Linguistic Synchrony in Parasocial Interaction     

Jayne Goode  James D. Robinson 《Communication Studies》2013,64(4):453-466

Social media can be used to assess public opinions and emotions during different stages of a crisis. Guided by the Crisis and Emergency Risk Communication (CERC) model, this study examined a systematic sample of 2,881 tweets from a corpus of over one million tweets posted during the initial, maintenance, and resolution stages of the 2015 California measles outbreak. It found that the public showed the greatest interest (as measured by the number of tweets and retweets) in the initial stage of the crisis, but their interest drastically declined afterward. The expression of humor/sarcasm was significantly more frequent in the initial stage than in the maintenance or resolutions stage, while the expression of reassurance increased significantly from the initial, maintenance, and resolution stage. The emotion of alarm/concern was most frequently expressed during the initial stage. For message types, the public were more likely to tweet about their personal opinions and less likely to tweet about resources during the initial stage. These findings allow public health professionals to better design messages in response to the public’s concerns and emotions during public health crises.  相似文献   

Affinity spaces,literacies and classrooms: tensions and opportunities          下载免费PDF全文

Alecia Marie Magnifico  Jayne C. Lammers  Deborah A. Fields 《Literacy》2018,52(3):145-152

Building communicative competence in textual and multimodal literacies has become a linchpin of learning, of engagement with the world, and of participation in online and blended spaces. Young creators now compose online and with digital tools, often in what we call “user‐generated content affinity spaces” – interest‐based spaces that focus on creating and sharing self‐made content. Such spaces focus on processes of developing users' creations and sharing the products with an audience. These spaces have been inspirations for teachers to reinvigorate classroom practices and expose students to learning opportunities for creation and critique. But questions remain about models of participation in such spaces, especially those that idealise youth who are the most highly engaged while ignoring those whose participation is less visible. Here, we share three experiences of bringing user‐generated content affinity spaces into more formal learning environments and reflect on the tensions emerging from these efforts. We end by outlining steps to develop theory and interventions to navigate tensions and propel the field forward.  相似文献   

Worthwhile work? Childcare,feminist ethics and cooperative research practices     

Yarrow Andrew  Lara Corr  Connie Lent  Maeve O'Brien  Jayne Osgood  Margaret Boyd 《Gender and education》2018,30(5):553-568

Interdisciplinary research collaborations are often encouraged within higher education while the practicalities of such collaborations are glossed over. This project specifically addresses the praxis of research collaborations, exploring how feminist academics within different countries and disciplines came together to explore their mutual concern about the perceived worth and well-being of early childhood practitioners. Engaging in a formal methodological dialogue over eight months, seven academics discussed, analysed and dissected their different investments in research methods and intents, with the aim of agreeing to a common methodological framework. Unexpectedly, what emerged was not a product, but a process. We argue that this process offers much to those seeking deep collaboration in and through shared research. Building on a collective research interest, we found ourselves in a process of becoming, germinating the seed of a transnational research cooperative, based on trust and mutual respect, rather than the arid methodological contract originally envisioned.  相似文献   

Australian students’ experiences of sexuality education at school     

Paulina Ezer  Lucille Kerr  Wendy Heywood  Jayne Lucke 《Sex education》2019,19(5):597-613

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Science enrichment programs for gifted high school girls and boys: Predictors of program impact on science confidence and motivation*     

Jayne E. Stake  Kenneth R. Mares 《科学教学研究杂志》2001,38(10):1065-1088

The impact of two science enrichment programs on the science attitudes of 330 gifted high school students was evaluated using a multimethod, multiperspective approach that provided a more comprehensive evaluation of program impact on science attitudes than did previous assessments of science programs. Although pre–post comparisons did not indicate positive impact on science attitudes, other measures provided strong evidence of program effectiveness. Program benefits were greater among girls, those who had more supportive families and teachers, and those who entered the programs with greater general confidence in their abilities. Implications for science enrichment programs and their evaluation are discussed. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1065–1088, 2001  相似文献   

Professionalism and performativity: the feminist challenge facing early years practitioners   总被引：1，自引：0，他引：1  

Jayne Osgood 《Early Years: An International Journal of Research and Development》2006,26(2):187-199

In this discussion paper, I seek to understand the complex interaction between notions of ‘professionalism’ and gendered identity constructions against the backdrop of increased state regulation and demands for performativity in the early years. I seek to explore the ways in which ‘teacher professionalism’ is constructed by government and how this transcends into a ‘discourse of derision’, which then becomes a subtle, yet powerful, means of controlling this occupational group. I conclude by presenting an alternative feminist conceptual framework for assessing the gendered nature of identity formation, and as an opportunity to consider the role agency can play when seeking to resist/renegotiate the rapid and powerful policy reform agenda in the early years.  相似文献   

A woman's game: the development of netball and a female sporting culture in New Zealand, 1906–70     

John Nauright  Jayne Broomhall 《国际体育史杂志》2013,30(3):387-407

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One Hundred New Books     

Delmer Goode 《College Teaching》2013,61(1):70-80

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Contextual Interference Effects in Learning Three Badminton Serves     

Sinah Goode  Richard A. Magill 《Research quarterly for exercise and sport》2013,84(4):308-314

Abstract

This study investigated the generalizability of results of contextual interference effects by extending previous laboratory research to a field setting. Thirty female subjects (N = 30) learned three badminton serves in either a blocked (low interference), serial (mixed interference), or random (high interference) practice schedule. The subjects practiced the serves three days a week for three weeks. On the day following the completion of practice the subjects were given a retention and transfer test. Results replicated previous findings of contextual interference research by showing a significant group by block interaction between acquisition trials, retention, and transfer. The random group performed better on both retention and transfer than the blocked group. The significant trial block by contextual interference interaction also supports the generalizability of contextual interference effects, as posited by Shea and Morgan (1979), to the teaching of motor skills.  相似文献   

Diagnosis and disengagement: exploring the disjuncture between SEN policy and practice     

Jane McKay  Jayne Neal 《Journal of Research in Special Educational Needs》2009,9(3):164-172

Special Educational Needs (SEN) policy and practice in England and Wales currently relies on an authoritative and accurate diagnosis of need by professionals working in partnership with parents and children. Our analysis suggests there is a ‘continuum of disengagement’ for children and young people with SEN. This will be used as a central theme to illustrate the disjuncture between SEN policy and practice. The continuum becomes apparent under the scrutiny of issues that arise during the diagnostic process. Identification of problems such as attention deficit hyperactivity disorder, dyslexia and dyspraxia lead to methods of intervention that can be identified as either preventative, counteractive or punitive. The ambiguity of the diagnostic process lies in the overlapping characteristics of these conditions. Referring to our research in the field of SEN provision in North Wales, this article explores the link between hidden disabilities, increasing disengagement and youth offending.  相似文献