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Karyn Ogata Jones Bryan E. Denham Jeffrey K. Springston 《Journal of Applied Communication Research》2006,34(1):94-113
Drawing on components of agenda-setting theory and the two-step flow of information from mass media to news audiences, this study examines the effects of mass and interpersonal communication on breast cancer screening practices among college- and middle-aged women (n = 284). We theorized that screening behaviors among younger women would be influenced more by interpersonal sources of information while screening among middle-aged women would be more influenced by exposure to mass-mediated information. Findings supported anticipated patterns, revealing important and varying roles for both mass and interpersonal communication in the health behaviors of women. Implications for health practitioners and campaign planners, as well as recommendations for future research, are discussed. 相似文献
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In an exploratory survey that sampled video gamers, participants were asked to indicate why they enjoy playing their favorite video game. On the basis of ESRB ratings, we compare those whose favorite game is violent to those whose favorite game is nonviolent. Consistent with self-determination theory, the findings suggest need for autonomy and competence are important motivating factors. However, the findings also suggest fans of violent games differed from fans of nonviolent games in the degree to which arousal, liking violence, playing the vicarious hero, and playing the vicarious villain drive enjoyment. Furthermore, being able to play the hero and “fight bad guys” was a significant predictor of enjoyment of violent games. Implications for self-determination theory and theories of media enjoyment are discussed. 相似文献
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The experience of becoming a teacher involves more than learning to use the tools of the trade. Using the example of teaching questioning strategies in a curriculum methods seminar for student teachers, two teacher-educators present questions and dilemmas that arise out of the tension between the use of language as a tool, and the experience of language as an aspect of becoming teachers. Anecdotes from classrooms show how student teachers develop an awareness of the dynamic interplay of these language forms. We suggest that this dynamic interplay can be understood as aesthetic form, an aspect of teaching practice which enables teachers to sustain the pedagogical relation. 相似文献
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Karyn Hartz Amanda P. Williford Helma M. Y. Koomen 《Early education and development》2017,28(4):441-456
Research Findings: The present study examined associations between children’s classroom interactions and teachers’ perceptions of teacher–child relationships during 1 year of preschool. Teachers (n = 223) reported their perceptions of closeness and conflict in their teacher–child relationships in the fall and spring. Children’s (n = 895) positive classroom interactions with teachers, peers, and learning activities and their negative interactions were observed midyear. Children’s positive interactions with teachers and learning activities predicted teachers’ perceptions of more closeness in the spring when we accounted for fall closeness. Children’s negative interactions predicted teachers’ perceptions of more relational conflict in the spring when we accounted for fall conflict. Children’s positive peer interactions did not predict spring closeness or conflict. Implications regarding teachers’ perceptions of teacher–child relationships and children’s independently observed classroom interactions are discussed. Practice or Policy: Findings provide empirical evidence for an aspect of Pianta, Hamre, and Stuhlman’s (2003) conceptual model of teacher–child relationships. Results indicate that children’s classroom interactions may be a factor related to how teachers report on their relationships with children across 1 year of preschool. Findings point to links between a range of children’s positive and negative interactions during typical instruction and teachers’ relationship perceptions. 相似文献
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Amanda A. Villagómez Donald Easton-Brooks Karyn Gomez Tawnya Lubbes Kristin Johnson 《Equity & Excellence in Education》2016,49(1):100-114
ABSTRACTNational population trends demonstrate a shift in the U.S. ethnic population, similar to changes in the ethnic landscape of U.S. public schools. However, the teaching landscape has not adjusted to align with student demographics. Research highlights the academic and social/emotional benefit for students of color who experience having a teacher of color during their education. Therefore, it is valuable to consider frameworks for increasing the number of teachers of color in the educational landscape. Although there are initiatives for supporting these efforts in urban communities, rural communities often are not seen as having much need in this area. The authors of this article present literature and findings on the impact and needs for diversifying teacher education, and then outline a self-study of the Oregon Teacher Pathway (OTP) as a framework that takes into consideration promising practices for recruiting and supporting preservice teachers of color in rural eastern Oregon and other rural and urban communities. 相似文献
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Gillon Gail McNeill Brigid Scott Amy Denston Amanda Wilson Leanne Carson Karyn Macfarlane Angus Hikairo 《Reading and writing》2019,32(8):1989-2012
Reading and Writing - This study investigated the feasibility of a teacher implemented intervention to accelerate phonological awareness, letter, and vocabulary knowledge in 141 children (mean age... 相似文献
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The Comprehensive Childhood Maltreatment Inventory: early development and reliability analyses 总被引:6,自引:0,他引:6
OBJECTIVE: Our goal was to develop a reliable measure of childhood maltreatment that could be used to evaluate retrospective memories among adults across a broad range of potentially abusive caregiver behaviors. METHOD: These behaviors were organized into 31 items that query age at onset, frequency across 4 developmental periods, relationship of the perpetrator(s), and respondents' perception of the experience. Additional factors directly relevant to each of the individual 4 categories of childhood maltreatment were also queried. RESULTS: Preliminary data collected from 95 college students, find the measure to have excellent test-retest reliability, and 2 of 4 subscales to possess adequate internal consistency. CONCLUSIONS: Reasons for low internal consistency for the Physical Maltreatment and Physical Neglect categories and the relative importance of test-retest reliability as compared to internal consistency in a questionnaire of this type are discussed. 相似文献
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