From Wimsey to The Wire: Distracting Discourse and Attentional Practice     

Craig E. Mattson 《Quarterly Journal of Speech》2013,99(1):31-52

This essay explores the intervolvement of attentional practice and discursive action. Drawing on Michael Polanyi's phenomenology, I examine occasions when discourse does not sound like deliberate utterance and when attention does not look rationally focused—but when both are rhetorically inventive. Taking a cue from the growing (though conceptually and historically thin) self-help literature on attention and mindfulness, I examine the sometimes distracting speech of that paragon of attentiveness, the fictional detective. Dorothy Sayers’ witty sleuth, Wimsey, and The Wire's profane investigators, Bunk and McNulty, practice transgressive speech that seems nonsensical, but which animates and extends indirect attention for the sake of solving problems in bewildering conditions. These case studies in crime fiction strengthen rhetorical scholarship on embodiment, affect, and verbal inadvertency by locating deliberative dimensions in apparently indeliberate discourses. This essay concludes by conceptualizing the communicative practice that modulates indirect attention, referring to its transgressive nonsensicality as a rhetoric of idiocy.  相似文献   

A preliminary investigation of role‐taking in descriptions of self and others in the twenty statements test     

Robert T. Craig 《Communication quarterly》2013,61(3):187-195

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Promoting assessment efficacy through an integrated system for online clinical assessment of practical skills     

Peter J. Hay  Craig Engstrom  Anita Green  Peter Friis  Sue Dickens  Doune Macdonald 《Assessment & Evaluation in Higher Education》2013,38(5):520-535

This paper presents evaluation outcomes from an externally funded research project involving the online clinical assessment of practical skills (eCAPS) using web-based video technologies within a university medical programme. eCAPS was implemented to trial this web-based approach for promoting the efficacy of practical skills assessment in knee joint examinations for a pre-clinical cohort of second year medical students. eCAPS involves a progressive organisation of online video experiences and task expectations for formative and summative assessments of selected competencies. Data are presented from semi-structured interviews with the medical students (N?=?40). eCAPS successfully supported students’ skill development in knee joint examinations on fellow students and allowed remote assessment of candidates’ performances by clinicians experienced in musculoskeletal examinations. An ‘indicative standard’ paradigm, involving formative assessment of one randomly selected performance from the submission of all students’ responses within a small group, offered an efficient and efficacious avenue for providing consolidated feedback to students and promoted desirable learning behaviours. Overall, there was evidence of reciprocal learning benefits to the ‘blending’ of an online learning and assessment approach with an existing face-to-face environment. The medical students were able to successfully engage online with high quality and consistent practical skill-based materials in a flexible, independent and individual manner.  相似文献   

Four Joes     

Henry Craig Seasholes 《Clearing house (Menasha, Wis.)》2013,86(4):234-235

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No Light at the End of Tunnel Vision: Steps for Improving Lesson Plans     

Rita Dunn  Martin Craig  Lois Favre  Doron Markus  Paul Pedota  Gale Sookdeo 《Clearing house (Menasha, Wis.)》2013,86(5):194-206

The authors of this article believe that the current structure of lesson plans impede differentiation, individualization, and innovation and offer little in assessing the quality of teaching and learning. Concrete steps will be offered for planning to better respond to student diversity in meeting lesson objectives.  相似文献   

Journal Writing with Web 2.0 Tools: A Vision for Older Adults     

Craig E. Shepherd  Steven Aagard 《Educational gerontology》2013,39(7):606-620

This article describes how Web 2.0 technologies may facilitate journaling and related inquiry methods among older adults. Benefits and limitations of journaling are summarized as well as computer skills of older adults. We then describe how Web 2.0 technologies can enhance journaling among older adults by diminishing feelings of isolation, promoting collaboration, establishing learning communities that overcome physical boundaries, and facilitating storage and dissemination of resources. The article concludes by identifying several factors that must be anticipated when using these technologies and provides ideas to overcome privacy, access, and posthumous management.  相似文献   

Greek gears of time     

Craig Martin   《Endeavour》2009,33(2):42-43

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Becoming Qualitative Researchers: A Collaborative Approach to Faculty Development     

Ron W. Wilhelm  Madge T. Craig  Rebecca J. Glover  Diane D. Allen  Jane B. Huffman 《Innovative Higher Education》2000,24(4):265-278

Five junior scholars, representing two departments and four program areas in the College of Education at the University of North Texas, committed themselves to a long-term, systematic, research-based learning program in order to further their knowledge and skills as qualitative researchers. In this essay, this community of learners describes their collaborative efforts to develop more effective skills in one method of qualitative research, in-depth, oral history interviewing. Through their cross-discipline, research-based, faculty development model, the authors offer helpful direction to other higher education faculty who seek to improve their ability to conduct and also to guide students in qualitative investigations.  相似文献   

Preface To The Special Issue On Quality Systems In Performance Improvement     

Walter Dick  F. Craig Johnson 《Performance Improvement Quarterly》1993,6(3):3-6

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Using teacher judgment and IQ to estimate reading and mathematics achievement in a remedial-reading program     

Ronald C. Eaves  Phyllis Williams  Katherine Winchester  Craig Darch 《Psychology in the schools》1994,31(4):261-272

This study investigated the relative merits of using teacher judgment and the Slosson Full-Range Intelligence Test to estimate the math and reading achievement of students in a summer remedial-reading program. The subjects included children in grades kindergarten through six who were enrolled in the Auburn University Summer Clinic. Components analyses showed that the Slosson Full-Range Intelligence Test recovered substantially more variance from the distributions of the KeyMath-Revised and the Woodcock Reading Mastery Tests-Revised than did teacher judgments. Analysis of variance showed that significant differences between the means of the three tests resulted from the inclusion of students with learning disabilities. Implications of the results are discussed.  相似文献