Communication and relational culture: Bases for the study of human relationships     

Julia T. Wood 《Communication quarterly》2013,61(2):75-84

This article elaborates two concepts centrally important in the study of human relationships: communication and relational culture. Communication is represented as a formative process which constitutes, defines and disassembles relationships. Arising out of communication is relational culture, a privately transacted system of discourse and definition that coordinates attitudes, actions, and identities of partners in a relationship. These two concepts are used to define states of relationship which represent both stages and types of human relationships. For each state, communicative processes and functions are identified and attention is devoted to the impact of communication in moving partners toward or away from a binding relational culture.  相似文献   

THE PLACE AND VALUE OF ITEM BANKING1     

R. Wood 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):114-125

School climate, defined here as the type of mobility system reflected in the school's selection procedures, was shown to interact with ethnic group membership and locus of control (after SES factors were controlled) in affecting student achievement in Israeli schools. Although achievement tended to be highest for all in a competitive and non‐selective environment, the achievement of the socially higher status group was found to be more sensitive to changes in the school atmosphere than that of the lower status group. Students revealing a strong internal locus of control appeared to be less affected by changes in the environment than others.

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Video production as a tool for raising educator awareness about collaborative teacher–parent partnerships     

Lesley Wood  Tilla Olivier 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):399-414

Background:?This article describes research undertaken with teachers working in a South African township school, where parental involvement is a persistent problematic issue.

Purpose:?The purpose of the study was to explore the use of video production as a tool for assisting teachers to explore their perceptions about parental involvement in education and how these perceptions impact on their relationships with parents.

Sample:?Nine teachers participated voluntarily in the study, seven from two different primary schools and two from the high school in the township. All the teachers were isiXhosa speaking and had grown up in communities similar to the one in which the school was situated.

Design and methods:?Following a participatory research approach, we guided the participating teachers to design and produce short videos about issues that they perceived to impact negatively on their teaching and learning. We then facilitated critical reflection on these videos, specifically exploring how they had portrayed the teacher–parent relationship in each case.

Results:?Through a content analysis of a structured focus group and their written responses to questions, we identified emergent themes that made it apparent that the participating teachers viewed parents in a negative light, indicating a lack of the respect that would be required for the formation and sustainment of co-operative relationships. These themes were then used to facilitate discussion to raise teacher awareness of how the teachers' perceptions of parents could hinder meaningful parental involvement.

Conclusion:?The article offers an example of how visual methodologies can be useful tools for beginning to raise teacher awareness around issues, as a precursor to helping teachers to take action to improve a given situation.  相似文献   

Three Journeys     

Phyllis Taunton Wood 《The Educational forum》2013,77(3)

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Melody in Contrast     

Barton Wood 《The Educational forum》2013,77(4)

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Techniques and Activities to Stimulate Verbal Learning by Clarence R. Calder,Jr. and Eleanor M. Antan. New York: The Macmillan Company, 1970. 326 pp. $7.95     

Robert W. Wood 《The Educational forum》2013,77(3):411-412

HIGHER EDUCATION: Power and Conflict in the University—Research in the Sociology of Complex Organizations by J. Victor Baldridge. New York: John Wiley and Sons, 1971. 238 pp. $7.95.

Affirmation and Dissent: Columbia's Response to the Crisis of World War I by William Summerscales. New York: Teachers College Press, 1970. 159 PP. $7.25.

Die Hochschulreform in den USA und Ihre Bedeutung Für Die BRD [Reform in American Higher Education and its Meaning for the German Federal RepubliC] by Er-win Helms. Hannover: Hermann Schroedel Verlag, 1971. 236 pp. 25 DM.

From Riot to Reason by Eldon L. Johnson. Urbana: University of Illinois Press, 1971. 127 pp. $4.50.

The Now Generation by Austin L. Porterfield. Fort Worth: Texas Christian University Press, 1971. 152 pp. $4.00.

Breaking the Access Barriers: A Profile of the Two-Year Colleges by Leland L. Medsker and Dale Tillery. New York: McGraw-Hill Book Company, 1971. 183 pp. $5.95.

HISTORY AND PHILOSOPHY OF EDUCATION: Being and Education: An Essay in Existential Phenomenology by Donald Vandenberg. Englewood Cliffs: Prentice-Hall, Inc., 1971. 228 pp. $7.95, $3.95 paper.

Freedom and Control in Education and Society by Frank L. Field. New York: Thomas Y. Crowell Company, 1970. 196 PP.

Guide to the Works of John Dewey edited by Jo Ann Boydston. Carbondale and Edwardsville, III.: Southern Illinois University Press, 1970. 396 pp. $15.00.

