Updating Relationships Between Communication Traits and Communication Competence     

Jason J. Teven  Virginia P. Richmond  James C. McCroskey  Lynda L. McCroskey 《Communication Research Reports》2013,30(3):263-270

This study examined the degree to which six self-perceived communication traits are related to self-perceived communication competence (SPCC), both individually and collectively. The results indicate communication apprehension and shyness were strongly and inversely related to SPCC, whereas willingness to communicate was strongly and positively associated with SPCC. When examined collectively, several communication traits were found to predict SPCC.  相似文献   

Persons with Learning Disabilities in the Workplace: What We Know So Far in the Americans with Disabilities Act Era     

Paul J. Gerber  Lynda A. Price 《Learning disabilities research & practice》2003,18(2):132-136

Abstract. Since the Americans with Disabilities Act (ADA) was passed in 1990 and implemented in 1992, there has been little research to discover the realities of the workplace for adults with learning disabilities. There is a body of knowledge, albeit sparse in scope, that provides guidance for learning disabilities professionals, employers, and individuals with learning disabilities. Empirical studies are synthesized from the past 12 years to convey the perspectives of employees with learning disabilities and their employers. Issues that require further research are outlined.  相似文献   

Evaluation of the Psychometric Properties of the Parents’ Proxy MPAQ-C in Chinese Population     

Ka Man Leung  Pak-Kwong Chung  Lynda B. Ransdell  Yong Gao 《Measurement in physical education and exercise science》2016,20(2):112-120

We examined psychometric properties of a Modified Physical Activity Questionnaire for Children (MPAQ-C). Thirty-two parents (Study 1), 40 students (6–9 years) and one of each student’s parents (Study 2), and 625 parents (Study 3) completed the MPAQ-C. The MPAQ-C (six items) measured children’s physical activity (PA) after school, and during evenings and weekends for 7 days. Test–retest reliability (Study 1) and convergent validity (Study 2) were measured. Factor validity of the MPAQ-C (Study 3) was examined using confirmatory factor analysis. A single-factor model of the MPAQ-C fit the data well (χ² (9) = 42.78, p < .001; comparative fit index[CFI] = .977; non-normed fit index [NNFI] = .962; root mean square error of approximation [RMSEA] = .079 [90% confidence interval {CI} = .057 to .11]), with good test–retest reliability, composite reliability (.80) and convergent validity. The factor loadings of MPAQ-C were invariant across fathers/mothers (Δχ² (6) = 3.44, p > .05). The MPAQ-C is a suitable parent proxy for measuring young Chinese children’s PA.  相似文献   

Perspectives on Uncertainty for Technical Communication Scholars     

Lynda Walsh  Kenneth C. Walker 《Technical Communication Quarterly》2016,25(2):71-86

Technical communication scholars have tended to treat uncertainty as a lack of certainty rather than as a diverse range of strategies for talking about risk. This review employs Goodnight’s argument spheres to comprehend treatments of uncertainty in technical communication and closely related fields. The advantages of such an approach are demonstrated via a reanalysis of a recent risk communication study. The review finishes by identifying hybrid forums as productive sites for future research.  相似文献   

Break with Tradition: Marshall's contribution to a Foucauldian philosophy of education     

Lynda Stone 《Educational Philosophy and Theory》2005,37(3):441-447

  相似文献   

The effect of question format in revealing the quality of student learning of some biological concepts     

Dr. Lynda J. Creedy 《Research in Science Education》1992,22(1):406-407

Specializations: science and technology, biology teacher education.  相似文献   

The Strategic Teaching Framework: The use of multimedia in teacher education     

Dr. Lynda J. Creedy 《Research in Science Education》1994,24(1):366-367

Conclusion Teaching needs to be studied in context, as a whole. This approach would require the student to spend much time in classrooms and in reflection. The STF is a learning environment which while not replacing actual teaching experience, can support that experience and allow students to maximise the benefit of the time they do have in the classroom. Students can learn about instructional strategies in a classroom context, tapping into an experienced teacher's knowledge and experience. The motivation for creating the STF was not to ‘teach’ the students the ‘correct’ strategies to use in the classroom, but to support them in constructing and testing their own understanding of the instructional strategies in a classroom context. The next phase of the project will be trials of the STF with pre-service primary teaching students. A copy of the prototype will be installed at Newling Primary School so that the teachers there can become familiar with the project and offer comment. After this exposure to the concept, a survey will be conducted to determine the structure and content of an STF which would support in-service training. Specializations science education, senior secondary students' understanding of biological concepts, applications of multimedia.  相似文献   

Youth representations of environmental protest     

Lynda Dunlop  Lucy Atkinson  Denise Mc Keown  Maria Turkenburg-van Diepen 《British Educational Research Journal》2021,47(6):1540-1559

A necessary condition for a functioning democracy is the participation of its citizens, including its youth. This is particularly true for political participation in environmental decisions, because these decisions can have intergenerational consequences. In this article we examine young people’s beliefs about one form of political participation—protest—in the context of communities affected by fracking and associated anti-fracking protest, and discuss the implications of these representations for education. Drawing on focus groups with 121 young people (aged 15–19) in five schools and colleges near sites which have experienced anti-fracking protest in England and Northern Ireland, we find young people well-informed about avenues for formal and non-formal political participation against a background of disillusionment with formal political processes and varying levels of support for protest. We find representations of protest as disruptive, divisive, extreme, less desirable than other forms of participation and ineffective in bringing about change but effective in awareness-raising. These representations are challenging, not least because the way protest is interpreted is critical to the way people think and act in the world. These representations of environmental protest must be challenged through formal education in order to safeguard the UN Convention on the Rights of the Child and ensure that the spirit of Article 11 of the UK Human Rights Act is protected.  相似文献   

The Embase UK filter: validation of a geographic search filter to retrieve research about the UK from OVID Embase     

Lynda Ayiku  Paul Levay  Thomas Hudson  Jenny Craven  Amy Finnegan  Rachel Adams  Elizabeth Barrett 《Health information and libraries journal》2019,36(2):121-133

  相似文献   

Controversies in Science     

Dunlop  Lynda  Veneu  Fernanda 《Science & Education》2019,28(6-7):689-710

Science & Education - Controversies in science are an essential feature of scientific practice: defined here as current problems that are unresolved because there are no accepted procedures by...  相似文献