The Influence of Parodies on Mental Models: Exploring the Tina Fey–Sarah Palin Phenomenon     

Sarah Esralew  Dannagal Goldthwaite Young 《Communication quarterly》2013,61(3):338-352

During the 2008 presidential campaign season, Tina Fey's timely impersonations of Sarah Palin on Saturday Night Live attracted overwhelming attention, both on television and online. Throughout the campaign, press buzzed about a possible “Fey Effect”: a negative impact of Fey's impersonations on Palin's favorability ratings and a subsequent decline in the GOP ticket. The current study seeks to test for this effect by measuring if Fey's impersonations of Palin rendered caricatured traits more salient in viewers' mental constructions of the candidate, namely character traits central to the Fey impersonation, including issues of intelligence, competence, experience and the Governor's rural background. Findings show that exposure to both the interview and its parody cause viewers to devote more cognitive attention to Palin's intelligence, competence and experience. In addition, the SNL parody is unique in its influence in rendering rural traits more salient in associations with Palin. Ultimately, this research finds that the agency of influence rests in the real Palin, allowing us to establish evidence of a “Palin Effect.”  相似文献   

Changing the Name of a Major University: A Case Study and How-To Guide     

Diana L. Haytko  Greg Burris  Sarah M. Smith 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):171-185

There is nothing more exciting for a school than taking on a new name that is more reflective of what the institution has become. Many schools have changed names from “College” to “University” or have been renamed for prominent individuals. On August 28, 2005, Southwest Missouri State University officially became Missouri State University. This change was 20 years in the making and did not happen without a tremendous amount of effort on the part of administrators, faculty, students, alumni, and many elected officials at all levels of government. Though seemingly a simple thing, implementing the name change was anything but. This case study explains the steps taken to complete the transition, including the important branding decisions made along the way. It also provides a detailed guideline for other schools facing similar challenges.  相似文献   

The development of elementary teacher identities as teachers of science     

Sarah J. Carrier  Ashley N. Whitehead  Temple A. Walkowiak  Sarah C. Luginbuhl  Margareta M. Thomson 《International Journal of Science Education》2013,35(13):1733-1754

ABSTRACT

The purpose of this qualitative study was to investigate the contributions of pre-service teachers’ memories of science and science education, combined with their experiences in a STEM-focused teacher preparation programme, to their developing identities as elementary school teachers of science. Data collected over three years include a series of interviews and observations of science teaching during elementary teacher preparation and the first year of teaching. Grounded within a theoretical framework of identity and using a case-study research design, we examined experiences that contributed to the participants’ identity development, focusing on key themes from teacher interviews: memories of science and science instruction, STEM-focused teacher preparation programme, field experiences, first year of teaching, and views of effective science instruction. Findings indicate the importance of exposure to reform strategies during teacher preparation and are summarised in main assertions and discussed along with implications for teacher preparation and research.  相似文献   

Challenging accepted wisdom: Looking at the gender and science education question through a different lens     

Jane Gilbert  Sarah Calvert 《International Journal of Science Education》2013,35(7):861-878

This article reports on a research project designed to explore a group of women scientists' understandings of themselves and science. The project uses an unconventional methodology: - a mixture of conventional qualitative research methods and techniques developed for use in psychotherapy. Its preliminary results appear to contradict some of the assumptions on which much of past work on girls and science education is based. For example, we found that, for the women involved in this project, factors such as the presence in their lives of strong female role models and/or the use of 'girl-friendly' curriculum materials were not important in their decision to continue the study of science to university level. Other factors - some of which were quite unexpected - had a much greater effect. The article outlines the methodology of this project and some of its findings, and explores the implications of these findings for future work on the gender and science education question.  相似文献   

Transitions and turning points: exploring how first-in-family female students story their transition to university and student identity formation     

Sarah O’Shea 《International journal of qualitative studies in education》2013,26(2):135-158

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Adult learners’ use of flexible online resources in a blended programme     

Sarah Cornelius  Carole Gordon 《Educational Media International》2013,50(3):239-253

This paper presents a case study of a blended programme for adults and discusses findings from a mixed‐methods investigative study of learners’ and tutors’ experiences of the programme. The programme employs a set of flexible online resources, which are activity‐based and designed to provide choice in study routes and modes of learning. Our research has identified four main strategies used by learners when working with these resources: universalists, butterflies, changelings, and minimalists. We discuss these strategies and consider the value learners feel they have gained from the flexible programme. The strategies identified have implications for course designers and facilitators, requiring an increased emphasis on the course process over course content, and support for the development of learners’ confidence.

Wie erfahrene Anfänger flexible Online‐Mittel in einem Vermischten Programm benutzen

Dieses Papier präsentiert als Fallstudie ein gemischtes Programm für Erwachsene und bespricht die Ergebnisse einer mit gemischten Methoden durchgeführten Studie und die Erfahrungen von Anfängern und Tutoren mit diesem Programm. Das Programm verwendet eine Reihe auf Selbsttätigkeit beruhender flexibler Online‐Mittel, die die Wahl der Studienwege und Lernweisen unterstützen sollen. Unsere Forschung hat vier von Anfängern verwendete Hauptstrategien identifiziert, die mit diesen Mitteln arbeiteten: Universalisten, “Schmetterlinge”, Wechsler, und Minimalisten. Wir besprechen diese Strategien und prüfen, was die Anfänger unserer Meinung nach von der Nutzung dieser flexiblen Programme glauben gewonnen zu haben. Die identifizierten Strategien haben als Implikationen für Kurs‐Entwickler und Vermittler eine vergrößerte Betonung auf den Kurs‐Prozess über den Kurs‐Inhalt zu legen und die Entwicklung von Selbstvertrauen der Anfänger zu unterstützen.

