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In this study, the authors ask the question, 'What does it mean to wear the labels "teacher" and "female"?' Eighteen Master of Arts in Teaching students volunteered to participate in a Gender Issues Seminar at a large US public state university. Their language, recorded through audio-recordings, response journals, and autobiographical webs become the basis for analysis. Applying post-structural feminist theory, the authors identify powerful discourses determining what it means to be 'female' and 'teacher.' The study illustrates how the discourse of teaching as acceptable women's work and the discourse of patriarchy work upon the subjectivity of women as they struggle with what it means to be teacher/woman. The authors then partially deconstruct these discourses, considering implications for teacher educators. 相似文献
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Leslie Jordan Albert Camille S. Johnson 《Decision Sciences Journal of Innovative Education》2011,9(3):421-436
Many universities are pursuing increases in on‐line course offerings as a means of offsetting the rising costs of providing high‐quality educational opportunities and of better serving their student populations. However, enrollments in online courses are not always sufficient to cover their costs. One possible way of improving enrollments is through marketing campaigns targeted to specific demographic groups. In this study, we take a first look into how students’ perceptions of e‐learning systems, prior to their enrollment in an online course, vary across socioeconomic status and gender. Findings suggest that prior to taking an online course, working‐class students perceive e‐learning systems more positively than their middle‐class peers but that little difference exists between genders. Armed with this knowledge, universities may improve online course enrollments by marketing online courses specifically to working‐class students or through campaigns aimed at improving middle‐class students’ perceptions of e‐learning systems. 相似文献
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Erin E. Donovan Brittani Crook Laura E. Brown Angie E. Pastorek Camille A. Hall Michael S. Mackert 《Communication monographs》2014,81(2):239-260
Effectively conveying risks and hazards in medical disclosure and informed consent documentation is a crucial type of communication. However, existing protocols typically do not meet the needs of patients or practitioners. In the present study, we advance a reconceptualization of obtaining written informed consent by analyzing it as a process of uncertainty management rather than a matter of document readability and recall. Results of this randomized trial indicated that patients who reviewed a simplified consent document reported greater comprehension of medico-legal terminology and lower uncertainty about the document, although they did not evince greater self-efficacy. Health literacy was a significant moderator of the relationship between consent form version and comprehension. 相似文献
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Joe Ayres Frances E. Ayres Alan L. Baker Noelle Colby Camille De Blasi Debbie Dimke 《Journal of Applied Communication Research》2013,41(2):132-147
These studies were designed to determine: 1) if a videotape could be used to help people cope with public speaking anxiety; 2) how this videotape compared with other interventions; 3) whether the video could be used on a self‐help basis; and 4) whether the video would be effective over time. These issues were addressed in two separate studies. These studies indicated that the videotape reduced self‐reported levels of trait CA, state CA, and negative thinking. The first study linked the videotape to reduced rigidity while the second linked the videotape to reduced agitation. The second study also found trait CA to be reduced over time. Meta‐analysis was used to compare these data with other interventions. That analysis revealed this videotape was generally more effective than other interventions in reducing trait CA in study one. The videotape was found to reduce state CA and negative thinking more than other interventions in study two. These and other results are discussed at the conclusion of these studies. 相似文献
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Robin Camille Davis 《Behavioral & Social Sciences Librarian》2013,32(2):88-94
A basic understanding of the Internet's physical and operational structure is one element of information literacy. In this article, “traceroute” and “whois” commands are demonstrated as tools that librarians can use to illustrate how the Internet is geographically distributed, how businesses enable and control information sharing, and how to check a source's credibility by determining website ownership. With these tools, students can gain a better understanding of how online information is created, accessed, and affected in ways that may be otherwise invisible. 相似文献