Blogadapting: Adaptation Experiences among Expatriate Bloggers     

Clark Callahan  Jesse King  Audrey Halversen 《Journal of Intercultural Communication Research》2020,49(3):227-241

ABSTRACT

Increased global communication is adjusting traditional models of cross-cultural communication. Specifically, changes in international communication processes have caused increased scrutiny of cross-culture adaptation theory. This is especially true when focusing on the difference between cultural adaptation and functional fitness. The purpose of this research is to address changes in global communications by testing to see if there is a difference between two important theoretical concepts within cross-cultural adaptation theory – linear and non-linear adaptation. Findings indicate that cultural sojourners do not equate cross-cultural adaptation with linear models of functional fitness. Models that equate the two should be revisited.  相似文献   

Oral reading fluency as a screening tool with English learners: A systematic review     

Kirsten W. Newell  Robin S. Codding  Tara W. Fortune 《Psychology in the schools》2020,57(8):1208-1239

Students learning to read in more than one language are a growing population in schools. Early screening and identification of reading difficulties may lead to better outcomes for all students. Oral reading fluency (ORF) is one tool shown to be both a reliable measure of reading and an accurate method to identify students at risk for poor reading outcomes. This study synthesized available validity evidence for ORF with biliterates. All included studies (n = 31) were conducted with English language learners in grades K–8. Results suggested that although ORF is correlated with reading outcomes, the accuracy of ORF to identify English learners at risk of poor reading outcomes does not meet criteria. The strength of validity evidence differed by language proficiency of participants. Finally, the quality of the reviewed studies was low in critical areas.  相似文献   

Juggling competing activities: academic staff as doctoral candidates     

Jan Smith  Jennie Billot  Lynn Clouder  Virginia King 《高等教育研究与发展》2020,39(3):591-605

ABSTRACT

This article explores the experiences of a group of established academic staff in New Zealand and the UK, as they undertake a doctorate in their home institutions. Our interest is in how individuals negotiate this dual status from a cultural-historical activity theory (CHAT) stance that explores how rules, tools, community and divisions of labour, and interacting activity systems, shape doctoral experiences. The focus in this article, having analysed their detailed narrative accounts, is on how academics experience three interdependent activity systems: those surrounding the thesis, the institutional context, and the home-life spheres. Issues related to time, workload and supervision issues, variability in collegial support and impact on personal priorities and time emerged. There is a range of particularities – from easy access to resources/supervisors to inflexible institutional regulations – applicable to this group of doctoral candidates. Negotiating life as an academic with concurrent doctoral candidature provides positive outcomes in terms of teaching, research confidence and general personal and professional development. However, a range of difficulties can also be encountered, particularly in relation to personal and professional relationships, and workload management.  相似文献   

Researching Internet Communities: Proposed Ethical Guidelines for the Reporting of Results   总被引：4，自引：0，他引：4  

Storm A. King 《The Information Society》1996,12(2):119-128

Communication researchers and social scientists are quickly discovering the value of data that exists in the postings of members of Internet e-mail, Usenet, and real-time groups. The ability to communicate with one's peers, no matter how esoteric the interests, is causing an explosion in the number of new virtual communities. The interpersonal dynamics of these groups are increasingly coming under the scrutiny of academic research. The publicly available archived records of Internet virtual communities are being analyzed for a wide variety of research interests. The ability to do naturalistic observations of group dynamics, as they are exhibited in these exchanges of text, has captured the attention of many researchers. The institutional review boards of major universities are granting researchers exempt or expedited (exempt from full review) status for this work, due to the public nature of the notes being analyzed. These studies often involve the lack of informed consent, where the group members under study are unaware they are being monitored. There is a potential for psychological harm to the members of these groups, depending on the way results are reported. This article explores the ethical considerations that must be taken into account to protect cyberspace participants. The guidelines proposed are based on the American Psychological Association ethical guidelines for use of human subjects in research. An explanation is offered as to how such guidelines can best be applied to the study of Internet communities. The constructs of Group Accessibility (the public/private nature of the actual cyberspace occupied by a group) and Perceived Privacy (the level of privacy that group members assume they have) are defined and proposed as two dimensions by which individual Internet communities may be evaluated in order to assure the ethical reporting of research findings.  相似文献   

Correlates of sexual abuse and smoking among French adults     

King G  Guilbert P  Ward DG  Arwidson P  Noubary F 《Child abuse & neglect》2006,30(6):709-723