Les apprenants adultes et l’utilisation des ressources en ligne « souples » dans le cadre d’un programme mixte

Cet article présente une étude de cas, celle d’un programme mixte destiné aux adultes et examine les résultats d’une étude approfondie des expériences vécues par les étudiants et les tuteurs au cours de ce programme, menée en mélangeant plusieurs méthodes. Ce programme a recours à un ensemble de ressources souples en ligne, qui sont fondées sur des activités et conçues pour fournir des choix d’itinéraires d’étude et de modes d’apprentissage. Notre recherche a identifié quatre stratégies principales utilisées par les apprenants lorsqu’ils travaillent avec ces ressources: les universalistes, les papillons, les mutants et les minimalistes. Nous comparons ces stratégies et examinons quelle valeur les apprenants pensent avoir retirée du programme souple. Les stratégies identifiées ont des implications pour les concepteurs et facilitateurs des cours car elle demandent que l’on porte une attention plus grande au processus du cours plutôt qu’au contenu et qu’on soutienne le développement de la confiance des apprenants.

Los alumnos adultos y el uso de los recursos en línea flexibles dentro de un programa mixto

Este artículo presenta el estudio de caso de un programa mixto para adultos y examina los resultados de un estudio y investigación (llevado a cabo a través de un abordaje plurimetodólogico) de las experiencias vividas por los alumnos y tutores del programa. Este programa utiliza un conjunto de recursos flexibles en línea que son basados en actividades y diseñados para ofrecer alternativas en la elección de los itinerarios de estudio y los modos de aprendizaje. Nuestra investigación ha identificado cuatro estrategias principales utilizadas por los alumnos cuando están trabajando con esos recursos: los universalistas, las mariposas, los mutantes y los minimalistas. Discutimos de esas estrategias y examinamos el valor que los alumnos piensan que han sacado del programa flexible. Las estrategias identificadas conllevan consecuencias para los diseñadores y facilitadores de cursos como la necesidad de mayor énfasis en el proceso del curso (más que en el contenido propio) y al mismo tiempo un apoyo para el desarrollo de la confianza de los alumnos.  相似文献   

Action research and transformative learning in teaching development   总被引：2，自引：2，他引：0  

Sarah Gravett 《Educational Action Research》2013,21(2):259-272

The article reports on an action research project, informed by transformative learning theory. Transformative learning involves individuals gaining an awareness of their current habits of mind, and resulting points of views accompanied by a critique of their assumptions and premises, an assessment of alternative views, a decision to negate an old perspective or view in favour of a new one, or to make a synthesis of old and new, resulting in more justified beliefs to guide action. The action research was designed to change the perspectives and practices of higher education teachers from a teacher-centred to a learning-centred dialogic approach. The research demonstrated that a transformation in teaching perspective could be achieved through action research that involved inquiring and interactive teaching. However, implementing the new perspective required additional sustained support. The research also confirmed that action research is a viable means of exploring transformative learning in educational settings.  相似文献   

Figure Skating     

Deborah King  Sarah Smith  Brian Higginson  Barry Muncasy  Gary Scheirman 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):109-123

The purpose of this study was to compare triple (T) and quadruple (Q) toe‐loop figure skating jumps and quantify basic characteristics of these jumps to provide information to coaches that will assist them in teaching quadruple toe‐loops to elite figure skaters. High‐speed video was taken during men's practice and competition sessions at the 2002 Salt Lake City Winter Olympics; three‐dimensional analyses of selected triple and quadruple jumps were completed. The most significant difference between triple and quadruple toe‐loops was an increase in rotational velocity in the air. Additionally, increased vertical velocity at take‐off and subsequent time in the air were also observed. Three main conclusions were developed: 1) The timing of rotation of the hips and shoulders was different for quadruple toe‐loops compared to triples with the differences being observed before toe‐pick; 2) Increases in rotational velocity occurred primarily as a result of the skaters assuming different body positions from take‐off through landing which resulted in tighter rotating positions for longer durations of the jump; 3) Greater vertical velocity was gained during the propulsive phase due to the extension of the legs during the press off the ice.  相似文献   

Reflective practice,experience, and the interpretation of anxiety symptoms     

Sheldon Hanton  Brendan Cropley  Sarah Lee 《Journal of sports sciences》2013,31(5):517-533

Abstract

We offer an examination of the processes athletes undertake following a sporting experience in order to learn how to interpret their anxiety-related symptoms as facilitative to performance. Six experienced, elite athletes were interviewed regarding the reflective practices adopted following both positive and negative critical incidents with a view to generating knowledge about their competitive anxiety symptoms. Composite sequence analysis procedures were employed to allow data to be considered as meaningful sequences for both the positive and negative incidents. Findings showed distinctions between the effects of positive and negative incidents on the reflective and learning processes and how this influenced the further appraisal of competitive anxiety symptoms. Support is provided for the use of reflective practice as a framework for experiential learning within sport.  相似文献   

Women,Disability, and Sport and Physical Fitness Activity: The Intersection of Gender and Disability Dynamics     

Elaine M. Blinde  Sarah G. McCallister 《Research quarterly for exercise and sport》2013,84(3):303-312

Abstract

This study explores the often overlooked experiences of women with physical disabilities in the sport and physical fitness activity domain. Interviews with 16 women with a physical disability (age range of 19–54 years) revealed the following major themes: (a) participation in fitness-related as opposed to sport-related activities, (b) participation to maintain the functional level of the body and preserve existing capabilities, (c) intrinsic nature of gains derived from participation (perceived competence, enhanced view of body, motivational outlet, control in life), and (d) perceived differences in the sport and physical fitness activity experiences of men and women with disabilities. Findings support the notion that gender and disability interact in the sport and physical fitness context for women with physical disabilities.  相似文献