Compassion in the face of terror: a case study of recognizing suffering,co-creating hope,and developing trust in a would-be school shooting     

Sarah J. Tracy  Timothy P. Huffman 《Communication monographs》2017,84(1):30-53

Current theoretical conceptualizations of compassion say little about communicating compassion to people whose suffering is wrapped in a cloak of anger, threat, resistance, and fear. This article attends directly to this issue by examining the conversational particulars of compassion communicated by school bookkeeper Antoinette Tuff to would-be school shooter Michael Hill. The case serves as the basis for advancing propositions about communicating compassion to unwilling recipients and suggests the importance of careful conversational timing, face-enhancement strategies, convergence/mirroring techniques, co-creating hope, physical presence, and vulnerable self-disclosure. The case extends current conceptualizations of compassion and provides a vivid picture for enacting compassion when sufferers are angry, threatening, or resisting help.  相似文献   

Designing video feedback to support the socioemotional aspects of online learning     

Ryan  Tracii 《Educational technology research and development : ETR & D》2021,69(1):137-140

The COVID-19 pandemic required instructors to rapidly redesign subject delivery for the online environment. In dealing with this emergency situation, instructors may have focused their energies primarily on transitioning learning and assessment activities to the online context rather than working to support the socioemotional aspects of learning, such as belonging and motivation. As a result, online classes may have lacked social presence, leaving students feeling unvalued and demotivated. Research findings by Borup, West, and Thomas (Educ Technol Res Dev 63(2):161–184, 2015) indicate that instructors may be able to support positive socioemotional outcomes for online students through the provision of video feedback comments. The purpose of this short response is to briefly review the work of Borup et al. (2015) and, in doing so, highlight three key design considerations relating to the creation and provision of video feedback comments in order to bolster socioemotional outcomes for online students. Limitations and implications for future research are also discussed, including cultural and inclusivity issues.

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Applying the Own it,Learn it,Share it framework to the flexible Pink Time assignment to scaffold student autonomy online and in person     

Baird  Timothy D. 《Educational technology research and development : ETR & D》2021,69(1):105-108

This response to Lee and Hannafin’s A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it (OLSit) (Lee and Hannafin, Educational Technology Research and Development 64:707–734, 2016) discusses its helpful design guidelines from a practitioner’s perspective. OLSit provides a blueprint for chance-taking with student-centered learning. Here, I apply this blueprint to a flexible assignment colleagues and I designed to promote intrinsic motivation and engagement, called Pink Time (PT), which asks students to “skip class, do whatever you want, and grade yourself.” Together, OLSit and PT are well suited for this moment of disruption and pivot to remote learning. Students’ stereotypes about what is “valid” in the classroom may be important limitations. But iterative and effective communication can shape students’ perceptions and scaffold their efforts. In the future, scholars and practitioners should consider how grades undermine online SCL strategies like OLSit and PT.

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The role of social competence in predicting gifted enrollment     

Timothy W. Curby  Kathleen Moritz Rudasill  Sara E. Rimm‐Kaufman  Timothy R. Konold 《Psychology in the schools》2008,45(8):729-744

The purpose of this study is to examine how children's starting level and development of social competence (i.e., task orientation and peer sociability) during kindergarten and first grade predict gifted program enrollment by third grade, even after considering children's cognitive ability. A second purpose is to examine the extent to which the relationship between children's social competence and gifted program enrollment differs depending on children's socioeconomic status (SES), ethnicity, and gender. Latent growth curve analyses conducted on 347 children revealed that students enrolled in gifted programming were not only those high in cognitive ability, but also those showing early task orientation. Neither peer sociability's initial status nor growth was a significant predictor of gifted enrollment. Multigroup comparisons demonstrated different predictive paths for higher versus lower SES groups. Implications are discussed including important questions raised by this study and the need for teacher training in the identification of giftedness. © 2008 Wiley Periodicals, Inc.  相似文献   

Autism Spectrum Disorders: Neurobiology and current assessment practices     

Ryan A. Allen  Diana L. Robins  Scott L. Decker 《Psychology in the schools》2008,45(10):905-917

This study reviews recent research related to the neurobiology of Autism Spectrum Disorders (ASDs) an provides an empirical analysis of current assessment practices. Data were collected through a survey of 117 school psychologists. The Childhood Autism Rating Scale (CARS), Gilliam Autism Rating Scale (GARS), and Gilliam Asperger's Disorder Scale (GADS) were the most frequently used measures. Among the less popular, but more intensive instruments, the Autism Diagnostic Observation Schedule (ADOS) appears to be gaining popularity within school‐based evaluations. Generally, respondents approached the assessment of ASDs from a traditional psychoeducational perspective and reported the use of a very narrow range of ASD‐specific instruments. Concerns are raised regarding the inconsistent inclusion of developmental questionnaires, parent/guardian interviews, and medical professionals in the ASD evaluation process. Implications for practice and the training of school psychologists are discussed. © 2008 Wiley Periodicals, Inc.  相似文献   

