In Defense of the Argumentativeness and Verbal Aggressiveness Scales     

Dominic A. Infante  Andrew S. Rancer 《Communication quarterly》2013,61(2):145-154

The Argumentativeness (ARG) Scale and Verbal Aggressiveness Scale have been used in hundreds of studies over the past quarter century. As expected, psychometric research has examined their validity. Although this article focuses on recent criticisms by Kotowski, Levine, Baker, and Bolt, some major points refute earlier criticisms. This article argues that (a) a large body of research demonstrates validity of the scales, (b) dimensionality of the scales is quite unequivocal, (c) argumentative presumption favors using the original scales (unless and until newer scales demonstrate statistically significant greater criterion variance), (d) critics of the ARG Scale's predictive validity have failed to include 4 situational components of argumentativeness theory in their testing, (e) both scales are designed and supposed to measure extensive sets of relevant behaviors over time, not individual behaviors observed once, and (f) statistical inference cannot confirm nulls, so critics' claims of "no correlation" between scale scores and observable behaviors are not scientific.  相似文献   

Television director communication as perceived by production personnel     

Alfred W. Owens  Dominic A. Infante 《广播与电子媒介杂志》2013,57(4):429-440

This study explored perceptions of television production crew members regarding production situations and communication behavior of a television director. Results suggest that calm communication behavior is related positively to perceived appropriateness of the director's communication, to social and task attractiveness, and to production crew outcome satisfaction. In support of attribution theory, agitated communication behavior produced more favorable evaluations in a threatening as compared to routine situation. These evaluations, however, were less favorable than the effects of a calm manner, regardless of the production situation.  相似文献   

An Initiative to Broaden Diversity in Undergraduate Biomathematics Training     

Gregory Goins  Mingxiang Chen  Catherine White  Dominic Clemence  Thomas Redd  Vinaya Kelkar 《CBE life sciences education》2010,9(3):241-247

At North Carolina A&T State University (NCATSU), there was a critical need to better coordinate genuine research and classroom experiences for undergraduates early in their academic career. We describe the development and implementation of a faculty alliance across academic departments to increase biomathematics research opportunities for underrepresented minorities. Our faculty alliance is called the Integrative Biomathematical Learning and Empowerment Network for Diversity (iBLEND). The fundamental purpose of the iBLEND alliance was to inspire underrepresented minorities to pursue research careers by increasing the visibility of research conducted at the interface of mathematics and biology at NCATSU. Because of the many positive impacts, iBLEND gained significant buy-in from administration, faculty, and students by 1) working from the ground up with administration to promote campus-wide biomathematics research and training, 2) fostering associations between research and regular undergraduate academic courses, 3) creating and disseminating biomathematics teaching and learning modules, and 4) enhancing learning community support at the interface of mathematics and biology. Currently, iBLEND is viewed as a productive site for graduate schools to recruit underrepresented minority students having specific competencies related to mathematical biology.  相似文献   

Introduction: Harnessing the Power of Grey     

Dominic J. Farace 《Publishing Research Quarterly》2007,23(1):1-2

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Letter to the editors     

Dominic Hibberd 《Children‘s Literature in Education》1976,7(4):196-196

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Special issue on assessment for learning     

Louise Hayward  Steve Higgins  Kay Livingston  Dominic Wyse  Ernest Spencer 《Curriculum Journal》2014,25(4):465-469

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Teaching physics: Students’ attitudes towards different learning activities   总被引：2，自引：1，他引：1  

Siân Owen  Dominic Dickson  Edward Boyes 《Research in Science & Technological Education》2013,31(2):113-128

The decline in the popularity of physics over the period of secondary schooling and its consequent low uptake at A‐level and beyond continues to cause concern on educational and economic grounds. The aim of this study is to explore whether physics might be made more attractive to students by employing an extended range of classroom and laboratory activities to teach it. Specifically, the study scores the popularity of a range of activities, students’ perceptions about how often these activities are used to teach physics, and whether students consider them educationally useful. Students appear to think in terms of written activities, passive activities, social activities and constructive activities. Written activities are relatively unpopular and seen as educationally less effective, but students perceived them as used frequently. Social activities such as group work are more popular. The most popular activities are constructive activities, such as doing experiments; these are seen as educationally useful, but are perceived as being used less often than other activities. While there are legitimate limitations on the types of activities that can be used, these findings add to our appreciation of which teaching activities students like and value.  相似文献   

Children's Group Nous: Understanding and Applying Peer Exclusion Within and Between Groups     

Dominic Abrams  Adam Rutland  Joseph Pelletier  and Jennifer M. Ferrell 《Child development》2009,80(1):224-243

In Study 1, 167 English children aged 6–8 or 9–11 evaluated peer English or French soccer fans that were loyal or partially disloyal. In Study 2, 149 children aged 5–11 made judgments about generic inclusion norms between and within competitive groups. In both studies, children's understanding of intergroup inclusion/exclusion norms (group nous) was predicted by theory of social mind (a social perspective taking measure) but not multiple classification skill. In Study 2, the number of groups children belonged to (an index of peer group experience) also predicted group nous. Supporting the developmental subjective group dynamics model ( D. Abrams, A. Rutland, & L. Cameron, 2003 ), children's experience and perspective taking help them make sense of inter- and intragroup inclusion and exclusion.  相似文献   

The Changing Landscape of Early Childhood Education: Implications for Policy and Practice     

Michael J. Haslip  Dominic F. Gullo 《Early Childhood Education Journal》2018,46(3):249-264

Early childhood education is changing rapidly due to the dynamic nature of positive and negative trends affecting the profession. In this article, the changing landscape of early childhood education is discussed and analyzed. Both the positive and negative forces contributing to the changing landscape are examined. The focus of this discussion includes changing demographics, changes in early childhood curriculum and instruction, increased focus on accountability, advances in research that inform early childhood education, influences affecting teacher preparation and professional development, and global trends affecting early education and care. We relate these trends to the need for holistic systems-thinking, integrated curricula, child-centered pedagogical standards, deeper commitment to social justice and a corresponding moral vision capable of inspiring educational policy, practice and research in the midst of a competitive global economy and the commodification of early childhood programs and curricula. By discussing practical examples and research findings to illustrate current positive and negative trends, this paper serves as a meaningful resource for all stakeholders. Taking recent dynamics into account, we provide a vision for evaluating change and analyzing major trends. Both implications and responses to the changes in the early childhood landscape are discussed.  相似文献   

Traditional school subjects versus progressive pedagogy     

Dominic Wyse  Louise Hayward  Steve Higgins  Kay Livingston 《Curriculum Journal》2018,29(3):295-297

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