Philosophy of Education from the Standpoint of the Transaction Theory by John P. Wynne. Farmville, Va.: Longwood College Foundation Publishers, 1971. 390 pp. $6.00, $4.00 paper.

Ludvig Holberg's Memoirs: An Eighteenth Century Danish Contribution to International Understanding, edited by Stewart E. Fraser. Leiden: E. J. Brill, 1970. Volume I, text, 2S9 pp. Volume II, 30″ × 24″ portfolio of 33 historical engravings. 120 guilders ($36.50).

PSYCHOLOGY AND COUNSELING: Introduction to Educational Psychology: An Operant Conditioning Approach by Carl E. Pitts. New York: Thomas Y. Crowell Company, 1971. 242 PP. $5.95.

Statistical Reasoning In Psychology and Education by Edward W. Minium. New York: John Wiley and Sons, Inc., 1970. 465 pp. $9.95.

Developmental Counseling and Therapy by Bill L. Kell and Josephine Morse Burow. Boston: Houghton Mifflin Company, 1970. 268 pp. $6.95.

SOCIAL AND FOUNDATIONAL STUDIES: Clarifying Public Controversy: An Approach to Teaching Social Studies by Fred M. Newmann and Donald W. Oliver. Boston: Little, Brown and Company, 1970. xi + 356 pp. $6.95.

Social Foundations of Education: Environmental Influences In Teaching and Learning, 2d Ed., by Cole S. Brembeck. New York: John Wiley and Sons, Inc., 1971. 661 pp. $10.95.

Foundations of Vocational Education by Rupert N. Evans. Colombus, Ohio: Charles E. Merrill Publishing Co., 1971. 292 PP. 88.95.

TEACHING AND LEARNING: Child Learning, Intelligence, and Personality: Principles of a Behavioral Interaction Approach by Arthur W. Staats. New York: Harper and Row, Publishers, 1971. 358 pp. $8.95.

Nobody Can Teach Anyone Anything by W. R. Wees. Garden City, N.Y.: Doubleday &; Co., Inc., 1971. 199 PP. $5.95.

Rhetoric by Albert E. DiPippo. Beverly Hills, Cal. Glencoe Press, 1971. 323 pp. $4.50.

The Timely and The Timeless: The Interrelationships of Science, Education, and Society by Bentley Glass. New York: Basic Books, Inc., 1970. 99 PP. $4.99.

Among young adults of all races, the number holding college degrees has increased from 6 to 16 percent since 1940, and the proportion with high school diplomas is up from 38 to 75 percent. With college enrolment now at 7.4 million, nearly two-thirds of the students have fathers with no formal education beyond high school.—The Education Digest (April, 1971).  相似文献   

WOMEN AND RETIREMENT: EVOLVING ISSUES FOR FUTURE RESEARCH AND EDUCATION INTERVENTION     

Carol Kasworm  Janice Wood Wetzel 《Educational gerontology》2013,39(4):299-314

Until recent years, occupational retirement was perceived primarily as a male life transition process. Women now comprise a major population experiencing active, long‐term involvement in occupational roles and facing significant concerns in their transition from work to retirement.

This article provides an examination of the current status of research regarding women and retirement and discusses multiple issues that surround the aging woman and her relationship to the retirement process. Key orientations are discussed in relation to conceptualizing and shaping future preretirement educational programming alternatives.  相似文献   

Musical enrichment for the gifted or musically talented student     

William R. Wood 《Roeper Review》2013,35(4):242-246

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Untangling the Threads: Networks,community and teacher learning in the National Writing Project     

Ann Lieberman  Diane Wood 《Teachers and Teaching》2013,19(3):295-302

From 1998 to 2000, we studied two sites of the National Writing Project to find out whether network learning ever finds its way into teachers' classrooms. In the process of observing the 5-week invitational institute (purported to be the key to understanding the National Writing Project), we found that teacher learning and becoming engaged in a professional community revealed a set of social practices. These practices provide the core of this important professional development program-- a core that is recreated in sites all over the country, organized in a network-like organizational form. This complex, layered national network, at its best, provides a model for teacher development involving teachers in a professional community situated in teachers' practice.  相似文献   

Academic developer identity: how we know who we are     

Shelley Kinash  Kayleen Wood 《International Journal for Academic Development》2013,18(2):178-189

This paper explores academic developer identity by applying self-concept theory and appreciative inquiry to the personal journeys of two academic developers. Self-attribution, social comparison and reflected appraisals are presented and applied to explain how academic developers form their identities. Sociological principles are incorporated to describe the recursive informing of academic development and developer identities. The presentation of implications positions academic developers as higher education leaders.  相似文献