Becoming connected,being caring   总被引：1，自引：1，他引：0  

Julienne Meyer  Charlotte Ashburner  Cheryl Holman 《Educational Action Research》2013,21(4):477-496

This paper highlights perspectives on action research in education, health and social care and was originally presented as a keynote at the International Practitioner Research Conference and Collaborative Action Research Conference in 2005. The paper links with the other conference keynote given by Stephen Kemmis, co‐author of Becoming Critical. It reflects on the importance of Being Caring in action research in the context of health and social care; particularly in relation to emotionally supporting practitioners to improve their practice in settings which do not always welcome more emancipatory or critical approaches often used in education. The paper begins by exploring the nature of practitioner research and action research in health and social care and its links with quality. It argues that health and social care professionals have often drawn their methodological understanding from the literature written by colleagues in education. This literature tends to support critical and emancipatory forms of action research, which health and social care professionals have tended to adopt in an uncritical manner. Reflecting on some of the contextual constraints in health and social care, it argues that many of these factors are beyond the control of individual practitioners and suggests a need to focus on the neglected area of emotions, in addition to, contextual issues. To illustrate the usefulness of this approach an example of psychodynamically informed action research is given. The paper concludes that in the quest to be critical, practitioner researchers/action researchers in education, health and social care may be ignoring the emotional contexts in which they work. It suggests that being caring may be the key to being critical.  相似文献   

A Theoretical and Empirical Exploration of Intrinsic Problems in Designing Inquiry Activities     

Daniel Z. Meyer  Allison Antink Meyer  Keith A. Nabb  Margaretann G. Connell  Leanne M. Avery 《Research in Science Education》2013,43(1):57-76

A central concern in science education is promoting inquiry activities, and a significant amount of research in science education has addressed what inhibits this goal. However, this research has tended to be focused on implementation issues. Levels of implementation are correlated with extrinsic barriers such as time, resources and teacher knowledge, but the internal structure of inquiry remains unexamined. However, are there also some ways in which inquiry based instruction is intrinsically difficult? That is, given perfect conditions for implementation, is devising inquiry activities a non-trivial matter, and are there patterns to the difficulties in doing so? The aim of this paper is to provide both a theoretical and empirical basis for the intrinsic problems associated with the construction of inquiry activities. We present a theoretical framework that connects contemporary studies of science to the classroom context. We then examine a case study of teacher education students designing inquiry-based instruction to demonstrate empirical evidence of intrinsic problems. Our ultimate goal is to improve our ability as teacher educators to guide science teachers in fulfilling this central task of their work.  相似文献   

A third use of sociology of scientific knowledge: a lens for studying teacher practice     

Daniel Z. Meyer  Leanne M. Avery 《Studies in Science Education》2013,49(2):153-178

Over the last two decades, science educators and science education researchers have grown increasingly interested in utilising insights from the sociology of scientific knowledge (SSK) to inform their work and research. To date, researchers in science education have focused on two applications: results of sociological studies of science have been used to define new areas of content, generally referred to as Nature of Science (NOS). This has included research into students’ understanding of the NOS, teachers’ understanding of the NOS, and inclusion (or exclusion) of NOS themes in curricula. A second vein of inquiry has been investigations that consider the classroom as a microcosm of scientific discourse and inquiry. Such research has included investigations of student‐to‐student and student‐to‐teacher interactions. In this paper, we present a third application for educational research – the investigation of teacher knowledge and practice as sociological phenomena. In addition to supporting scholarly research, we believe it can be a useful tool for illuminating the complexities of teaching that needs to be taken into account by policy makers and practitioners. In this paper, we provide a thematic review of concepts from the sociology of scientific knowledge, and their application to a case of teacher work.  相似文献   

The effectiveness of health disclosures within children's television commercials     

Ronald J. Faber  Timothy P. Meyer  M. Mark Miller 《广播与电子媒介杂志》2013,57(4):463-476

In a study involving 164 children ages 3 to 14, the effectiveness of incorporating health information disclosures into actual television commercials was tested. Results indicated that most children were able to recall and make sense of such disclosures.  相似文献   

TOKENS OF TRUTH     

Howard N. Meyer 《Equity & Excellence in Education》2013,46(1):27-33

This article describes the three-year evolution of a team-taught teacher education class entitled the “Social Contexts of Education” in the setting of an urban high school. The course developed a number of innovative practices, including collaborative instruction by K-12 and university faculty and the development of a parent engagement strategy that increased parent participation by 59% in the school's Fall Parent Night in the second year of the collaborative. The authors describe the rewards and challenges of such site-based activities, and indicate that while school and university partnerships are highly valued in many contemporary policy initiatives, student teachers may resist such partnerships, particularly when they are based in urban school sites with which they may have had little prior experience.  相似文献   

TOKEN MAN     

Meyer Weinberg 《Equity & Excellence in Education》2013,46(3)

