BULLETIN STAFF CHANGES.     

A N Brandon 《Bulletin of the Medical Library Association》1964,52(3):590-591

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Need for Cognition as a Mediating Variable Between Aggressive Communication Traits and Tolerance for Disagreement     

Darren L. Linvill  Joseph P. Mazer  Brandon C. Boatwright 《Communication Research Reports》2016,33(4):363-369

This study examined the need for cognition as a mediator between aggressive communication traits and tolerance for disagreement. Previous research suggests that argumentativeness is a positive predictor of tolerance for disagreement, while verbal aggressiveness is a negative predictor of tolerance for disagreement. Our findings indicate that need for cognition positively mediates the relationship between argumentativeness and tolerance for disagreement, as well as verbal aggressiveness and tolerance for disagreement.  相似文献   

Americans ‘support’ the idea of tuition-free college: an exploration of sentiment and political identity signals otherwise     

Daniel A. Collier  Shubhanshu Mishra  Derek A. Houston  Brandon O. Hensley  Nicholas D. Hartlep 《Journal of Further & Higher Education》2019,43(3):347-362

In January 2015, President Obama captured headlines in the US by announcing America’s College Promise (ACP), a policy that would reverse four decades of privatisation in higher education by making community colleges ‘tuition-free’. This research explores the conversation that unfolded across the Facebook pages of various media sources. Key phrases associated with sentiments and communication styles are uncovered using a Bag of Words (BoW) technique. Next, guided by political identity theory, the researchers employ logistic regression to explore variable effects (e.g. source, gender, race, age and political leaning) on communicating: (1) Against ACP, (2) in a Civil manner, and (3) Against/Civil/On-Topic. BoW models suggest those against the policy utilise anti-free-ride, privatisation rhetoric, whereas those using uncivil language attack commentators and groups who counter personally-held political beliefs – while also introducing non-sequiturs from other policies (e.g. healthcare and immigration). The combined communication styles unlocked tokens not found in larger sentiments, such as concerns over student loan debt. Logistic regression illustrates that, depending on sentiment or communication style explored, political identities and memberships associated with source and political alignment significantly affected likelihoods of communicating in the conversation. These findings are linked back to political identity theory.  相似文献   

Single service points in libraries: A review     

Linda Frederiksen  Brandon Wilkinson 《Journal Of Access Services》2016,13(2):131-140

ABSTRACT

As libraries of all types and sizes continue to re-envision themselves to remain relevant in a rapidly changing information landscape, the single service point is visible evidence of this effort. In a complex environment, combining formerly disparate functional or service units is for many libraries both an innovative and effective way to manage resources and services. It is the intent of this overview to look beyond these issues to find similarities in theme and application that may be useful for those considering implementation of a one-stop model.  相似文献   

Development and evaluation of a short RIASEC interest inventory     

Morgan  Brandon  de Bruin  Gideon P. 《International Journal for Educational and Vocational Guidance》2019,19(3):437-454

International Journal for Educational and Vocational Guidance - This study set out to develop a short interest inventory based on Holland’s model of vocational personality types using items...  相似文献   

Identifying and developing crosscutting environmental education outcomes for adolescents in the twenty-first century (EE21)     

Robert B. Powell  Marc J. Stern  Brandon Troy Frensley  DeWayne Moore 《Environmental Education Research》2019,25(9):1281-1299

Abstract

While multiple valid measures exist for assessing outcomes of environmental education (EE) programs, the field lacks a comprehensive and logistically feasible common instrument that can apply across diverse programs. We describe a participatory effort for identifying and developing crosscutting outcomes for Environmental Education in the twenty-first Century (EE21). Following extensive input and debate from a wide range of EE providers and researchers, we developed, tested and statistically validated crosscutting scales for measuring consensus-based outcomes for individual participants in youth EE programs using confirmatory factor analysis across six unique sites, including two single-day field trip locations, four multiday residential programs and one science museum in the United States. The results suggest that the scales are valid and reliable for measuring outcomes that many EE programs in the United States can aspire to influence in adolescent participants, ages 10–14.  相似文献   

What Matters to Whom: Predictors of Teacher Satisfaction in a Career Development Plan     

Sharon Conley  Eugenia Bas-Isaac  Jody Brandon 《Journal of Personnel Evaluation in Education》1998,11(4):299-322

This article examines several workplace predictors of career satisfaction for teachers involved in a career development plan. Furthermore, it examines whether different aspects of the work environment, including intrinsic job characteristics and positive personnel evaluation, are predictors of career satisfaction for teachers in different groups. The predictors of career satisfaction vary according to divergent work roles and career phases. Among the independent variables emerging as important are informational resources and hierarchy of authority for entry-level teachers, rationality of promotion for career-level teachers, and positive evaluation by the principal for experienced teachers who are not participating in the career development plan.  相似文献   

Equitable access to information in libraries: A predicament for transgender people     

Brandon Lyttan  Bikika Laloo 《Journal Of Access Services》2020,17(1):46-64

Abstract

Discriminations against members of the lesbian/gay/bisexual/transgender/queer (LGBTQ) community havebeen reported in every sphere of life, including in libraries. This paper reviewed the literature on transgender studies particularly in relation to the role of libraries. It highlights the problems faced by transgender people in accessing information in libraries and the importance of making libraries more inclusive.  相似文献   

Academia’s Most Wanted: The Characteristics of Desirable Academic Job Candidates in Criminology and Criminal Justice     

Brandon K. Applegate  Caity R. Cable  Alicia H. Sitren 《Journal of Criminal Justice Education》2013,24(1):20-39

Although personal opinions and anecdotal evidence abound, there is a dearth of systematic research into the characteristics that academic criminology and criminal justice departments seek in job candidates. The current study uses a nationally representative sample of faculty members to assess the extent to which a wide array of attributes affects whether an applicant for an assistant professor position would be invited for an on‐campus interview. Using hierarchical linear modeling, we find that several applicant characteristics are related to the likelihood of an interview and that some of these relationships are conditioned by the characteristics of the faculty who decide whether to extend an invitation. We discuss the implications of our findings for the nature of the discipline, and for mentoring doctoral students, designing PhD program experiences, and hiring new colleagues.  相似文献   

Toward a white teachers' guide to playing fair: Exploring the cultural politics of multicultural teaching     

Wendy Webster Brandon 《International journal of qualitative studies in education》2013,26(1):31-50

Multicultural education in teacher preparation programs can emphasize the study of whiteness so as to make whiteness visible, analyze white privilege, and offer ways that white privilege can be used to combat racism. While white race consciousness has been seen as part of the multicultural education agenda for some educators, recently the efficacy of such an approach has been questioned. White race consciousness or antiracist pedagogy has not been shown to bring about teacher competence in diverse classrooms or to raise the academic performance of students of color and poverty. I suggest here that the social relations in the larger society, deeply embedded with notions of deficit thinking, are mapped onto the reality of a largely white professorate preparing a largely white public school teaching force, thereby ensuring the academic failure of certain children. To play fair, then, requires that white teachers recognize when their classroom practices assume assimilation into the dominant culture and their actions exclude the contributions of diverse individuals and groups. I argue for a multicultural education discourse that includes a recognitive view of social justice for guiding white educators in the practice of fair play in diverse classrooms.  相似文献