V. CAREGIVING AND CONTEXTUAL SOURCES OF CONTINUITY AND CHANGE IN ATTACHMENT SECURITY FROM INFANCY TO LATE ADOLESCENCE     

Cathryn Booth‐LaForce  Ashley M. Groh  Margaret R. Burchinal  Glenn I. Roisman  Margaret T. Owen  Martha J. Cox 《Monographs of the Society for Research in Child Development》2014,79(3):67-84

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Organizational Surveys: A System for Employee Voice   总被引：1，自引：0，他引：1  

Vickie Cox Edmondson 《Journal of Applied Communication Research》2013,41(4):307-310

Although surveys are often used to assess and track employee attitudes and opinions over time and are used quite frequently by applied communication researchers, the use of surveys as a channel to voice employee attitudes and opinions has not been fully explored in the employee voice or basic organizational communication literature. With the increased call for accountability, effective applied communication researchers can play an important role in ensuring that organizations engage in the survey process in a manner that is “safe” for employees, and ethical and practical for the organization. Because the question of how to accomplish this task is complex and cannot be fully addressed within the constraints of a commentary, I offer three general principles to guide future researchers in helping overcome organizational communication problems:

1. Build trust in the organizational survey process, the researcher(s), and the organization.

2. Eliminate the adversarial relationship that often exists between management and employees who speak up.

3. Provide evidence that the organization does more than purport to value the things that it says it values.

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Fast-Paced,Romantic, Set in Savannah: A Comparison of Results from Readers' Advisory Databases in the Public Library     

Ann C. Cox  Kelsey L. Horne 《Public Library Quarterly》2013,32(4):285-302

Readers' advisory databases are used by public librarians to assist patrons in finding books based on the facts of the plot, the factors used to describe the appeal of the book, or read titles similar to another book they have read. Librarians depend on these databases to give a complete view of the titles available given these limiters, and may assume that identical searches in each database would give similar results. This study compares search results from four databases to see the extent of crossover within those results, using fact-based searches, appeal factor searches, and read-alike searches.  相似文献   

Making inquiry-based science learning visible: the influence of CVS and cognitive skills on content knowledge learning in guided inquiry     

Anita Stender  Martin Schwichow  Corinne Zimmerman  Hendrik Härtig 《International Journal of Science Education》2013,35(15):1812-1831

ABSTRACT

Many science curricula and standards emphasise that students should learn both scientific knowledge and the skills associated with the construction of this knowledge. One way to achieve this goal is to use inquiry-learning activities that embed the use of science process skills. We investigated the influence of scientific reasoning skills (i.e. conceptual and procedural knowledge of the control-of-variables strategy) on students’ conceptual learning gains in physics during an inquiry-learning activity. Eighth graders (n?=?189) answered research questions about variables that influence the force of electromagnets and the brightness of light bulbs by designing, running, and interpreting experiments. We measured knowledge of electricity and electromagnets, scientific reasoning skills, and cognitive skills (analogical reasoning and reading ability). Using structural equation modelling we found no direct effects of cognitive skills on students’ content knowledge learning gains; however, there were direct effects of scientific reasoning skills on content knowledge learning gains. Our results show that cognitive skills are not sufficient; students require specific scientific reasoning skills to learn science content from inquiry activities. Furthermore, our findings illustrate that what students learn during guided inquiry activities becomes visible when we examine both the skills used during inquiry learning and the process of knowledge construction. The implications of these findings for science teaching and research are discussed.  相似文献   

Gettysburg revisited     

Mrs. Corinne K. Flemings 《Communication quarterly》2013,61(2):26-30

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Coordinating principles and examples through analogy and self-explanation     

Timothy J. Nokes-Malach  Kurt VanLehn  Daniel M. Belenky  Max Lichtenstein  Gregory Cox 《European Journal of Psychology of Education - EJPE》2013,28(4):1237-1263

Research on expertise suggests that a critical aspect of expert understanding is knowledge of the relations between domain principles and problem features. We investigated two instructional pathways hypothesized to facilitate students’ learning of these relations when studying worked examples. The first path is through self-explaining how worked examples instantiate domain principles and the second is through analogical comparison of worked examples. We compared both of these pathways to a third instructional path where students read worked examples and solved practice problems. Students in an introductory physics class were randomly assigned to one of three worked example conditions (reading, self-explanation, or analogy) when learning about rotational kinematics and then completed a set of problem solving and conceptual tests that measured near, intermediate, and far transfer. Students in the reading and self-explanation groups performed better than the analogy group on near transfer problems solved during the learning activities. However, this problem solving advantage was short lived as all three groups performed similarly on two intermediate transfer problems given at test. On the far transfer test, the self-explanation and analogy groups performed better than the reading group. These results are consistent with the idea that self-explanation and analogical comparison can facilitate conceptual learning without decrements to problem solving skills relative to a more traditional type of instruction in a classroom setting.  相似文献   

Fascism,Liberalism, and Individuality in Italy     

Philip W. L. Cox 《Clearing house (Menasha, Wis.)》2013,86(2):85-89

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An Ethical Exercise for the Social Studies Classroom: The Trolley Dilemma     

Sean M. Lennon  Jeffrey M. Byford  J. T. Cox 《Clearing house (Menasha, Wis.)》2013,86(6):178-181

The Trolley Problem as defined in this paper is a series, or continuation, of increasingly difficult ethical riddles successfully implemented in a classroom environment to spur complex, critical thinking and dialogue. The activity is designed upon the scenario of a runaway train with different and challenging choices, segueing neatly into group discussions of ethics while limiting potential disruptions or controversies. It fits nicely with multiple standards, goals and/or outcomes and can be accommodated to multiple grade levels and courses. It is a powerful, yet easily implemented classroom exercise for educators to develop higher order thinking and dialogue for their students.  相似文献   

Educating for Tomorrow,The Role of Media,Career Development,and Society edited by Walter M. Lifton. New York: John Wiley and Sons, 1970. 242 pp. $8.95.     

C. Benjamin Cox 《The Educational forum》2013,77(4):556-557

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Henry Barnard—Educator of Teachers     

Philip W. L. Cox 《The Educational forum》2013,77(1):25-39

Palestinian youth face developmental, cultural, and political barriers that impede them from fully engaging in civic life. Non-traditional, youth-centered pedagogies of engagement, like community-based service-learning (CBSL), have shown promise to motivate marginalized populations and provide space and roles for them to form individual identities while developing civic skills. Using data collected through focus group interviews, this paper reports how West Bank youth who participated in a non-governmental organization's CBSL leadership program were impacted.  相似文献