The Influence of Instructor-Student Rapport on Instructors’ Professional and Organizational Outcomes     

Brandi N. Frisby  Anna-Carrie Beck  Audrey Smith Bachman  Cynthia Byars  Cynthia Lamberth  Jason Thompson 《Communication Research Reports》2016,33(2):103-110

Students and teachers have relational goals and needs, yet little research has examined the relational goals of instructors and how achieving those goals may affect instructor outcomes. This study examined instructors’ perspectives on instructor-student rapport. Results revealed that instructors who build rapport with students are likely to experience teaching satisfaction, affective commitment to the institution, and enhanced teaching efficacy. However, instructor-student rapport was not related to instructor morale. The findings in this study highlight the importance of positive instructor-student relationships in the classroom and the implications for both instructors and administrators.  相似文献   

DYNAMICS OF ENGAGEMENT AND DISAFFECTION IN A SOCIAL STUDIES CLASSROOM CONTEXT          下载免费PDF全文

Ana M. Taboada Barber  Michelle M. Buehl  Jori S. Beck 《Psychology in the schools》2017,54(7):736-755

In this investigation, we replicated Skinner et al.’s study of the dynamics of engagement with a more diverse sample of Grades 6 and 7 students from a middle school with a large English learner (primarily Spanish‐speaking) student population. We tested dimensions of the self‐system model of motivational development in a specific academic domain (i.e., social studies). Some relationships found by Skinner and colleagues were supported, whereas others were not. Emotional engagement predicted changes in behavioral engagement and disaffection. The classroom context and students’ self‐perceptions predicted changes in engagement and disaffection. Students’ self‐perceptions also mediated the relation between teacher support and engagement and disaffection. None of these relations were moderated by language status.  相似文献   

Teaching Bioinformatics and Neuroinformatics by Using Free Web-based Tools     

William Grisham  Natalie A. Schottler  Joanne Valli-Marill  Lisa Beck  Jackson Beatty 《CBE life sciences education》2010,9(2):98-107

This completely computer-based module''s purpose is to introduce students to bioinformatics resources. We present an easy-to-adopt module that weaves together several important bioinformatic tools so students can grasp how these tools are used in answering research questions. Students integrate information gathered from websites dealing with anatomy (Mouse Brain Library), quantitative trait locus analysis (WebQTL from GeneNetwork), bioinformatics and gene expression analyses (University of California, Santa Cruz Genome Browser, National Center for Biotechnology Information''s Entrez Gene, and the Allen Brain Atlas), and information resources (PubMed). Instructors can use these various websites in concert to teach genetics from the phenotypic level to the molecular level, aspects of neuroanatomy and histology, statistics, quantitative trait locus analysis, and molecular biology (including in situ hybridization and microarray analysis), and to introduce bioinformatic resources. Students use these resources to discover 1) the region(s) of chromosome(s) influencing the phenotypic trait, 2) a list of candidate genes—narrowed by expression data, 3) the in situ pattern of a given gene in the region of interest, 4) the nucleotide sequence of the candidate gene, and 5) articles describing the gene. Teaching materials such as a detailed student/instructor''s manual, PowerPoints, sample exams, and links to free Web resources can be found at http://mdcune.psych.ucla.edu/modules/bioinformatics.  相似文献   

A Sporting Dilemma and Its Jurisprudence     

Patrick Lenta  Simon Beck 《体育哲学杂志》2013,40(2):125-143

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Heartland: Forgiveness in Columbus,Three Billboards Outside Ebbing,Missouri, and Lady Bird     

Bernard Beck 《Multicultural Perspectives》2018,20(2):92-95

Recent movies have used the familiar conventions of classic revenge movies, but the former have avoided the latter's grim resolutions in favor of a wiser, more forgiving attitude toward those who have offended the wronged. This unconventional change in a familiar story line points to the contrast between the pleasure of vicarious vindictiveness and the more thoughtful approach that we prefer in real life.  相似文献   

Hail the Conquering Hero: Remembering the Troops in The Hurt Locker,Inglourious Basterds and Avatar     

Bernard Beck 《Multicultural Perspectives》2013,15(4):213-216

Three recent movies about war are examined. All have been honored by critics and welcomed by audiences. The three movies are very different from one another. They reflect different ways of thinking and feeling about war. More specifically, they represent ways we relate to the troops we send into battle and our concerns about whether we have done and are doing the right things.  相似文献   

Loud Mouths: Rude Remarks in Man of the Year,Borat and Shut Up & Sing     

Bernard Beck 《Multicultural Perspectives》2013,15(3):29-32

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Our Dancing Daughters: The Queen,Little Miss Sunshine,and Dysfunctional Families     

Bernard Beck 《Multicultural Perspectives》2013,15(4):28-31

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Angels With Dirty Faces: Who Invited Slumdog Millionaire and The Visitor?     

Bernard Beck 《Multicultural Perspectives》2013,15(3):146-149

Two recent movies, The Visitor and Slumdog Millionaire, exemplify very different ways of dealing with the pains of inequality in modern life. Popular culture celebrates the successes of meritorious individuals from backgrounds of victimization and oppression, but it struggles to find positive themes when social arrangements continue to victimize other meritorious individuals. We may appear to transcend our past inequalities, but we still have present inequalities to struggle against. Similarities to recent political events, the unsettled issues of immigration, the fear of Muslims, and the election of a multiracial President are noted.  相似文献   

Media images     

Bernard Beck 《Multicultural Perspectives》2013,15(3):19-22

As we travel through life, our journeys offer myriad observations, relationships, and experiences. By chance and choice, our journeys align closely with and are guided by other people's journeys; from these associations we form a sense of our individual cultural characteristics and self-identities. Simultaneously, our journeys follow courses that remain distant and distinct from other people's paths; yet our observations and interpretations from afar also contribute strongly to the formulation of individual cultural characteristics and self-identities. Throughout life's dynamic encounters and events, each of us continues to formulate, reformulate, and negotiate our self-identities as we traverse what seems like parallel paths-journeys that appear distant and distinct from other journeys, yet encountering equally powerful influences shaping our thoughts, beliefs, and actions. Rarely are we afforded the opportunities to investigate these parallel paths and communicate honestly with individuals who seemed far away and foreign; seldom can we truly experience multiple perspectives and cross-cultural relationships in our own journeys. This article presents the unique intersection of two parallel lives and the authentic exchange of multiple perspectives reported through narrative or personal life histories. The authors serendipitously met at a National Association for Multicultural Education (NAME) conference and by chance shared their childhood stories. The authors were raised in similar environments but from opposite lifestyles -lifestyles that paralleled one another and contributed significantly to their individual understanding of cultural characteristics and self-identity. Here they share their histories spanning 50 years while providing insights and guidelines for teachers and teacher educators to learn from our pasts and reshape our futures.  相似文献