Framing Effects of News Coverage of the Embryonic Stem Cell Controversy: Issue Involvement as an Effects Moderator     

Doshik Yun  Seungahn Nah  Douglas M. McLeod 《Communication Research Reports》2013,30(4):312-315

This study examines reactions to ethical and strategic framing in the news coverage of the embryonic stem cell research controversy, depending on the level of issue involvement. In order to test hypotheses regarding the effects of strategic vs. ethical frames and the moderating role played by issue involvement, an online experiment was conducted. Results indicated that these two frames interacted with issue involvement and generated different reactions among participants.  相似文献   

The Big Three's Prime-Time Decline: A Technological and Social Context     

Douglas Blanks Hindman Ph.D.  Kenneth Wiegand B.A. 《广播与电子媒介杂志》2013,57(1):119-135

This paper is an analysis of factors associated with the 25-year decline in the prime-time shares of the top 3 television networks. Time series analysis revealed a stronger serial correlation between network decline and social indicators than between network decline and technological factors. Network shares were negatively correlated with indicators of social differentiation, and were also negatively correlated with the penetration of cable and other multiple video programming distribution sources (MVPD) into the nation's households (the technological context). Findings were discussed in terms of the impact of social change on both the audiences and organizations of broadcasting.  相似文献   

Beyond family structure: The family in domestic comedy     

William Douglas  Beth M. Olson 《广播与电子媒介杂志》2013,57(2):236-261

This inquiry examined the portrayal of family relationships in domestic comedy. Participants were randomly assigned to view and evaluate samples of thirteen programs, selected for the study on the basis of their popularity during the period 1950‐1990. Separate discriminant function analyses of spousal and parent‐child relations showed that spousal relations were defined in terms of receptiveness and expressiveness while parent‐child relations were defined in terms of the effectiveness of child socialization and the affective tone of the relationship. Further examination provided strong evidence that the development of the television family has occurred as a stepwise process in which successive generations have been characterized by changed levels of relational openness and a general trend toward increased expression of affect in spousal relations. The study yielded no support for the claim that family life and family relations have deteriorated across time in the television family although there was evidence that working‐class families are seen to be less functional than higher socio‐economic status families. The limitations and implications of these findings are discussed.  相似文献   

Books in review     

Jo‐Anne Jamison  Howard S. Erlich  Jerry Douglas 《Journal of Applied Communication Research》2013,41(1):45-47

DYNAMICS OF IDEALISM: WHITE ACTIVISTS IN A BLACK MOVEMENT. By N.J. Demerath, III, Gerald Marwell, and Michael T. Aiken. San Francisco: Jossey‐Bass Inc., Publishers, 1971. $9.75.

TOMS, COONS, MULATTOES, MAMMIES, AND BUCKS: AN INTERPRETIVE HISTORY OF BLACKS IN AMERICAN FILMS. By Donald Bogle. New York: The Viking Press, 1973. $12.50.

RADICALS AND MILITANTS: AN ANNOTATED BIBLIOGRAPHY OF EMPIRICAL RESEARCH ON CAMPUS UNREST. By Kenneth Keniston in collaboration with Mary‐Kay Duffield and Sharon Marti nek. Lexington, Mass: D.C. Heath and Company, 1973. $15.00  相似文献   

Non‐Book Items in US Public Libraries     

Douglas A. Galbi 《Public Library Quarterly》2013,32(1):64-67

Libraries tend to be associated with books, but in practice they have lent a variety of media to meet the interests and media practices of their users. Early in the twentieth century, public libraries circulated images, such as photographs, prints, and lantern slides. They also lent music scores and player piano rolls. Early in the twenty‐first century, audio recordings and video disks account for roughly 25% of public libraries' total circulation. Libraries have adapted to media change in the past and they are likely to continue to adapt to media change in the future. This article is a companion piece to Galbi's article, Book Circulation Per US Public Library User Since 1856, which appeared in PLQ, 27:4 (2008).  相似文献   

