Sexual Harassment as [Dys]Functional Process: A Feminist Standpoint Analysis     

Debbie Dougherty 《Journal of Applied Communication Research》2001,29(4):372-402

Researchers have approached the study of sexual harassment as though it were dysfunctional. However, a feminist standpoint theory analysis would suggest that it functions differently for men and women. A study using discussion groups and stimulated recall interviews was conducted in a large health care organization. A thematic analysis revealed a primary theme of sexual harassment as a [dys]functional process. For the male participants, sexual behavior served as a coping mechanism for stress, as a form of therapeutic care, and to create and demonstrate camaraderie. For the women participants, sexual behavior tended to be either nonfunctional or dysfunctional. They did not associate it with stress reduction, therapeutic touch, and viewed group camaraderie as a means of prevention. Implications are discussed.  相似文献   

Organizational Power and the Institutional Review Board     

Debbie S. Dougherty  Michael W. Kramer 《Journal of Applied Communication Research》2005,33(3):277-284

In this essay, we respond to the narratives and essays in this issue by examining organizational power issues related to researchers and institutional research boards (IRBs). Rather than taking a singular perspective on power, we use multiple perspectives and suggest that the cumulative analyses provide the best understanding of IRBs and organizational power.  相似文献   

Citizen-Centered Journalism and Contested Boundaries     

Magda Konieczna  John A. Hatcher  Jennifer E. Moore 《Journalism Practice》2018,12(1):4-18

This article explores the existence of a “citizen-centered journalism” that sees citizens as crucial participants in the construction of news and as co-creators of their own worlds. Through qualitative case studies of three news organizations, the article examines the motivation for using a citizen-centered approach, the news routines that are required to do so, the categories of content produced, and the perceived impact of this approach. The results suggest these news organizations are working in partnership with communities and striving to give a voice to historically marginalized communities. The journalists, however, see citizen participation as complementary to professional journalistic routines that favor verifiable information, rather than assigning inherent value to it for its own sake.  相似文献   

Going Outside in Winter: A Qualitative Study of Preschool Dressing Routines     

Beth?Hatcher  Betsy?SquibbEmail author 《Early Childhood Education Journal》2011,38(5):339-347

The exploratory study focused on describing typical routines of preparing for winter outdoor play with preschool children and their teachers. Naturalistic observations, interviews and photographs resulted in extensive examples of children’s development in cognitive understanding of winter and winter-related concepts. Observations of teachers and assistants revealed task-oriented perspectives including detailed strategies and planning. Asynchronous communication and directive language were typical of teacher/child communication. Photo analyses confirmed physical skills used by preschoolers to accomplish dressing tasks and extensive curricular changes to indoor environments.  相似文献   

How to encourage a lifelong learner? The complex relation between learning strategies and assessment in a medical curriculum     

Tamara van Woezik  Jur Koksma  Rob Reuzel  Debbie Jaarsma  Gert Jan van der Wilt 《Assessment & Evaluation in Higher Education》2020,45(4):513-526

Abstract

To foster lifelong learning skills, we need new didactic approaches with aligned assessment methods. Therefore, we investigated whether the outcomes of a project assignment show a different relation to learning strategies than a longitudinal knowledge-based assessment. We studied learning strategies of first year students of medicine and biomedical sciences (n?=?248) and performed hierarchical regression analyses for the learning strategies and grades of the longitudinal knowledge-based test and project assignment. Scores of students, measured with the Motivated Strategies for Learning Questionnaire (Likert scale 1–7), were relatively low for critical thinking (3.53), compared to rehearsal (4.40), elaboration (4.82), organisation (4.69) and metacognitive self-regulation (4.33). Knowledge based tests showed a significant relation to elaboration (p?<?0.01). For the project-based assessment, we did not find a significant relation to any learning strategy (p?=?0.074). Explained variance of the grades was low for all learning strategies (R² < 0.043). Different types of assessment did not discriminate between students with high or low scores on learning strategies associated with lifelong learning. An explanation is that the curriculum is not aligned with assessment, or students do not benefit in terms of grades. We conclude that, if assessment is to drive lifelong learning skills, this is not self-evident.  相似文献   

Examining the impact of four teaching development programmes for engineering teaching assistants*     

