Employee mistreatment and muted voices in the culturally diverse workplace     

Mary M. Meares  John G. Oetzel  Annette Torres  Denise Derkacs  Tamar Ginossar 《Journal of Applied Communication Research》2004,32(1):4-27

This study examines mistreatment through the perspectives of employees with different cultural backgrounds and positions in order to understand the ways in which some voices are muted and others are privileged. Mistreatment is interactional, distributive, procedural, or systemic abuse of employees taking place at both interpersonal and institutional levels on the basis of cultural diversity. Narrative analysis of semi-structured interviews with employees of a large research and development organization revealed three types of muted narratives used to respond to mistreatment (muted-but-engaged, angrily disengaged, and resigned) as well as one type of privileged response. The narratives provided evidence of two processes by which voices became muted: repeated silencing over time and silencing through ambiguity of policies.  相似文献   

The IR Has Two Faces: Positioning Institutional Repositories for Success     

John Novak  Annette Day 《New Review of Academic Librarianship》2018,24(2):157-174

This article describes the ongoing efforts at University of Nevada, Las Vegas (UNLV) Libraries to evolve the role of the institutional repository (IR) and to effectively position it within the context of the Libraries’ collections, research support, and scholarly communication services. A major component of this process is re-examining the fundamental aims of the IR and aligning it to the Libraries and the campus strategic goals. The authors situate UNLV Libraries’ experience within the context of the current literature to provide background and reasoning for our decision to pursue two, at times conflicting, aims for the IR: one for scholarly communication and another for research administration.  相似文献   

Initial Communication with and Attitudes toward International Students: Testing the Mediating Effects of Friendship Formation Variables     

Ning Liu  Yan Bing Zhang  Weston T. Wiebe 《Journal of Intercultural Communication Research》2017,46(4):330-345

From the theoretical perspectives of intergroup contact, predicted outcome value (POV), and similarity-attraction, this study examined U.S. host nationals’ (N = 342) communicative behaviours in a recent initial encounter with an international student and attitudes toward the student’s cultural group as a whole. Testing of two models indicated the significant sequential mediator effects of perceived similarity-social attraction and POV-social attraction between communication variables (e.g. amount of communication exchange in both models, self-disclosure in model 1, and information seeking in model 2), and intergroup attitudes (e.g. behavioural attitudes). Findings in general demonstrated that contact effects in the intercultural context varied according to specific measures of communication, the mediating mechanisms, and intergroup attitudes.  相似文献   

Technology’s role in learning at a commuter campus: The student perspective     

Janet A. Buckenmeyer  Casimir Barczyk  Emily Hixon  Heather Zamojski  Annette Tomory 《Journal of Further & Higher Education》2016,40(3):412-431

Patterns of technology ownership and usage, as well as skills with and preferences for various technologies, affect the college experience (Educause 2012). Students at a commuter campus of a large Midwestern public university were surveyed about technology and the learning process: 94% of the respondents believed that technology had the potential to benefit learning and 85% thought it was central to their academic success. Students credited technology-enhanced courses with increased and more effective communication with instructors, the ability to better manage course activities and expanded opportunities for practice and reinforcement. Students’ prior experiences with a course management system affected their perceptions of the role of technology and their subsequent beliefs about the benefits of its use in their university courses. Implications for administrators who make decisions about faculty development, student retention and funding for technology-enhanced course offerings are discussed.  相似文献   

Discriminating talent-identified junior Australian football players using a video decision-making task     

Carl T. Woods  Annette J. Raynor  Lyndell Bruce  Zane McDonald 《Journal of sports sciences》2016,34(4):342-347