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Perspectives on gender and sexual diversity (GSD)-inclusive education: comparisons between gay/lesbian/bisexual and straight educators     

Elizabeth J. Meyer  Catherine Taylor  Tracey Peter 《Sex education》2013,13(3):221-234

This paper presents findings from a national study on the beliefs and practices of K-12 educators regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues in schools. Over 3400 Canadian educators participated in the study, which took the form of a bilingual (English/French) online survey. Respondents answered questions about their values regarding human rights and LGBTQ-inclusive education, their practices in the classroom, experiences with homophobic and transphobic harassment, and perceptions of support for LGBTQ-inclusive practices. Results indicate that there is a high level of in-principle support for LGBTQ-inclusive education (84.9%); however, actual practice is much lower (61.8%) and there are significant differences in the perspectives and experiences of gay, lesbian, and bisexual identified educators compared with their straight colleagues in terms of curriculum integration and bullying interventions. Findings offer important insights for teacher preparation, curriculum development, and law and policy implementation and reform.  相似文献   

Practical Guides     

E.B. Crutchfield  Steven P. Golen  Herbert Zettl  Judy Pickens  Philip Meyer  Hiley Ward 《Communication Booknotes Quarterly》2013,44(9):103-105

NAB ENGINEERING HANDBOOK edited by E.B. Crutchfield (National Association of Broadcasters, 1771 N St. NW, Washington, D.C. 20036---$210 including shipping/$150 for NAB/BEA members)

REPORT WRITING FOR BUSINESS AND INDUSTRY by Steven P. Golen, et al. (New York: Wiley, 1985---$29.95)

TELEVISION PRODUCTION WORKBOOK by Herbert Zettl (Belmont, Ca.: Wadsworth, 1985---price not given, paper)

COPY-TO-PRESS HANDBOOK by Judy Pickens (New York: Wiley, 1985---$41.00)

THE NEWSPAPER SURVIVAL BOOK: AN EDITOR'S GUIDE TO MARKETING RESEARCH by Philip Meyer (Bloomington: Indiana University Press, 1985---$20.00)

PROFESSIONAL NEWSWRITING by Hiley Ward (San Diego: Harcourt Brace Jovanovich, 1985---price not given)

Contributor Bob Roberts writes of six recent titles

PROFESSIONAL VIDEO PRODUCTION by Ingrid Wiegand (White Plains, N.Y.: Knowledge Industry Publications, 1985---price not given, available in both cloth and paper)

DIRECTING TELEVISION AND FILM by Alan Armer (1986 [yes, that is 1986, believe it or not]---$22.95)

MODERN RADIO PRODUCTION by Lewis O'Donnell et al (1986---$21.95)  相似文献   

A model of empathic communication     

Douglas J. Meyer  Franklin J. Boster  Michael L. Hecht 《Communication Research Reports》2013,30(1):19-27

This study examines a path model of empathic communication. Several empathie structures are predicted to influence the process of empathie communication. Results show that humanistic orientation predicted perspective‐taking, which predicted communicative responsiveness, which predicted comforting. Empathie concern and emotional responsiveness were eliminated from the model The parameter estimates and predicted correlations among the remaining variables were all statistically significant (p < .05). In addition, self‐rated comforting and independent ratings correlated at only .51, with the former exhibiting higher correlations with other variable.  相似文献   

A web information system for the management and the dissemination of Cultural Heritage data   总被引：1，自引：0，他引：1  

lise Meyer  Pierre Grussenmeyer  Jean-Pierre Perrin  Anne Durand  Pierre Drap 《Journal of Cultural Heritage》2007,8(4):396-411

Safeguarding and exploiting Cultural Heritage induce the production of numerous and heterogeneous data. The management of these data is an essential task for the use and the diffusion of the information gathered on the field. Previously, the data handling was a hand-made task done thanks to efficient and experienced methods. Until the growth of computer science, other methods have been carried out for the digital preservation and treatment of Cultural Heritage information. The development of computerized data management systems to store and make use of archaeological datasets is then a significant task nowadays. Especially for sites that have been excavated and worked without computerized means, it is now necessary to put all the data produced onto computer. This allows preservation of the information digitally (in addition with the paper documents) and offers new exploitation possibilities, like the immediate connection of different kinds of data for analyses, or the digital documentation of the site for its improvement. Geographical Information Systems have proved their potentialities in this scope, but they are not always adapted to the management of features at the scale of a particular archaeological site. Therefore this paper aims to present the development of a Virtual Research Environment dedicated to the exploitation of intra-site Cultural Heritage data. The Information System produced is based on open-source software modules dedicated to the Internet, so users can avoid being software driven and can register and consult data from different computers. The system gives the opportunity to do exploratory analyses of the data, especially at spatial and temporal levels. The system is compliant to every kind of Cultural Heritage site and allows management of diverse types of data. Some experimentation has been done on sites managed by the Service of the National Sites and Monuments of Luxembourg.  相似文献