Efficacy and authority of the message sender during emergency evacuations: a mixed methods study     

Elisabeth J. Ploran  Mary Anne Trasciatti  E. Christa Farmer 《Journal of Applied Communication Research》2018,46(3):291-322

To understand why coastal residents do not always evacuate before storms, a pair of studies analyzed evacuation decision-making among residents of Long Beach, NY and surrounding municipalities on Long Island, NY via a mixed methodology approach. First, residents who lived in Long Beach, NY during ‘Superstorm’ (hurricane turned post-tropical cyclone) Sandy in October 2012 were interviewed about their evacuation decision. Second, 34 pre-storm messages were developed and administered to residents of the same area: faced with a hypothetical oncoming hurricane, respondents indicated after each message whether they would evacuate. In the interviews, residents spoke more about friends and family than traditional authority figures; survey results, however, imply that residents are more likely to evacuate given messages from traditional authority figures. This can be resolved with the Elaboration Likelihood Model of persuasion, which suggests that motivation and emotional state influence information processing. Implications for actual emergency message formation are discussed.  相似文献   

The role of community in the development of elite handball and football players in Denmark     

N. N. Rossing  A. B. Nielsen  A.-M. Elbe  D. S. Karbing 《European Journal of Sport Science》2016,16(2):237-245

The primary purpose of this study was to investigate the effect of the place of early development in a sample of Danish male elite and youth handball and football players. The sample included 366 handball and football players from the elite Danish league in the season 2011–2012 and a comparison sample of youth players under the age of 12 from 2003, including 147,221 football and 26,290 handball players. Odds ratio analysis showed that both population size and density significantly affected the proportional number of youth players per community and the odds of athletes reaching an elite level in football and handball. The odds for youth player registrations in both handball and football increased in rural in contrast to urban communities. However, elite football players primarily came from communities of high density (>1000 pop./km²), whereas elite handball players primarily came from less densely populated communities (100 to <250 pop./km²). Furthermore, there seems to be a relation between representation of elite and talent clubs in different communities and the probability of becoming an elite player in both sports. The limited number of elite players in both sports from rural communities may be due to national talent development strategies that do not incorporate development support for clubs in rural areas. Additionally, the results of the study clearly suggest the need to include the youth player population to advance research findings in birthplace effect studies.  相似文献   

Teacher or coach? How logics from the field of sports contribute to the construction of knowledge in physical education teacher education pedagogical discourse through educational texts     

Annemari Munk Svendsen  Jesper Tinggaard Svendsen 《Sport, Education and Society》2016,21(5):796-810

The main purpose of this paper is to focus attention on educational texts as central conveyers of discourses of sport into physical education teacher education (PETE) and by extension into physical education (PE). A considerable volume of research suggests that sport and games continue to be dominant elements of curriculum and practice in contemporary PE. Given the issues of masculinity, physicality and performativity resulting from such continuing sport-focused PE practice, it is relevant to question how such practices are discursively produced or reproduced. In this regard, one area has received only scant attention, namely the potential influence of educational texts used in PETE. Using the theoretical frameworks provided by Michel Foucault, Basil Bernstein and Norman Fairclough, this paper considers educational texts as important contributors to the discursive construction of knowledge in PETE, and thus also as a central resource for studying—and challenging—those discourses that influence on the PE teachers' perceptions of PE and their choices when it comes to the organisation of the PE class. This paper is based on a thorough examination of Danish PETE course documents listing educational texts prescribed by teacher educators for PETE programmes in Denmark. Several of the prescribed educational texts are published by private organisations with sporting interests, such as Team DK and The Sports Confederation of Denmark. This paper conducts a discourse analysis of these texts in order to illuminate how specific social rules regulate their content and involve specific constructions of the learner, the teacher and the relation between them. The paper's findings underline the need for an increased awareness among those who engage in PE practices of the ways in which discourses shape our thinking, and of the potential dangers that lie in the transfer of particular meanings and values as they are constructed in educational texts.  相似文献   