This study examined if a video decision-making task could discriminate talent-identified junior Australian football players from their non-talent-identified counterparts. Participants were recruited from the 2013 under 18 (U18) West Australian Football League competition and classified into two groups: talent-identified (State U18 Academy representatives; n = 25; 17.8 ± 0.5 years) and non-talent-identified (non-State U18 Academy selection; n = 25; 17.3 ± 0.6 years). Participants completed a video decision-making task consisting of 26 clips sourced from the Australian Football League game-day footage, recording responses on a sheet provided. A score of “1” was given for correct and “0” for incorrect responses, with the participants total score used as the criterion value. One-way analysis of variance tested the main effect of “status” on the task criterion, whilst a bootstrapped receiver operating characteristic (ROC) curve assessed the discriminant ability of the task. An area under the curve (AUC) of 1 (100%) represented perfect discrimination. Between-group differences were evident (P < 0.05) and the ROC curve was maximised with a score of 15.5/26 (60%) (AUC = 89.0%), correctly classifying 92% and 76% of the talent-identified and non-talent-identified participants, respectively. Future research should investigate the mechanisms leading to the superior decision-making observed in the talent-identified group.  相似文献   

Centralising space: the physical education and physical activity experiences of South Asian,Muslim girls     

Annette Stride 《Sport, Education and Society》2016,21(5):677-697

This paper explores the physical education (PE) and physical activity experiences of a group of South Asian, Muslim girls, a group typically marginalised in PE and physical activity research. The study responds to ongoing calls for research to explore across different spaces in young people's lives. Specifically, I draw on a ‘middle-ground’ approach, using Hill Collins' matrix of domination and the notion of intersectionality. These concepts offer the possibility to explore the kinds of settings (physical, social and cultural) in which girls undertake PE and physical activity, how these spaces influence experience and how the girls navigate these spaces. The study is based in a large, urban, co-educational, secondary school in Yorkshire, England (95% of the students are from minority ethnic communities, 91% are Muslim and 63% live in the top 10% most deprived neighbourhoods in the country). Data generation involved three phases: observations, creating research artefacts in focus groups and in-depth interviews. The findings reveal the diverse ways the girls are physically active. They also demonstrate a complexity to their involvement which is contingent upon space, discourses and people. For example, discourses of competition, ability and peers are more significant within PE; whilst family, religion and culture feature beyond this context. The paper concludes by acknowledging the girls' heterogeneity and agency in the ways they strategically navigate spaces in their quest to be physically active on their terms.  相似文献   

Educational equality and international students: justice across borders?     

Annette Bamberger 《比较教育学》2019,55(2):290-292

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BETTER EDUCATION FOR HANDICAPPED CHILDREN IN THE UNITED STATES     

Edwin W. Martin  Alan J. Weston 《International Journal of Disability, Development & Education》1970,17(2):68-74

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Building a metacognitive model of reflection   总被引：2，自引：0，他引：2  

L. McAlpine  C. Weston  C. Beauchamp  C. Wiseman  J. Beauchamp 《Higher Education》1999,37(2):105-131

An increased value is being placed on quality teaching in higher education. An important step in developing approaches to better instruction is understanding how those who are successful go about improving their teaching. Thus, several years ago we undertook a program of research in which the concept of reflection provided the frame of reference. We envisaged reflection as a process of formative evaluation, and also saw links between reflection and metacognition. What we have documented and analyzed in detail are the reflective processes of six university professors in their day-to-day planning, instructing and evaluating of learners. The result is a metacognitive model and coding scheme that operationalize the process of reflection. Both provide a language for describing reflection and therefore a way to think about how to improve teaching. In this paper, we describe the research and the model and the contributions they make to our understanding of teacher thinking in higher education.  相似文献   

Implicit knowledge of general upper secondary school in a bridge-building project     

Annette Rasmussen  Karen Andreasen 《Ethnography and Education》2016,11(3):316-330

Bridge-building activities are practiced widely in the education systems of Europe. They are meant to bridge transitions between lower and upper secondary school and form a mandatory part of the youth guidance system in Denmark. By giving pupils the opportunity to experience the different educational context of upper secondary school, bridge-building activities are meant to facilitate their decision-making on educational paths, but also to attract more and new groups of pupils. However, the premises of the inherent differences of educational contexts and of pupils’ lacking knowledge of upper secondary education can be questioned. In this ethnographic case study of a bridge-building project in a rural area in Denmark, we analyse the implicit knowledge of the general upper secondary school, as it is practiced in a bridge-building project, and how it is experienced by the pupils on the background of their prior knowledge. The analysis is theoretically informed by especially the code concepts of Basil Bernstein.  相似文献