Using Rhetorical/Relational Goal Theory to Examine College Students’ Impressions of Their Instructors     

Scott A. Myers  James P. Baker  Heather Barone  Stephen M. Kromka  Sara Pitts 《Communication Research Reports》2018,35(2):131-140

Guided by rhetorical/relational goal theory, the purpose of this study was to examine whether students’ impressions of their instructors’ credibility, attraction, and homophily are influenced by four specific rhetorical and relational communication behaviors that instructors use when communicating with their students in the classroom. Participants were 193 undergraduate students enrolled in a variety of introductory communication courses at a large mid-Atlantic university. Using a series of multiple regression analyses, it was found that (a) clarity emerged as the sole indicator of instructor competence, trustworthiness, and task attraction; (b) clarity and confirmation emerged as indicators of goodwill; and (c) humor and confirmation emerged as indicators of social attraction and attitude homophily.  相似文献   

Students’ Self-Determination as a Consequence of Instructor Misbehaviors     

James P. Baker  Alan K. Goodboy 《Communication Research Reports》2018,35(1):68-73

The study applied self-determination theory to examine detrimental effects of instructor misbehaviors in the college classroom. Participants were 223 undergraduate students who reported on their instructor’s antagonism and lecture misbehaviors in a course, along with their basic psychological need fulfillment (i.e., autonomy, competence, relatedness) and intrinsic motivation to learn. Results indicated that (a) lecture misbehaviors were more detrimental to students’ competence and relatedness than antagonism misbehaviors; and (b) students’ intrinsic motivation to learn was influenced by students’ basic psychological needs and instructor misbehaviors.  相似文献   

Socialization and pre-career development of public relations professionals via the undergraduate curriculum     

Damion Waymer  Kenon A. Brown  Kimberly Baker  Lillie Fears 《Communication Teacher》2018,32(2):117-130

We interviewed racially/ethnically diverse, early career public relations practitioners. By asking participants to reflect on their collegiate social and educational development, we unearth contributing factors to these individuals’ success both in college and in their professions to date. Respondents desired much more in-school training and technical skill acquisition than they were provided. Respondents also alluded to ways that the female/male composition of the undergraduate classroom affected their educational environment and student learning experiences. Findings are used to address the extent to which the educational/prepare-students-for-industry dialectic should be addressed by communication faculty and administrators.  相似文献   

The Grift of Death?: The Ethics of Murder Narratives     

Courtney Baker 《Parallax》2016,22(1):51-65

  相似文献   

The Relationship Between Maternal Beliefs and Behavior During Shared Reading     

Susan M. Meagher  David H. Arnold  Greta L. Doctoroff  Courtney N. Baker 《Early education and development》2008,19(1):138-160

The goal of the present study was to increase understanding of the connection between maternal beliefs and behavior during shared reading and to examine the relation of these maternal beliefs to children's reading engagement. The study included survey and observational data from an ethnically diverse sample of 50 mothers and their 5- to 6-year-old children. As predicted, mothers who believed that shared reading should involve learning showed more learning-focused behaviors. Similarly, the belief that reading should be fun predicted more positive interactions. Some relationships between beliefs and behavior were moderated by gender. For girls, higher maternal expectations for children's future reading grades were associated with better scaffolding, but this pattern was not found for boys. There was a positive relationship between mothers' belief that reading should be fun and their sons' engagement. No gender differences were found in maternal expectations and beliefs or in observed maternal learning-focused behaviors or positive support. However, girls were observed to be significantly more engaged during the reading interaction. These results point to the connections between maternal beliefs and behaviors during shared reading, as well as the need to consider child gender in understanding these connections.  相似文献   

Erratum to: The reading performance of English learners in grades 1–3: the role of initial status and growth on reading fluency in Spanish and English     

Doris Luft Baker  Yonghan Park  Scott K. Baker 《Reading and writing》2012,25(2):619-620

  相似文献   

Implementation as a Focus of Consultation to Evaluate Academic Tutoring Services in an Urban School District: A Case Study Example     

Julie Q. Morrison  Sarah Baker English 《Journal of educational and psychological consultation》2013,23(4):314-329

This article describes a multiagency initiative to evaluate academic tutoring services by focusing on the processes that contribute to effective program implementation. Community-based tutoring service providers serving students in the Cincinnati Public Schools (OH) partnered to initiate a “Seal of Approval” process for promoting evidence-based practices among tutoring providers, assigning merit to effective programs, and eliminating or remediating ineffective practices. The consultant-driven process evaluation was designed to be fair and equitable among an array of tutoring service providers. This case example has implications for consultants, tutoring program directors, and school district administrators seeking to establish an accountability system for tutoring service providers.  相似文献   

John Dewey And The World View,edited by Douglas E. Lawson and Arthur E. Lean. Southern Illinois University Press,Carbondale. 1964. 136 pp. $6.00     

M. C. Baker 《The Educational forum》2013,77(3)

  相似文献   

Reading “Terebithia” in Southern Virginia     

Dori Grinenko Baker 《Religious education (Chicago, Ill.)》2013,108(3):286-289

  相似文献   

The water-pressure engine at Freyburg,Saxony     

William Lewis Baker 《Journal of The Franklin Institute》1844,37(2):102

  相似文献