A new approach to vocational guidance for school-leavers in the 1920s? Exploring key themes from an influential 1926 report     

Pamela Dale 《History of education》2013,42(5):595-615

The economic difficulties currently being experienced in the United Kingdom have served to further intensify debates about the role different kinds of education could and should play in both preparing individuals for work and boosting economic growth. However, these contemporary and historical debates have tended to neglect vocational guidance. This article offers a case study of an experiment to boost vocational guidance in schools during the period of social and economic dislocations that followed the First World War. The scheme drew on the thinking of influential figures like Cyril Burt, and at a theoretical and practical level sought to better connect the classroom with the workplace. Its stated aim was to better prepare children for employment and encourage school-leavers to find work that suited them.  相似文献   

Trust in top management and immediate supervisor: The relationship to satisfaction,perceived organizational effectiveness,and information receiving   总被引：1，自引：1，他引：0  

Kathleen Ellis  Pamela Shockley‐Zalabak 《Communication quarterly》2013,61(4):382-398

Utilizing 2068 individuals in 60 organizations in the U.S. and Italy, this study (a) examines the overall relationship between trust in top management and immediate supervisor and overall estimates of satisfaction and perceived organizational effectiveness, (b) compares the amount of variance in satisfaction and effectiveness that can be explained by trust in top management to the amount of variance explained by trust in immediate supervisor, and (c) clarifies the role of information receiving as a predictor of trust in top management and immediate supervisor. Results of a canonical correlation analysis indicated that the canonical equation explained 49% of the variance in the linear composites (Canonical R = .69, p < .001). Trust in top management was more strongly associated with satisfaction and effectiveness than was trust in immediate supervisor. Tzvo separate multiple regression analyses indicated that after controlling for geographic location of company and type of industry, information received about job and organizational issues uniquely explained 26% of the variance in trust in top management and 13% of the variance in trust in immediate supervisor.  相似文献   

Anticipated future interaction and conversational memory using participants and observers     

Pamela J. Benoit  William L. Benoit 《Communication quarterly》2013,61(3):274-286

For interactants to build a relationship over the course of several encounters they must be able to remember at least some of what transpired in earlier interactions. This study investigated two questions: do expectations about future interactions influence conversational memory, and do conversational participants remember more than observers? Subjects with a choice about whether to interact with their partner again (or about whether to interact with one of the persons they observed) remembered less in general than those expecting to interact with the same person or expecting to interact with a different person. This may be because interactants with a choice focused on securing non‐discursive information in order to reduce uncertainty, rather than on remembering details of what was said in the conversation. Participants remembered significantly more conversational information using cued recall than observers. They also remembered more than observers using recognition items for actual communication behavior. Participants are likely to have stronger memory traces than observers, which explains generally superior memory performance.  相似文献   

Interrogative strategies and information exchange in computer‐mediated communication     

Laurie Pratt  Richard L. Wiseman  Michael J. Cody  Pamela F. Wendt 《Communication quarterly》2013,61(1):46-66

The explosive growth of Internet and E‐mail use has provided exceptional opportunities for humans to mediate their communication and thus their relationships in new ways. This study reports on a content analysis of interrogative strategies used in E‐mail messages exchanged over six months between intergenerational sets of senior citizens and youngsters. A great deal of relationship development is facilitated by the use of questions which are a core aspect of uncertainty reduction processes. While Uncertainty Reduction Theory (URT) has been a predominant theoretical position for examining face‐to‐face initial interaction, its utility for examining communication in an asynchronous, computer‐mediated environment was only partially effective. Data analyses focused on politeness of questions, types of questions, and, temporal effects. Results suggest that the interrogative strategies we engage in to achieve interpersonal connectedness are sometimes different in computer‐mediated communication (CMC) and a new standard for transacting relational message exhange may be emerging.  相似文献   

Seven aspects of democracy as related to study circles     

Pamela Clayton 《International Journal of Lifelong Education》2013,32(3):199-214

Despite a number of relevant longitudinal studies carried out in Sweden, Finland, Norway and the United States of America, there is a relative paucity of research into the long-term outcomes of adult return to learning. This paper uses data from the first survey in Scotland into the longterm outcomes of adult learning (in this case, formal education/training) in order to explore the potential of adult learning for enhancing social citizenship,by facilitating labour market insertion and progress. The paper focuses particularly on an analysis of gender patterns. The issues addressed are: the extent to which respondents expected participation in adult education to benefit them in the labour market; whether labour-market-orientated participation in adult education brought positive occupational outcomes; the extent to which unintended labour market outcomes arose from participation in adult education; how women who undertook adult education did in labour market terms compared to men; to what extent personal perception of labour market progress was related to income; the kind of adult education which appeared to bring the most beneficial labour market outcomes; and any differences between men and women in this respect.  相似文献   

Elementary pre-service teachers’ conceptual understanding of dissolving: a Vygotskian concept development perspective     

Pamela Harrell 《Research in Science & Technological Education》2013,31(3):304-324

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Longitudinal Relations Among Language Skills,Anger Expression,and Regulatory Strategies in Early Childhood     

Caroline K. P. Roben  Pamela M. Cole  Laura Marie Armstrong 《Child development》2013,84(3):891-905

Researchers have suggested that as children's language skill develops in early childhood, it comes to help children regulate their emotions (Cole, Armstrong, & Pemberton, 2010; Kopp, 1989), but the pathways by which this occurs have not been studied empirically. In a longitudinal study of 120 children from 18 to 48 months of age, associations among child language skill, observed anger expression, and regulatory strategies during a delay task were examined. Toddlers with better language skill, and whose language skill increased more over time, appeared less angry at 48 months and their anger declined more over time. Two regulatory strategies, support seeking and distraction, explained a portion of the variance in the association between language skill and anger expression after toddlerhood.  相似文献   

Feet Planted Firmly: A Call to the Academy for Agency and Activism     

Pamela K. Smith 《Educational Studies A Journal of the American Educational Studies Association》2013,49(6):505-506

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Business as Usual: The New Mantra for Universities’ Economics     

Pamela K. Smith 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3):191-192

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Educational research by association: AARE presidential addresses and the field of educational research     

Pamela Munn 《教育政策杂志》2013,28(5):730-732

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