Call for Papers: Celebrating the Legacy of George and Annemarie Roeper on the 75th Anniversary of the Opening of the Roeper School     

Guest Editors: Jim Delisle  Robert Schultz 《Roeper Review》2013,35(4)

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Argumentativeness: Its effect in group decision‐making and its role in leadership perception     

Beatrice Schultz 《Communication quarterly》2013,61(4):368-375

Using perceived group leaders trained to argue for an extreme position, this study examined the function and influence of argumentativeness on leadership perception, leadership maintenance, and decision‐making in the small group. The data suggest that degree of argumentativeness influences perceptions of leadership, with the highly or extremely argumentative individual chosen over the moderate or mildly argumentative individual. Highly argumentative individuals were also rated as more influential on the group's decision. Extremely argumentative individuals, though downgraded in group ratings on “Influence,” were found to have had a disproportionate influence on the group's decision. Implications for small group communication research are discussed.  相似文献   

Resisting Assimilation: Deliberate Acculturation by the American English Language Learner     

Lyndsie Schultz 《Multicultural Perspectives》2016,18(2):103-107

Education policy has historically been viewed as having an influential part in crafting the roles of immigrants in American society. However, while policy makers continue to push their own agendas on English language learners (ELLs), ELLs continue to push back to create their own sense of what it means be an American. This article analyzes how formal and informal language policies have historically driven the instruction of ELLs and argues that despite attempts to enculturate and/or assimilate ELLs into American schools through strict English instruction, students employ a variety of cultural resources to act agentically in their acculturation.  相似文献   

Comparison of the reliability and validity of scores from two concept‐mapping techniques*     

Maria Araceli Ruiz‐Primo  Susan E. Schultz  Min Li  Richard J. Shavelson 《科学教学研究杂志》2001,38(2):260-278

This paper reports the results of a study that compared two concept‐mapping techniques, one high‐directed, “fill‐in‐the‐map,” and one low‐directed, “construct‐a‐map‐from‐scratch.” We examined whether: (1) skeleton map scores were sensitive to the sample of nodes or linking lines to be filled in; (2) the two types of skeleton maps were equivalent; and (3) the two mapping techniques provided similar information about students' connected understanding. Results indicated that fill‐in‐the‐map scores were not sensitive to the sample of concepts or linking lines to be filled in. Nevertheless, the fill‐in‐the‐nodes and fill‐in‐the‐lines techniques were not equivalent forms of fill‐in‐the‐map. Finally, high‐directed and low‐directed maps led to different interpretations about students' knowledge structure. Whereas scores obtained under the high‐directed technique indicated that students' performance was close to the maximum possible, the scores obtained with the low‐directed technique revealed that students' knowledge was incomplete compared to a criterion map. We concluded that the construct‐a‐map technique better reflected differences among students' knowledge structure. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 260–278, 2001  相似文献   

The CCM Model: A Management Approach to Performance Optimization     

Gary D. Geroy  Amber Bray  Donald L. Venneberg 《Performance Improvement Quarterly》2005,18(2):19-36

ABSTRACT Three leadership styles are frequently discussed in the literature today: transactional, transformational, and most recently—transcendental. Managers may be able to put transactional, transformational, and transcendental leadership style theories into practice without inventing a new set of processes and procedures to achieve individual follower optimal performance and effect positive change and optimal individual performance within an organization. The management activities of coaching, counseling, and mentoring are articulating activities for transactional, transformational, and/or transcendental leadership styles.  相似文献   

Jesse Ventura™ and the Brave New World of Politainer Politics     

Ann Conley  David Schultz 《Journal of American culture (Malden, Mass. : 2003)》2000,23(3):49-59

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Screening emotionally disturbed children in a rural setting     

E W Schultz  A B Manton  J A Salvia 《Exceptional children》1972,39(2):134-137

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The productivity of research the politics and economics of research     

Theodore W. Schultz 《Minerva》1980,18(4):644-651

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Enhancing survey participation: Facebook advertisements for recruitment in educational research*     

Helen Forgasz  Hazel Tan  Gilah Leder  Amber McLeod 《International Journal of Research & Method in Education》2018,41(3):257-270

Surveys are commonly used to determine how people feel about a specific issue. The increasing availability of the internet and popularity of social networking sites have opened up new possibilities for conducting surveys and, with limited additional costs, enlarge the pool of volunteer respondents with the desired background, experience, or characteristics. In this paper, three different educational research studies are described. In each, a Facebook advertisement was among the methods used for recruitment of survey participants. In two of the studies, Facebook advertising was adopted to overcome obstacles encountered when more traditional sampling procedures failed; in the third study, Facebook was used to broaden representation to include international participants within project budget limitations. Details of the studies and of the recruitment approaches adopted, and the effectiveness of using Facebook advertising are presented. The limitations of using Facebook as a source of recruitment are also considered.  相似文献   

Home Visiting Among Inner-City Families: Links to Early Academic Achievement     

Angela Nievar  Amber L. Brown  Laura Nathans  Qi Chen  Veronica Martinez-Cantu 《Early education and development》2018,29(8):1115-1128

This study examines the long-term effects of a home visiting program, Home Instruction for Parents of Preschool Youngsters, on students from mostly low-income, Latino families (n = 254). Children who were in the home visiting program during their early years were compared with a similar demographic group who participated in prekindergarten in the same inner-city area but did not participate in home visiting. Data linked participation in home visiting to state test scores and other information from public schools through the end of elementary school. Research Findings: Secondary data analyses tested for intervention effects on reading and math achievement in an urban school district using 4 waves of data covering kindergarten through 5th grade. Growth curve modeling showed that participation in home visiting predicted higher academic achievement through the 5th grade. Practice or Policy: Parent-focused intervention during early childhood appears to have a lasting impact on children’s achievement. In addition to parent engagement, quality school curriculum and quality instruction affect achievement in elementary school. A comprehensive curriculum focus throughout the early school years should be implemented regardless of preparation for high-stakes testing.  相似文献