Effects of participation in a martial arts–based antibullying program in elementary schools     

Stuart W. Twemlow  Bridget K. Biggs  Timothy D. Nelson  Eric M. Vernberg  Peter Fonagy  Stephen W. Twemlow 《Psychology in the schools》2008,45(10):947-959

This study evaluated the Gentle Warrior Program, a traditional martial arts–based intervention to reduce aggression in children, as it was implemented in three elementary schools. The sample consisted of 254 children in grades 3, 4, and 5 who participated in the Gentle Warrior Program as part of a larger school violence intervention. Results indicated that boys who participated in more Gentle Warrior sessions reported a lower frequency of aggression and greater frequency of helpful bystanding (i.e., helpful behavior toward victims of bullying) over time, relative to boys with less frequent participation. The effect of participation on aggression was partially mediated by empathy. The effect of participation on helpful bystanding was fully mediated by changes in student empathy. No significant results were found for girls. Results of the study provide preliminary support for the use of martial arts–based interventions to address bullying in schools for boys, by teaching empathy, self‐control, and peaceful strategies to resolve conflicts. © 2008 Wiley Periodicals, Inc.  相似文献   

Compression of parallel texts     

Craig Nevill  Timothy Bell   《Information processing & management》1992,28(6)

The world-wide use of digital storage and communications devices is increasing the need to make texts available in multiple languages. In this article we explore the possibility of storing a compressed form of a translated version of a text, taking advantage of the availability of the original text. The original text provides some of the semantic content of the text that is to be compressed, and therefore makes it possible for compression to be more efficient than if that information were not available. We begin with an experiment to evaluate the information content of a text when a parallel translation is available. This is achieved by having human subjects guess texts letter by letter, with and without a parallel translation. The perceived information content of a text can be determined from the way subjects make their guesses. The design and results of this experiment are described. The main conclusion is that while the text is considerably more predictable with the aid of a parallel translation, there is a surprising amount of information introduced by the translation. Insights obtained from this experiment are then applied in the design of a mechanical system for compressing parallel texts. The system stores one translation of a text intact, and then compresses further translations of the text with the aid of the original. The method described is able to compress texts significantly better than is possible without the aid of a parallel text. Aspects of the design are also applicable to future compressors that might take advantage of the semantic content of a text to obtain better compression.  相似文献   

Using argumentation as a learning strategy to improve student performance in engineering Statics     

Timothy L. Foutz 《European Journal of Engineering Education》2019,44(3):312-329

ABSTRACT

Research suggests that a significant reason that a large number of students earn low grades in the fundamental engineering science course Statics is that they may be entering the course with incorrect conceptual knowledge of mathematics and physics. The self-explanation learning approach called collective argumentation helps k-12 students to understand their misconceptions of mathematical principles that often appear abstract to them. This study investigated collective argumentation as an instructional approach that helps engineering students identify and correct their misconceptions of topics taught in Statics. Results suggest that argumentation improves student performance as measured by grades earned on semester exams. Survey and focus group results suggest that students did not understand the argumentation process. Therefore, the students did not like using it as a learning approach.  相似文献   

Pedagogy of the Spirit: Comparing Evangelical and Latter-day Saint Youth Self-Reported In-Class Spiritual Experiences     

Arch Chee Keen Wong  Anthony Sweat  Ryan Gardner 《Religious education (Chicago, Ill.)》2017,112(5):569-584

This study statistically analyzes data from 756 evangelical and Latter-day Saint youth regarding their perceived in-class spiritual experiences of twenty items related to Christian theology. The data indicates similar spiritual outcomes between the two groups, with no statistically significant differences between eleven of the twenty spiritual experience items. However, evangelical participants most highly reported affective spiritual outcomes and least commonly reported action-oriented spiritual outcomes, while Latter-day Saint youth most highly reported action-oriented spiritual outcomes and least commonly reported cognitive spiritual outcomes. Action-oriented spiritual outcomes constitute the greatest difference between the two groups. We explore how the differences between evangelical and Latter-day Saint pedagogy and theology might account for these differences.  相似文献   

Examining Predictors of Counselor‐in‐Training Intentional Nondisclosure          下载免费PDF全文

Ryan M. Cook  Laura E. Welfare 《Counselor Education & Supervision》2018,57(3):211-226

This study explored factors that best predict intentional nondisclosure by counselors‐in‐training (CITs) during onsite supervision, including social judgment about one’s supervisor, the supervisory working alliance (SWA), and supervisee attachment styles. Stepwise regression in a sample of 146 CITs revealed that the SWA and supervisee attachment avoidance predicted 60% of the variance in intentional nondisclosure.  相似文献