Communication openness,satisfaction, and length of employment in Japanese organizations   总被引：1，自引：0，他引：1  

Hiroko Koike  William B. Gudykunst  Lea P. Stewart  Stella Ting‐Toomey  Tsukasa Nishida 《Communication Research Reports》2013,30(2):97-102

Hypotheses were generated regarding the relationship among communication openness, satisfaction, and length of employment in Japanese organizations. A questionnaire was administered to employees of Japanese organizations in the Tokyo area. The data revealed that upward, downward, and lateral communication openness were associated positively with both relational and organizational satisfaction. Length of employment also was associated with downward and lateral communication openness and with both relational and organizational satisfaction. The relationships between length of employment and satisfaction differed for employees in large and small‐to‐moderate sized organizations. Lateral communication openness was associated positively with satisfaction variables and there was a relatively small association between length of employment and satisfaction.  相似文献   

Illuminating Students’ Pre-Practicum Conceptual and Emotional States: Implications for Field Education   总被引：1，自引：1，他引：0  

Ellen Katz  Lea Tufford  Marion Bogo  Cheryl Regehr 《Journal of Teaching in Social Work》2013,33(1):96-108

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Relationship with instructor and other variables influencing student evaluations of instruction     

Pamela J. Cooper  Lea P. Stewart  William B. Gudykunst 《Communication quarterly》2013,61(4):308-315

This study examined some of the factors which influence college students’ evaluations of their instructors. Data were collected from 557 students enrolled in a basic speech communication course. Overall, a student's relationship with the instructor was the best predictor of the student's evaluation of the instructor. This study lends partial support to the idea that students evaluate male and female instructors differently. The variables examined in this study were better predictors of student evaluation of female than male instructors.  相似文献   

Educational Equality     

John Lea 《International Journal of Lifelong Education》2013,32(2):237-239

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Standardization and diversity in curriculum design: The case of Ontario     

Vandra Lea Masemann 《Prospects》1996,26(3):576-588

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Beliefs von Studierenden sonder- und grundschulpädagogischer Studiengänge     

Prof. Dr. Vera Moser  Dr. Jan Kuhl  Hubertus Redlich  Lea Schäfer 《Zeitschrift für Erziehungswissenschaft》2014,17(4):661-678

The implementation of inclusion in schools currently requires new reflections of competence profiles of the teachers involved. Especially in elementary school, which can so far be considered as the most developed institution of inclusive schooling in Germany, questions of differences in the profiles of elementary and special education teachers have been raised. As professional skills also have motivational and volitional aspects, a beliefs model (domain overlapping) was developed based on the construction of the TEDS-M research project, which aims to study specific special educational beliefs. Using a quantitative questionnaire designed in the context of a corresponding preliminary investigation a three-factor-solution for mapping a special supportive belief profile among student teachers and teachers in the field of elementary and special education was tested. Initially this profile model was confirmed by the results of a subsequent analysis based on a nationwide sample of elementary school and special education students (N = 951). In addition to these findings different manifestations of the beliefs model could be identified among student teachers for elementary schools and student teachers for special education.  相似文献   

The structuration of socio-technical regimes—Conceptual foundations from institutional theory   总被引：1，自引：0，他引：1  

Lea Fuenfschilling  Bernhard Truffer 《Research Policy》2014

In recent years, socio-technical transitions literature has gained importance in addressing long-term, transformative change in various industries. In order to account for the inertia and path-dependency experienced in these sectors, the concept of the socio-technical regime has been formulated. Socio-technical regimes denote the paradigmatic core of a sector, which results from the co-evolution of institutions and technologies over time. Despite its widespread acceptance, the regime concept has repeatedly been criticized for lacking a clear operationalization. As a consequence, empirical applications tend to depict regimes as too ‘monolithic’ and ‘homogenous’, not adequately considering persistent institutional tensions and contradictions. These are however crucial for assessing transition dynamics. In this paper, we revisit two concepts from institutional theory that enable an explicit identification of socio-technical regimes and more generally a specification of the ‘semi-coherence’ of socio-technical systems. First, we will show that ‘levels of structuration’ can be conceptualized as degrees of institutionalization, thereby treating institutionalization as a variable with different effects on actors, the stability of the system and thus the potential for change. Secondly, we draw on the institutional logics approach to characterize the content of various structural elements present in a system and to trace conflicts and contradictions between them. We illustrate this approach with an empirical in-depth analysis of the transformation of the Australian urban water sector since the 1970ies.  相似文献   

Decisión 2016: Comparative Analysis of Journalistic Role Performance on Spanish- and English-language TV Networks     

Lea Hellmueller  Vladimir S. Arias 《Journalism Practice》2020,14(4):447-464

ABSTRACT

This study is one of the first to compare journalistic role performances of English– and Spanish–language TV networks during the 2016 U.S. primaries. Previous research finds that the corporate structure of Spanish–language media in the United States is looking more like its English–language counterparts and that Latino journalists share the norm of objectivity. Meanwhile, research suggests that individuals of different ethnicities turn to different communication channels and that this divergence can be explained by the degree of alignment in linguistic and cultural orientation. In this study, we therefore assess how linguistic differences of TV networks impact journalistic culture during the presidential primaries in 2016. As a crucial component of journalistic culture, we focus on journalistic role performance and find important distinctions: Findings reveal that the greater coverage of presidential candidates as sources on English-language networks have significant consequences for the roles journalists perform. Results suggest that the Spanish–language networks performed significantly more civic journalism roles than their English–language counterparts that perform an interventionist and service role. These differences are discussed alongside different audience-orientation of the networks that reflect deep racial and ethnic divides.  相似文献   

Learning in virtual worlds     

Lea Kuznik 《美中教育评论》2009,6(9):42-51

Virtual worlds for adults （e.g. Second Life）, youth （e.g. Habbo） and children （e.g. Whyville） have a great potential for learning and teaching practices for enriching wider public and engendering collective experience and collaboration. Informal learning environments such as virtual worlds offer children and adults various intellectual and sensory activities or flow experiences according to Csikszentmihalyi. Virtual worlds promote social interaction and offer visitors an opportunity for various interactive activities which can sometimes not be realized in real life education. Children and adults can explore and learn in a different way and from a different perspective, also with educational games. The paper deals with learning possibilities and opportunities in educational virtual worlds. Virtual worlds can introduce quality learning environment and offer new challenges in the educational field.  相似文献   

Critical moments in the process of educational change: understanding the dynamics of change among teacher educators     

David L. Brody  Linor Lea Hadar 《欧洲师范教育杂志》2018,41(1):50-65

This study examines the complex process of change among teacher educators who have chosen to improve their practice in a professional development community. Storyline methodology was used to reveal the dynamic process which teacher educators undergo when they consider adopting innovative pedagogy. Findings reveal critical moments in professional development which are characterised by evaluation of feedback from colleagues and students. Professional growth results not only from interaction and negotiation of meaning within the community but also from the effects of messages received from outside the communal context. A two factor model taking into account implementation and feedback is used to show the dynamic process of evaluation and negotiation in teacher educators’ professional development trajectory. This study deepens understanding of transition towards change within learning communities, while providing insight into the development of teacher educators as a distinct professional group.  相似文献