OBJECTIVE: The goal of this study was to examine the association between sexual abuse (SA) and initiation, cessation, and current cigarette smoking among a large representative adult population in France. METHOD: A random sample size of 12,256 adults (18-75 years of age) was interviewed by telephone concerning demographic variables, health practices and beliefs, and health status--for which SA and tobacco questions were included. Bivariate and multivariate analyses were conducted. RESULTS: Nearly 46% of SA survivors were current smokers compared to 34% of non-abused persons (p<.001). Survivors of SA consumed more cigarettes per day than non-abused individuals (14.5 vs. 12.4, p<.01). Survival analysis showed an increased risk of smoking initiation for respondents abused before 18 (adjusted relative hazard=1.55; p<.0001) with referent to the non-abused group. SA was not found to be a significant predictor of current smoking status among those who began smoking after the first incident of SA. Respondents who were not sexually abused were 1.8 times (95% CI, 1.12-2.99) more likely to quit smoking than people who began smoking after they were sexually abused. CONCLUSIONS: The early identification and treatment of sexually abused persons is critical to decrease smoking among adolescents and adults because of the association of SA with both smoking initiation and decreased cessation rates. It may be more difficult to detect an association between SA and current smoking due to the high rates of smoking and lower rates of quitting among the general French population.  相似文献   

A Critical Review of Line Graphs in Behavior Analytic Journals     

Richard M. KubinaJr.  Douglas E. Kostewicz  Kaitlyn M. Brennan  Seth A. King 《Educational Psychology Review》2017,29(3):583-598

Visual displays such as graphs have played an instrumental role in psychology. One discipline relies almost exclusively on graphs in both applied and basic settings, behavior analysis. The most common graphic used in behavior analysis falls under the category of time series. The line graph represents the most frequently used display for visual analysis and subsequent interpretation and communication of experimental findings. Behavior analysis, like the rest of psychology, has opted to use non-standard line graphs. Therefore, the degree to which graphical quality occurs remains unknown. The current article surveys the essential structure and quality features of line graphs in behavioral journals. Four thousand three hundred and thirteen graphs from 11 journals served as the sample. Results of the survey indicate a high degree of deviation from standards of graph construction and proper labeling. A discussion of the problems associated with graphing errors, future directions for graphing in the field of behavior analysis, and the need for standards adopted for line graphs follows.  相似文献   

Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes   总被引：3，自引：0，他引：3  

Lia M. Daniels  Tara L. Haynes  Robert H. Stupnisky  Raymond P. Perry  Nancy E. Newall  Reinhard Pekrun 《Contemporary educational psychology》2008,33(4):584-608

Within achievement goal theory debate remains regarding the adaptiveness of certain combinations of goals. Assuming a multiple-goals perspective, we used cluster analysis to classify 1002 undergraduate students according to their mastery and performance-approach goals. Four clusters emerged, representing different goal combinations: high mastery/performance (i.e., multiple goals), dominant mastery, dominant performance, and low mastery/performance (i.e., low motivation). In a longitudinal analysis over one academic year, the clusters were compared on cognitive appraisals (expected achievement, perceived success), achievement-related emotions (enjoyment, boredom, anxiety), and objective measures of academic achievement (final grade in Introductory Psychology, GPA). The low-motivation cluster demonstrated the least adaptive profile across all outcomes. The multiple-goals, mastery, and performance clusters showed equivalent levels of achievement; however, students in the performance cluster were more psychologically and emotionally vulnerable than the multiple-goals and mastery clusters. Our discussion focuses on the immediate and potentially long-term implications of specific goal combinations for students and educators, with particular attention to understanding the cognitive and emotional vulnerabilities of students in the performance cluster which appear despite satisfactory achievement levels.  相似文献   

Supporting Teachers’ Use of Technology in Science Instruction Through Professional Development: A Literature Review     

Tara E. Higgins  Michele W. Spitulnik 《Journal of Science Education and Technology》2008,17(5):511-521

Professional development is critical in supporting teachers’ use of technological tools in classrooms. This review of empirical research synthesizes the effective elements of professional development programs that support science teachers in learning about technology integration. Studies are examined that explore how professional development supports technology use within inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding and building on teachers’ beliefs about science and technology; supporting teacher learning by supporting teachers’ examination of students’ work; using technology to support teacher communities and social networks; and sustaining teachers’ learning beyond formal professional development programs.

Tara E. HigginsEmail:

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Banking on Knowledge: The new knowledge projects of the World Bank     

Kenneth King 《Compare》2002,32(3):311-326

The World Bank was the first cooperation agency seriously to explore the implications for itself and its clients of the heightened role of knowledge in economic and institutional development that had become increasingly evident in OECD countries. Beginning with its president's decision in 1996 to become 'the Knowledge Bank', different elements within the Bank went on to elaborate a knowledge discourse, most notably within the World Development Report on Knowledge for Development (1998), as well as a whole series of 'knowledge projects' and 'knowledge-based initiatives'. The article examines some of the tensions and debates that are at the very heart of the Bank's desire to become a knowledge agency. Amongst these, some of the more salient are the implications of the new knowledge discourse for the Bank's changing priorities towards education; the trade-off between knowledge sharing for the improved efficiency of Bank operations versus knowledge development by the Bank's clients; and the use of information and communications technology to create a global knowledge hypermarket, called the Development Gateway.  相似文献   

Prejudice is price of AIDS awareness     

Patel T 《New scientist (1971)》1995,148(2007):9

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