Book Circulation Per U.S. Public Library User Since 1856     

Douglas A. Galbi 《Public Library Quarterly》2013,32(4):351-371

ABSTRACT. Underappreciated data concerning libraries' holdings and circulation over the past century and a half offer insights into the behavior of libraries and their users. Book circulation per public library user indicates an outcome of users' demand for books and libraries' supply of books. From 1856 to 1978, library users borrowed from U.S. public libraries about 15 books per user per year. From 1978 to 2004, about 25% of book circulation shifted to audio‐visual circulation. Over about a century and a half, library book circulation per user shows no strong, long‐run trend either up or down. This outcome suggests that libraries have adapted to maintain the stability of their operation and that library borrowing practices are well‐embedded in popular life.  相似文献   

COACHING MIDDLE-LEVEL TEACHERS TO THINK ALOUD IMPROVES COMPREHENSION INSTRUCTION AND STUDENT READING ACHIEVEMENT     

Douglas Fisher  Nancy Frey  Diane Lapp 《The Teacher Educator》2013,48(3):231-243

In an effort to improve student achievement, a group of middle-school teachers at an underperforming school developed a schoolwide literacy plan. As part of the plan, they agreed to model their thinking while reading aloud. Eight teachers were selected for coaching related to think alouds in which they exposed students to comprehension strategies that they used while reading. The achievement of their students was compared with the achievement of students whose teachers participated in the ongoing professional development but who were not coached. Results indicate that the coached teachers changed their instructional practices and that student achievement improved as a result.  相似文献   

Extended sociometric status of adolescents with mild handicaps: A cross‐categorical perspective     

Edward J. Sabornie  James M. Kauffman  Douglas A. Cullinan 《Exceptionality》2013,21(3):197-209

Abstract

We compared adolescents identified as having mild mental retardation, learning disabilities, behavioral disorders, and no known handicaps on regular classroom sociometric status extended to include measures of social impact and social preference. Students attended regular classroom physical education classes in six high schools from two adjacent school districts. We administered a rating scale sociometric in physical education classes where students with mild handicaps were enrolled. Results indicated that not all students with mild handicaps were similar in social acceptance, rejection, and preference. Students with mild handicaps also differed in composition of subgroups labeled popular, rejected, neglected, controversial, and average. We discuss implications concerning social standing differences across types of mild handicaps and the value of examining sociometric status in the manner employed here.  相似文献   

Reasons for giving reasons: an expert‐expert clinical analysis of science teaching for non‐academic students 1     

Douglas A. Roberts  Allan M. MacKinnon  Margaret E. McCarthy 《International journal of qualitative studies in education》2013,26(3):227-243

This paper concerns the importance of providing reasons and evidence when making claims as a teacher. Two teaching contexts are explored: a nonacademic science classroom and a clinical supervision setting. An expert teacher is seen at work in a nonacademic science classroom. This is an especially significant context in which to find “task‐reasons” and “science‐reasons” since students rarely appear to have access to reasons for what they do or say in such classrooms. The teacher and a colleague, both experts at clinical analysis of teaching, are observed examining and analysing the teaching. This is the setting for developing “interpretation‐reasons” regarding the conduct and events of teaching. The expert‐expert clinical supervision situation is seen as sharpening the requirement for sound, credible interpretation‐reasons beyond that of the more common expert‐novice interaction.

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The Effects of Type I Error Rate and Power of the ANCOVA F Test and Selected Alternatives Under Nonnormality and Variance Heterogeneity     

David C. Rheinheimer  Douglas A. Penfield 《Journal of Experimental Education》2013,81(4):373-391

The authors sought to identify through Monte Carlo simulations those conditions for which analysis of covariance (ANCOVA) does not maintain adequate Type I error rates and power. The conditions that were manipulated included assumptions of normality and variance homogeneity, sample size, number of treatment groups, and strength of the covariate-dependent variable relationship. Alternative tests studied were Quade's procedure, Puri and Sen's solution, Burnett and Barr's rank difference scores, Conover and Iman's rank transformation test, Hettmansperger's procedure, and the Puri-Sen-Harwell-Serlin test. For balanced designs, the ANCOVA F test was robust and was often the most powerful test through all sample-size designs and distributional configurations. With unbalanced designs, with variance heterogeneity, and when the largest treatment-group variance was matched with the largest group sample size, the nonparametric alternatives generally outperformed the ANCOVA test. When sample size and variance ratio were inversely coupled, all tests became very liberal; no test maintained adequate control over Type I error.  相似文献