Communication centers at colleges and universities: Transitioning from a course resource to an institutional resource     

Luke LeFebvre  Leah LeFebvre  Dale Anderson 《Communication Teacher》2019,33(2):179-188

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Critique of Information, by S. Lash. London: Sage Publications, 2002. xii + 234 pp. $37.95. ISBN 0-7619-5269-1     

Leah Lievrouw 《The Information Society》2004,20(2):147-148

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Turning in or tuning out? Listening to silences in education for critical political consciousness     

Leah S. Stauber 《International journal of qualitative studies in education》2017,30(6):560-575

What happens when a team of university education researchers initiates a social justice learning project in a local high school, and – despite the overall project’s considerable successes in cultivating students’ critical political ‘voice’ – is confounded by the periodic, apparent ‘silences’ of some of its young female students? Drawing on eight years of fieldwork in a groundbreaking high school social justice education classroom, this article examines the presumptions inherent in certain forms of social justice pedagogy, and the ways in which ensuing classroom disjunctures may, in fact, lead to deeper insights about education for youth critical social consciousness. The article focuses on two, interrelated issues: the unsettling and sometimes confounding ‘silences’ of female students and the correlation between such silences and social justice educators’ attenuated ability to recognize and support the myriad ways in which minority female students may encounter, negotiate, and articulate their own particular forms of Freirian conscientización.  相似文献   

Allan Bloom's defence of democracy     

Leah Bradshaw 《Interchange》1991,22(1-2):107-114

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The role of gender constancy in early gender development     

Ruble DN  Taylor LJ  Cyphers L  Greulich FK  Lurye LE  Shrout PE 《Child development》2007,78(4):1121-1136

Kohlberg's (1966) hypothesis that the attainment of gender constancy motivates children to attend to gender norms was reevaluated by examining these links in relation to age. Ninety-four 3- to 7-year-old children were interviewed to assess whether and how constancy mediates age-related changes in gender-related beliefs. As expected, results indicated a general pattern of an increase in stereotype knowledge, the importance and positive evaluation of one's own gender category, and rigidity of beliefs between the ages of 3 and 5. Moreover, the stability phase, rather than full constancy, mediated some of these relations. After age 5, rigidity generally decreased with age, with relations primarily mediated by consistency.  相似文献   

Marital Conflict Predicts Mother-to-Infant Adrenocortical Transmission     

Leah C. Hibel  Evelyn Mercado 《Child development》2019,90(1):e80-e95

Employing an experimental design, mother-to-infant transmission of stress was examined. Mothers (N = 117) were randomized to either have a positive or conflictual discussion with their marital partners, after which infants (age = 6 months) participated in a fear and frustration task. Saliva samples were collected to assess maternal cortisol responses to the discussion and infant cortisol responses to the challenge task. Results indicate maternal cortisol reactivity and recovery to the conflict (but not positive) discussion predicted infant cortisol reactivity to the infant challenge. Mothers’ positive affect during the discussion buffered, and intrusion during the free-play potentiated, mother-to-infant adrenocortical transmission. These findings advance our understanding of the social and contextual regulation of adrenocortical activity in early childhood.  相似文献   

Supporting Teaching Faculty as Scholars: A Developmental Model     

Leah A. Zuidema  G. James Daichendt  Kerry Fulcher 《Christian Higher Education》2019,18(1-2):78-97

Professors from across the academic disciplines at Council for Christian College & Universities (CCCU) institutions have traditionally excelled in their teaching. In recent years, CCCU faculty have also increasingly been expected to conduct research and to publish scholarly work. As CCCU institutions expand research and scholarship expectations for faculty, we must also provide the requisite support for professors to be effective in this work. In this article, we highlight institutional practices to encourage, support, and celebrate scholarly writing and research by faculty. Drawing upon findings from Zuidema's 2016 survey of CCCU chief academic officers, we offer benchmark practices for communicating expectations, offering tangible supports and resources, augmenting accountability measures with formative feedback, and recognizing and celebrating scholarship. Against this backdrop, we highlight practical, affordable strategies used at Point Loma Nazarene University (PLNU) in California and Dordt College in Iowa, two CCCU institutions that have increased expectations for scholarship in recent years. Through these illustrations, we aim to inspire new and creative strategies for supporting scholarship by showing how these practices are an outgrowth of a developmental philosophy of leadership that seeks to invest in the core resource of CCCU institutions: the faculty.  相似文献   

A Hard Look at Ourselves: A Reception Study of Rhetoric of Science     

Leah Ceccarelli 《Technical Communication Quarterly》2005,14(3):257-265

This study traces the reception of rhetoric of science work in book reviews by science studies scholars, focusing particularly on critiques of the author's own book by historians of science, to ground recommendations for improving our status in the interdisciplinary conversation. In describing the work of other science studies scholars, rhetoricians of science should acknowledge the rhetorical contributions of nonrhetoricians and negotiate a shared space rather than attempt to fill perceived lacunae in the literature.  相似文献   

The Needs-Based Assessment of Parental (Guardian) Support: a test of its validity and reliability     

Bolen RM  Leah Lamb J  Gradante J 《Child abuse & neglect》2002,26(10):1081-1099

OBJECTIVE: The purpose of this paper is to present a newly developed measure of guardian support, the Needs-Based Assessment of Parental (Guardian) Support (NAPS), an empirical evaluation of that measure, and its comparison with another measure of guardian support. The theoretical model that underlies this measure applies humanistic theory and Maslow's hierarchy of needs to the understanding of guardian support. METHOD: The study employed a cross-sectional nonexperimental survey design using 183 nonoffending guardians who accompanied children presenting for a medical/forensic examination for sexual abuse. The NAPS and an existing measure of guardian support were administered during the hospital outpatient visit, and basic information concerning the child and abuse situations were gathered. RESULTS: The NAPS had robust psychometric properties and was culturally sensitive. Tests of specific hypotheses supported the construct validity of the measure and a conceptualization of guardian support as hierarchical, with four stages of support. CONCLUSIONS: The brevity and ease of administration of the NAPS for both the clinician and guardian suggest that it is a viable assessment tool. The strong support for the NAPS' underlying theoretical model suggests that the nonoffending guardians' available resources need to be considered when assessing guardian support.  相似文献   

The Early Years and the Development of Tolerance     

Leah D. Adams  Marjory Ebbeck 《International Journal of Early Years Education》1997,5(2):101-106

This paper describes some of the issues surrounding the development of tolerance in young children, including the need to recognise that children's moral development is closely tied to their cognitive development. The importance of the family and other adult models is recognised as children make progress in understanding the views and rights of others. Teaching the young child about tolerance should be embedded in an inclusive approach to curriculum and children given opportunities to make decisions and take responsibility for their own actions consistent with their evolving capabilities.  相似文献