A Methodology for Calculating Prestige Ranks of Academic Journals in Communication: A More Inclusive Alternative to Citation Metrics     

Timothy D. Stephen 《Behavioral & Social Sciences Librarian》2013,32(2):63-71

The problem of how to rank academic journals in the communication field (human interaction, mass communication, speech, and rhetoric) is one of practical importance to scholars, university administrators, and librarians, yet there is no methodology that covers the field's journals comprehensively and objectively. This article reports a new ranking methodology based in empirical criteria. The new system relates independent measures of the prestige of the field's doctoral departments to information about where faculty members from those departments have published scholarly articles. This new approach identifies the field's most influential journals as those that more frequently publish the work of the field's top scholars and programs as perceived by their peers. This system was used to compute prestige weights (P-weights) for 65 communication journals. P-weights were found to be strongly correlated with ISI Web of Science journal impact factor scores and can be used to identify an overall prestige hierarchy for communication journals as well as prestige rankings by subject specialty.  相似文献   

Exploring Native American Students’ Perceptions of Scientists     

Timothy A. Laubach  Geary Don Crofford  Edmund A. Marek 《International Journal of Science Education》2013,35(11):1769-1794

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Power Lines: The Rhetoric of Maps as Social Change in the Post–Cold War Landscape     

Timothy Barney 《Quarterly Journal of Speech》2013,99(4):412-434

After the fall of the Berlin Wall and the collapse of state socialism in Eastern and Central Europe, cartographers were faced with choices on how the new post–Cold War political landscape would be mapped. One such group called the Pluto Project had been producing atlases since 1981 with a progressive point of view about the nature of state power in the Cold War. This essay examines two of the Pluto Project's atlases as they function to identify a radical cartographic style that animates the social control of space by subverting traditional cartographic forms and defying scientific expectations and standards.  相似文献   

Are Environmental Professors Unbalanced? Evidence From the Field     

Mario F. Teisl  Mark W. Anderson  Caroline L. Noblet  George K. Criner  Jonathan Rubin  Timothy Dalton 《The Journal of environmental education》2013,44(2):67-83

Most outcomes assessment in higher education has focused on content knowledge or skills development; however, attitudinal change is also a legitimate focus of assessment. We use the New Ecological Paradigm (NEP) to test whether courses designed to meet the same university environmental literacy requirement changed student environmental attitudes, and whether these changes resulted from instructor and/or course-content effects. We found student environmental attitudes did change significantly but in different directions depending upon who taught the course. The ability to measure such changes adds to the discussion in the environmental education community on the desired nature of attitudinal change and of the responsibilities of higher education instructors.  相似文献   

Interpersonal communication motives: A communibiological perspective     

Michelle L. Paulsel  Timothy P. Mottet 《Communication quarterly》2013,61(2):182-195

This study examined the relationships between interpersonal communication motives and temperament traits. Results indicated that extroversion was positively correlated with pleasure, affection, inclusion, escape, and relaxation and was not correlated with control. Extroversion accounted for the most unique variance in the pleasure and relaxation motives. Neuroticism was positively correlated with inclusion, escape, and control, negatively correlated with pleasure, and not correlated with affection and relaxation. Neuroticism accounted for the most unique variance in the escape motive. Psychoticism was positively correlated with control, negatively correlated with pleasure, affection, inclusion, and relaxation, and uncorrelated with escape. Psychoticism accounted for the most unique variance in the interpersonal motives of affection and inclusion.  相似文献   

Love Styles and Communication in Relationships: Partner Preferences,Initiation, and Intensification   总被引：1，自引：1，他引：0  

Timothy R. Levine  Krystyna Strzyzewski Aune  Hee Sun Park 《Communication quarterly》2013,61(4):465-486

The three exploratory studies reported here investigate the role of love styles in the early stages of romantic relationships. Study 1 (N = 108) had subjects rate and rank 14 characteristics of prospective romantic partners. As expected, individual's love style scores were related to the characteristics people report as desirable in a relational partner. Several of these effects, however, were moderated by sex. Study 2 (N = 173) revealed that scores on love styles were associated with ratings of opening lines and intensification strategies. None of these effects were moderated by sex. Study 3 (N = 137) investigated the association between love styles and ratings of secret tests among individuals currently involved in a romantic relationship. The results indicated that love styles were associated with ratings of secret tests. These data add to a growing body of literature suggesting that love styles are associated with individual differences in relational and communicative behavior across the life span of romantic relationships.  相似文献   

The Effects of Student Responsiveness on Teachers Granting Power to Students and Essay Evaluation     

Timothy P. Mottet  Steven A. Beebe  Paul C. Raffeld  Michelle L. Paulsel 《Communication quarterly》2013,61(4):421-436

The purpose of this study was to examine the effects of student responsiveness on teachers granting relational power to students, and to determine if this power influenced how teachers evaluated student essays. Rather than student verbal and nonverbal responsiveness interacting, student nonverbal responsiveness significantly impacted the coercive, reward, and referent power that teachers granted students. Student verbal and nonverbal responsiveness affected the expert power that teachers granted students. Nine to 18% of the variance in relational power was attributed to student responsiveness. Additionally, student referent power significantly predicted teachers’ evaluation of student essays accounting for 11% of the variance.  相似文献   

Coordinating principles and examples through analogy and self-explanation     

Timothy J. Nokes-Malach  Kurt VanLehn  Daniel M. Belenky  Max Lichtenstein  Gregory Cox 《European Journal of Psychology of Education - EJPE》2013,28(4):1237-1263

Research on expertise suggests that a critical aspect of expert understanding is knowledge of the relations between domain principles and problem features. We investigated two instructional pathways hypothesized to facilitate students’ learning of these relations when studying worked examples. The first path is through self-explaining how worked examples instantiate domain principles and the second is through analogical comparison of worked examples. We compared both of these pathways to a third instructional path where students read worked examples and solved practice problems. Students in an introductory physics class were randomly assigned to one of three worked example conditions (reading, self-explanation, or analogy) when learning about rotational kinematics and then completed a set of problem solving and conceptual tests that measured near, intermediate, and far transfer. Students in the reading and self-explanation groups performed better than the analogy group on near transfer problems solved during the learning activities. However, this problem solving advantage was short lived as all three groups performed similarly on two intermediate transfer problems given at test. On the far transfer test, the self-explanation and analogy groups performed better than the reading group. These results are consistent with the idea that self-explanation and analogical comparison can facilitate conceptual learning without decrements to problem solving skills relative to a more traditional type of instruction in a classroom setting.  相似文献   

Improving Multiple-Choice Questioning: Preparing Students for Standardized Tests     

Timothy L. Wilson  Linda Coyle 《Clearing house (Menasha, Wis.)》2013,86(6):422-424

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Historical Perspectives     

Deron R. Boyles    Timothy Reagan  Thomas Baker  Michele Brenner  Karen Buchanan 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3-4):260-274

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