the study. In the 28 remaining classes there was a statistically significant reduction of about 1.5 sessions (95% confidence interval (CI) 0.28, 2.79; p = 0.019) attended by the intervention group compared with control, after adjusting for cluster size and baseline scores. The difference in reading scores between the intervention and control group, conditioned on baseline scores, was ?2.38 (with controls scoring higher than the intervention group), but this difference was not statistically significant (95% CI ?7.40 to 2.57, p = 0.33).

Conclusion: Payments to attend adult literacy classes had an adverse effect on attendance. This trial needs urgent replication, ideally with a larger incentive, before this approach is widely used by policy makers.  相似文献