Emergency Communication Challenges in Response to Hurricane Katrina: Lessons from the Centers for Disease Control and Prevention     

Marsha L. Vanderford  Teresa Nastoff  Jana L. Telfer  Sandra E. Bonzo 《Journal of Applied Communication Research》2013,41(1):9-25

In response to Hurricane Katrina's extensive destruction and related public health threats, the Centers for Disease Control and Prevention (CDC) deployed more than 1,000 staff to its emergency operations center and to affected areas. Among them were members of CDC's Emergency Communication System. This paper describes the strategies and tactics used by health communication specialists during the pre-event, response, and post-event stages to address a range of emergency communication exigencies. It highlights three difficult challenges for CDC communication specialists during Hurricane Katrina: rapid dissemination of health messages; adaptation of health messages for diverse audiences, locations, and circumstances; and phasing of key risk messages during the emergency response.  相似文献   

The classification of preschool children's sociometric status     

G. Michael Poteat  Marsha Ironsmith  Jill Bullock 《Early childhood research quarterly》1986,1(4)

Six sociometric measures were evaluated on a sample of 85 four-year-olds from three preschool and day care centers. Stability, intercorrelations, and accuracy of classifying rejected children were compared for measures of social preference, social impact, peer ratings, alternative status, and positive and negative nominations. Test-retest correlations were moderately high and quite similar for all measures except social impact. Children were classified as rejected or not rejected based on Z scores of −.50 on all measures except for negative nominations, which employed a Z of +.50. In comparison with the commonly used social preference measure, accurate classifications were obtained using negative nominations, peer ratings, and alternative status. Positive nominations were somewhat less accurate in identifying rejected children, and social impact was a poor index of social status. Results suggest that both nominations and peer ratings can be assessed reliably with preschool children and that the two sociometric techniques measure similar aspects of social status. The alternative status measure was demonstrated to be a reliable and accurate technique for identifying rejected children in the preschool years. Implications for social skills intervention are discussed.  相似文献   

Technology at the “center for two learners”     

Delisa Dismukes  Sondra Yarbrough  Marsha Zenanko  Mike Zenanko 《TechTrends》2004,48(6):50-52

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Effective Practices for Mentoring Beginning Middle School Teachers: Mentor's Perspectives     

Marsha Sowell 《Clearing house (Menasha, Wis.)》2017,90(4):129-134

In order to improve student achievement, school systems must provide new teachers with support to become effective teachers more quickly. Educators frequently use mentoring to support new teachers and reach the goals of improved classroom performance as well as teacher retention. The intention in this study was to provide insights into the mentoring of beginning teachers working in the middle grades. In this exploratory case study, three elements of a mentoring model deemed necessary for the implementation of effective mentoring for middle school teachers are presented. First, the mentor must forge a trusting relationship with the new teacher. Second, the mentor must support and guide the new teacher in creating a classroom environment that is supportive of learning. Third, the mentor must be able to support and guide the new teacher in instructional strategies appropriate to the content and context of the classroom. Furthermore, this research highlighted a need for mentors to receive ongoing training in classroom management, instructional practices, and relationship building in order to remain effective mentors. Without effective trained mentors programs will fail to meet their goals of improving instruction and retaining teachers past their induction year.  相似文献   

Romantic Dyads, Friendships, and the Social Skill Ratings of Preschool Children     

Susan E. Smith  Charles W. Snow  Marsha Ironsmith  G. Michael Poteat 《Early education and development》1993,4(1):59-67

The incidence of romantic, same-sex friendships and CMSS-sex friendship dyads was examined in preschools and daycare centers. The objectives were to demonstrate the existence of preschool romances, to describe behavior patterns that characterize these relationships, and to compare the social skills of the three dyad groups using the Social Skills Rating Scale (Gresham & Elliott, 1990). No significant difference in social skills existed between the groups. The results suggest that preschool romances and cross-sex friendships are common occurrences and do not interfere with normal development of social skills.  相似文献   

Using Mentoring,Coaching, and Self-Mentoring to Support Public School Educators     

Marsha L. Carr  William Holmes  Kelly Flynn 《Clearing house (Menasha, Wis.)》2017,90(4):116-124