Carlton J. Fong  Joanna Gilmore  Tershia Pinder-Grover  Molly Hatcher 《Journal of Further & Higher Education》2019,43(3):363-380

As current graduate instructors of labs and class discussions, teaching assistants (TAs) play a critical role in Science, Technology, Engineering, and Math (STEM) undergraduate education, especially as some graduate students may choose a faculty career in the future. Because of the importance of TAs and their development as scholars and instructors, we sought to determine the most effective methods of preparing engineering TAs at two research universities. We compare the impact of a teaching orientation with one of four teaching development programmes (Pedagogy Course, Advanced Practice Teaching, Workshop Attendance with Written Reflection, or Mid-Semester Student Feedback with Written Reflection) on engineering TAs’ teaching efficacy and definitions of active learning. Results indicated that the Pedagogy Course consistently increased TAs’ teaching efficacy and attitudes toward teaching compared with the other programmes. We also found that stand-alone Mid-Semester Student Feedback with Written Reflection enhanced TAs’ efficacy for reflection and beliefs about teaching. We discuss implications for providing teaching development for graduate students and directions for future research.  相似文献   

Developmental dyslexia,cerebellar/vestibular brain function and possible links to exercise-based interventions: a review     

Debbie Pope  Helen Whiteley 《欧洲特需教育杂志》2013,28(1):109-123

The Phonological Processing Deficit (PPD) hypothesis remains the most influential theory to explain why some children fail to acquire appropriate reading skills. However, current research suggests that there may be other deficits operating, and that the phonological processing deficit may be just one manifestation of a deeper underlying anatomical syndrome that originates in the cerebellar or vestibular areas of the brain. Claims that exercise regimes or programmes of vestibular stimulation may provide a ‘cure’ for developmental dyslexia (specific reading difficulties) prompt scepticism among the scientific community and raise concerns about the exploitation of vulnerable parents. The paper provides a review of research into the causes of specific reading difficulties at the behavioural, cognitive and biological level of explanation, and considers whether or not there is any theoretical basis for the use of exercise-based intervention programmes. Following consideration of recent findings from a range of scientific disciplines, it is concluded that such ‘unconventional’ methods of intervention may draw some theoretical support from the scientific literature, although researchers are cautioned to be wary of comorbidity issues. It is also concluded that more rigorous and independent evaluations of the success (or otherwise) of exercise-based interventions are needed.  相似文献   

Curriculum on the move: the role of English in a Year 7 Cultural Studies programme     

Debbie Kidd 《English in Education》2007,41(2):57-70

This paper describes a curriculum experiment to integrate the English and humanities teaching to a year 7 (age 11) cohort through a pedagogy based on Dorothy Heathcote's work on drama in education. An integrated Cultural Studies programme was devised in order to help students engage with meaningful issues in what Heathcote (1980) terms ‘real and felt’ contexts. As part of the national Creative Partnerships programme, Debbie Kidd, a drama specialist from an Arts organisation, worked with teachers to develop curriculum and pedagogy. The paper describes the project from the perspective of the two outsiders closely involved with the work. Debbie Kidd sets the context and discusses some of the outcomes to date. In an Afterword, Elaine Millard discusses some of the barriers to curriculum integration and argues for greater flexibility in English teaching and it s modes of assessment to make room for more creative engagements.  相似文献   

Online Chat Reference: Question Type and the Implication for Staffing in a Large Academic Library     

Debbie Meert-Williston  Rachel Sandieson 《The Reference Librarian》2019,60(1):51-61

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#MeToo,sexual harassment: an article,a forum,and a dream for the future     

Robin Patric Clair  Nadia E. Brown  Debbie S. Dougherty  Hannah K. Delemeester  Patricia Geist-Martin  William I. Gorden 《Journal of Applied Communication Research》2019,47(2):111-129

#MeToo has breathed new life into the women’s movement and especially into understanding and rectifying sexual harassment, abuse and assault. It has galvanized activists around the globe. And it has placed thousands of stories of the harassed in full view of the public. Sexual harassment, abuse and assault may occur within the organizational context or beyond; but sexual harassment, in particular has been legally labeled an organizational phenomenon. With this in mind, Robin Clair frames the early part of this article around the most recent organizational communication theories (see the appendix for an overview of these theories). Following the essay is a forum, in which invited scholars address questions related to the #MeToo movement.  相似文献