Investigating the Relation Between Kindergarten Preparation and Child Socio-Behavioral School Outcomes     

Leah K. Wildenger  Laura Lee McIntyre 《Early Childhood Education Journal》2012,40(3):169-176

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VCR use in Hong Kong 1     

Bryce T. McIntyre 《Communication Research Reports》2013,30(1):61-70

The VCR has long been viewed as a potential threat to conventional broadcast television and movie attendance, but research findings on this issue are somewhat mixed, A growing body of research suggests that a “complementarity principle” is at work—that is to say, the VCR is an extension and a reflection of older audio‐visual media—and this study seeks to explore that role in Southeast Asia.

Hong Kong was considered an appropriate site for the study because Hong Kong is typical of many small, developing nations with a rapidly growing middle class and a new‐found prosperity. Its differences from Western nations notwithstanding, Hong Kong bears many similarities to the West, especially in terms of economic and social indicators. Research from the West is thus used as a starting point for the formulation of hypotheses in this study.

Data were collected as part of Hong Kong's 1990 Indicators of Social Development study. This study confirms research in Western nations indicating that he VCR does not compete with cinema‐going and TV viewing, but complements these activities. In other words, the “complementarity principle” was sustained. On the other hand, some interesting deviations from Western patterns of VCR use also are noted.  相似文献   

Reporting Risk: Perceptions of Fear and Risk from Health News Coverage     

Barbara M. Miller  Alissa A. Packer  Brooke Barnett 《Communication Research Reports》2013,30(3):244-253

Using actual news coverage of an environmental risk, this experimental study examined whether providing unrelated risk comparisons and information about other sources of the same risk influenced readers' reactions to the coverage. The study suggests stories that provide information on other sources of a contaminant may do little to reduce risk perceptions; however, providing information about the magnitude of the risk at hand relative to other risks had several communication benefits. Both comparisons lead readers to feel more informed about the risk and, thus, better able to make decisions than those who did not see the comparisons. Media implications are discussed.  相似文献   

Supporting elementary teachers’ enactment of nature of science instruction: a randomized controlled trial     

Jennifer L. Maeng  Randy L. Bell  Tyler St. Clair  Amanda L. Gonczi  Brooke A. Whitworth 《International Journal of Science Education》2013,35(18):2245-2264

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Professionalization as an advocacy strategy: a content analysis of Canadian child care social movement organizations’ 2008 discursive resources     

Rachel Langford  Susan Prentice  Patrizia Albanese  Bernadette Summers  Brianne Messina-Goertzen  Brooke Richardson 《Early Years: An International Journal of Research and Development》2013,33(3):302-317

Do early childhood education and care (ECEC) professionals make good advocates? Canadian advocates have fought for better child care policies since the mid-1940s. What has happened to this advocacy with the recent increased professionalization of the ECEC sector? How does increased professionalization limit, innovate or expand advocacy strategies? This content analysis of seven Canadian child care social movement organizations’ discursive resources in 2008 examines how different types of child care social movement organizations communicated their positions to their members and the public to manage a changing economic and political climate. Preliminary findings indicate that both ECEC workforce sector associations and grassroots organizations shared common advocacy messages, played down problems associated with a market approach to child care, and framed child care as a business case in their messaging. The authors suggest this reflects a nascent discursive move towards the professionalization of Canadian child care movement advocacy messages.  相似文献   

Communication Privacy Management Theory: Exploring Coordination and Ownership Between Friends     

Carrie D. Kennedy-Lightsey  Matthew M. Martin  Michelle Thompson  Kimberly Leezer Himes  Brooke Zackery Clingerman 《Communication quarterly》2013,61(5):665-680

Researchers in this study explored friends’ boundary coordination and ownership surrounding private information as posed by Communication Privacy Management theory. One hundred pairs of friends (N = 200) completed measures about the risk of a prior disclosure and the degree of discussion about who could/could not know the information. In support of Communication Privacy Management theory, disclosers engaged in greater boundary coordination when the information was riskier. When the information was riskier, disclosers and receivers perceived that the receivers had less ownership rights over the information. Disclosers reported negative emotional reactions to hypothetical dissemination of higher-risk information when they perceived their friends as having less ownership, but positive emotional reactions of lower-risk information when they perceived their friends as having more ownership. Receivers were more likely to disseminate the information when they perceived they had ownership over the information.  相似文献   

Time Management and Instructional Supervision     

D. John McIntyre  William R. Morris 《Clearing house (Menasha, Wis.)》2013,86(9):422-424

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Scientific style and format: The CBE manual for authors,editors, and publishers, 6th ed. Style Manual Committee,Council of Biology Editors (Edward J. Huth,Chairman). Cambridge: Cambridge University Press. Hardback,xv + 825 pp. £19.95/$35.95. Published January 1995. ISBN 0 521 47154 0.     

Oliver Brooke 《Learned Publishing》1996,9(1):53-54

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Turning the Tables on Student Case Analysis Assignments     

Brooke A. Saladin  Scott M. Shafer 《Decision Sciences Journal of Innovative Education》2006,4(1):169-173

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The Transition to Kindergarten for Typically Developing Children: A Survey of School Psychologists’ Involvement     

Laura Lee McIntyre  Tanya L. Eckert  Lauren A. Arbolino  Florence D. DiGennaro Reed  Barbara H. Fiese 《Early Childhood Education Journal》2014,42(3):203-210

Research suggests that a large percentage of kindergarten children do not successfully transition to school (Rimm-Kaufman et al. 2000). As a result, a number of school transition initiatives have been developed by educators and policy makers to address the difficulties young children may experience upon kindergarten entry. Despite this attention, our review found no studies examining the involvement of school psychologists in kindergarten transition practices. The present study reports the outcomes of a national survey of the membership directory of the National Association of School Psychologists examining school-based involvement in kindergarten transition activities; school psychologists’ perceived involvement with and training in kindergarten transition activities; and school psychologists’ perceived barriers to engage in kindergarten transition activities. Results showed that most schools engaged in at least one kindergarten transition activity per year, with half of the responding sample reporting involvement. School psychologists were more likely to be involved in kindergarten transition activities if they were employed in an urban locale or a large to moderate-sized school setting. School psychologists most frequently reported involvement with kindergarten screenings and collaborating with kindergarten and preschool teachers. Implications and recommendations for practice among early childhood and other educational professionals are delineated.  相似文献