Assimilating new teachers into schools is a critical component of administrative responsibility and sustainability. About 580 000 teachers (17% of all teachers) were newly hired at their school, according to the US Department of Education. Most of these positions were created because of “teacher turnover.” Some of these newly hired teachers filled new teaching positions in the workforce as well—which grew by three percent over the previous two years. As this number rises, there is a concentrated effort by building administrators to provide support and resources for beginning teachers to help eliminate teacher turnover and strengthen staffing at schools. Support for new teachers varies from district to district and even from school to school. Traditional induction programs offer mentoring and coaching methods. More recently, the concept of self-mentoring emerged. The purpose of this paper is to introduce the concept of self-mentoring as a tool for beginning teachers.  相似文献   

Urban politics and federal equity policy: Title IX and employment in New York City public schools     

Nancy Bordier  Marsha Menaham 《The Urban Review》1984,16(2):87-101

The implementation of federal educational equity policies, such as Title IX of the Education Amendments of 1972, has been beset by numerous difficulties, of a political, legislative, and administrative nature. The paper analyzes these factors as they influenced the effect of Title IX with respect to employment of women in administrative positions by the New York City Board of Education in the period 1972–1981. It concludes that policy design and management, as well as local political alignments, condemned the law to ineffectuality and that they will continue to do so barring other policy formulations and political configurations.  相似文献   

Improving advanced reading comprehension in a foreign language: summaries vs. short-answer questions     

Marsha Bensoussan  Isabelle Kreindler 《Journal of Research in Reading》1990,13(1):55-68

Summarizing appears to be an activity well suited to sensitizing advanced foreign language readers to the inner workings of a text and weaning them away from word-to-word decoding. Indeed, recent research has emphasized the importance of summarizing as an aid to reading comprehension (Cohen, 1987; Bernhardt, 1986; Brown et al., 1981). We were interested in using summary writing as a tool in promoting reading comprehension and hypothesized that students who gained practice in extracting the main points of a text would become more effective readers. The main purpose of the study was to determine whether the comprehension of students who were trained to summarize improved more than that of students who responded to short-answer questions. The researchers, who teach EFL (English as a foreign language) at Haifa University, taught 6 classes totalling 179 students. Three classes summarized 10 academic texts of general interest, while the other three classes answered short-answer questions on the same texts. At the same time we collected information on the students’ background in order to identify possible non-linguistic factors that may affect reading comprehension. Since the reading comprehension of all the classes improved significantly, it was not possible to say that either summarizing or the answering of questions was a major cause of this improvement. However, results suggest that writing summaries helped students read more efficiently. Results of MANOVA pointed to the conjoint effects of three factors: task (summary vs. short-answer questions), gender (male vs. female), and native language (Hebrew vs. Arabic). Perhaps the most interesting finding is that classroom discussion in which students negotiated the scoring key of both summaries and responses to short-answer questions (after handing in assignments) proved to be extremely valuable. This negotiation motivated students to become intensely involved with the text and more critical of their own responses.  相似文献   

学龄前儿童体力活动研究的十大问题     

Russell R. Pate  Jennifer R. O''Neill  William H. Brown  Kerry L. McIver  Erin K. Howie  Marsha Dowda 《北京体育大学学报》2015,38(6):48-54

摘要：目的是回顾与3-5岁儿童体力活动有关的重要研究问题。本文将从三个主要研究领域进行分析：健康效果、体力活动模式、干预和政策。研究的首要问题包括：确定体力活动的健康效果,确定体力活动对保持健康体重的影响,探明体力活动对学习和行为习惯的影响,以及静坐行为对健康的影响。与体力活动模式相关的研究问题包括,3-5岁儿童满足现有体力活动推荐量的情况;影响体力活动的社会和环境因素,包括家庭、幼儿园、社区环境;体力活动如何对学龄儿童期、青少年时期和成年以后产生影响。关于干预和政策方面的研究问题包括,确定在家庭、保育机构、社区环境最有效的促进体力活动的干预策略,以及不同幼儿适用的干预方案,确定有效的干预手段和宣传策略,制定有效的能够增加幼儿体力活动水平的国家、州、地方和机构的政策。总之,全面的了解体力活动对3-5岁儿童健康的影响,以便于掌握该群体的体力活动特点,探索如何促进幼儿的体力活动。  相似文献   

Practising Social Work Research: Case Studies for Learning by Rick Csiernik,Rachel Birnbaum,and Barbara Decker Pierce     

Marsha Schwam-Harris PhD 《Journal of Teaching in Social Work》2013,33(2):232-233

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