The development of communication apprehension: A retrospective analysis of contributory correlates     

John A. Daly  Gustav Friedrich 《Communication quarterly》2013,61(4):243-255

Although a considerable amount of research demonstrates the powerful effect of oral communication apprehension on social behavior, little research has explored the etiological bases for that anxiety. This research examines the role of parent/home and school variables in predicting the apprehension of college students. Results suggest that the amount of positive reinforcement for communication attempts experienced at home contributes significantly, while general parental affect, negative or punishment responses from parents, and parental competitiveness do not. The grade‐school environment and the perceived amount of error correction present in both grade school and high school were also found to have a significant effect Home and school, when taken together, accounted for significantly more of the apprehension than either one did individually although school effects predominate over home effects.  相似文献   

A Review of: “Roy J. Harris Jr. Pulitzer's Gold: Behind the Prize for Public-Service Journalism.”     

Reviewed by Christopher B. Daly 《Mass Communication and Society》2013,16(3):396-400

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Use of imaging spectroscopy,fiber optic reflectance spectroscopy,and X-ray fluorescence to map and identify pigments in illuminated manuscripts     

John K. Delaney  Paola Ricciardi  Lisha Deming Glinsman  Michelle Facini  Mathieu Thoury  Michael Palmer 《文物保护研究》2014,59(2):91-101

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Integrating e‐collections following the merger of two specialist hospital libraries: a case study     

Ann Daly  Sandra Harrison  Angela Reed  Derick Yates 《Health information and libraries journal》2021,38(1):32-38

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The fear factor: students’ experiences of test anxiety when taking A-level examinations     

Suzanne Chamberlain  Anthony Leslie Daly  Victoria Spalding 《Pastoral Care in Education》2013,31(3):193-205

This paper presents the findings of a pilot study that explored students’ experiences of test anxiety when taking A-level examinations. Four focus groups were convened with a sample of 19 participants in the south of England to explore the triggers of test anxiety and the perceived need for interventions to assist high test-anxious students cope with the examination process. The findings suggested that the participants experienced two types of anxiety: ‘pre-exam anxiety’ (relating to, for example, revision and mock examinations) and ‘exam-day anxiety’ (relating to practical concerns, such as school policy on the arrival of students and the time available to complete the examination). Only three participants reported feeling that their examination performance was significantly impaired by test anxiety; most reported that a degree of anxiety aided their performance. With test anxiety perceived by most participants as motivational and useful, there was little support for any interventions from examination boards, parents or teachers to help reduce or manage test anxiety. However, based on participants’ experiences of the pre-examination period, it is suggested that test anxiety may impede students’ ability to prepare for their examinations, and that interventions during this stage may be useful. The findings also imply that there are some practical steps that could be taken by the educational community to help reduce students’ test anxiety.  相似文献   

The Grade W: Why Students Drop Their Classes     

Robert F. Daly  Harold H. Bateman 《Community College Journal of Research & Practice》2013,37(4):353-366

Abstract

This study reports reasons given by community college students as to why they drop their classes and totally withdraw from college. In addition, the report gives findings as to whether or not students have a propensity for adding another class after they drop a class, and relates students' reasons for dropping a class to several student characteristics. Analysis of the data reveals that a majority of students drop classes for reasons not related to the college's instructional program.  相似文献   

The new voice on campus: “Alternative student journalism”     

Lawrence J. Delaney  Leslie Lenkowsky 《Academic Questions》1988,1(2):32-38

Lawrence J. Delaney Jr. was the Program Officer in charge of The Collegiate Network at the Institute for Educational Affairs during the 1986–87 academic years. Leslie Lenkowsky is President of the Institute for Educational Affairs.  相似文献   

Simulation Techniques in Counselor Education: Proposal of a Unique Approach     

Daniel J. Delaney 《Counselor Education & Supervision》1969,8(3):183-188

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The legacy of a pioneer of female education in Ireland: tercentennial considerations of Nano Nagle and Presentation schooling     

Deirdre Raftery  Catriona Delaney  Deirdre Bennett 《History of education》2019,48(2):197-211

ABSTRACT

This article examines some of the legacy of the Irish education pioneer Nano Nagle, foundress of the Presentation congregation of nuns. The congregation spread rapidly in the nineteenth century, not only in Ireland but also in Newfoundland, India, England, Tasmania, Australia and continental North America. This year, Presentation schools globally mark the tercentenary of Nagle’s birth, and it is therefore timely to consider approaches to writing about her life and her contribution to education. The article discusses existing biographical studies of Nagle and argues that a more nuanced study of this educator and her legacy is possible, through the careful and systematic use of convent archives and oral histories. The article considers how such research can offer new perspectives on the agency and innovation of individual teaching Sisters, and on ways in which these women became resilient and adaptable, in order to function effectively within a patriarchal Church.  相似文献   

A bridge between worlds: understanding network structure to understand change strategy     

Alan J. Daly  Kara S. Finnigan 《Journal of Educational Change》2010,11(2):111-138

A number of scholars are exploring district and site relations in organizational change efforts in the larger policy context of No Child Left Behind. These studies suggest the importance of the central office as a support to the work of reform and offer strategies for building relations between district offices and sites in order to implement and sustain change efforts. What is frequently overlooked in these studies is that organizational change efforts are often socially constructed. Therefore, examining the underlying social networks may provide insight into structures that support or constrain efforts at change. This exploratory case study uses social network analysis and interviews to examine the communication and knowledge network structures of central office and site leaders in an ‘in need of improvement’ district facing sanctions under No Child Left Behind. Findings indicate sparse ties among and between school site and central office administrators, as well as a centralized network structure that may constrain the exchange of complex information and ultimately inhibit efforts at change.  相似文献