Undergraduate Biotechnology Students’ Views of Science Communication     

Joanne Elisabeth Edmondston  Renato Schibeci 《International Journal of Science Education》2013,35(18):2451-2474

Despite rapid growth of the biotechnology industry worldwide, a number of public concerns about the application of biotechnology and its regulation remain. In response to these concerns, greater emphasis has been placed on promoting biotechnologists’ public engagement. As tertiary science degree programmes form the foundation of the biotechnology sector by providing a pipeline of university graduates entering into the profession, it has been proposed that formal science communication training be introduced at this early stage of career development. The aim of the present study was to examine the views of biotechnology students towards science communication and science communication training. Using an Australian biotechnology degree programme as a case study, 69 undergraduates from all three years of the programme were administered a questionnaire that asked them to rank the importance of 12 components of a biotechnology curriculum, including two science communication items. The results were compared to the responses of 274 students enrolled in other science programmes. Additional questions were provided to the second year biotechnology undergraduates and semi‐structured interviews were undertaken with 13 of these students to further examine their views of this area. The results of this study suggest that the biotechnology students surveyed do not value communication with non‐scientists nor science communication training. The implications of these findings for the reform of undergraduate biotechnology courses yet to integrate science communication training into their science curriculum are discussed.  相似文献   

Who likes to engage in writing? – The role of children’s beliefs and intrinsic value regarding leisure writing     

Lisa Birnbaum  Elisabeth M. Schüller  Stephan Kröner 《教育心理学》2020,40(7):856-874

Abstract

While leisure writing may help children to acquire writing skills, it can also be considered as an inherently valuable cultural activity. This study explores how children’s beliefs may explain to what extent children are inclined to leisure writing and if there are any gender differences. Building on preliminary scale development work, we analysed data from 963 third-graders. Variables included (a) the intrinsic value attached to leisure writing (b) preceding behavioural, normative, and control beliefs related to these activities, and (c) the level of leisure writing. In a structural equation model, the preceding beliefs were applied as explanatory variables for the intrinsic value. Intrinsic value, in turn, explained a large proportion of variance in children’s leisure-writing activities. Gender differences in leisure writing were mediated by intrinsic value. Significance of intrinsic value and preceding beliefs regarding leisure-writing activities are discussed.  相似文献   

Erratum to: “FearNot!”: a computer-based anti-bullying-programme designed to foster peer intervention     

Natalie Vannini  Sibylle Enz  Maria Sapouna  Dieter Wolke  Scott Watson  Sarah Woods  Kerstin Dautenhahn  Lynne Hall  Ana Paiva  Elisabeth André  Ruth Aylett  Wolfgang Schneider 《European Journal of Psychology of Education - EJPE》2013,28(2):597-598

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An analysis of digital competence as expressed in design patterns for technology use in teaching     

Elisabeth Rolf  Ola Knutsson  Robert Ramberg 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3361-3375

Teachers cannot presume that their learners have the competence to use the technology brought to the classroom. Therefore, the learners’ abilities to use technology may be a concern for teachers. This paper reports on digital competence through an analysis of designs for learning in design patterns, written by upper secondary teachers. Learning activities found in the design patterns were analysed with the aim to understand how teachers perceive the learners’ digital competence when using technology. A framework that compromises digital competence was utilised for inferring the digital competencies. The qualitative analysis of these learning activities reveals that competences of information and data literacy, and of communication and collaboration predominate. By analysing the characteristics of learning activities and hence the teachers’ ideas of technology use in teaching, it is concluded that design patterns can be used to identify the competences teachers believe are relevant for the learners to acquire. The result therefore involves aspects of how teachers perceive learners’ digital competence when using technology in teaching.  相似文献   

Elternvertreter mit Migrationshintergrund an allgemeinbildenden Schulen     

Stephan Kr?ner  Elisabeth M. Schüller  Marcus Penthin  Eva S. Fritzsche  Marcus C. G. Friedrich  Magdalena M. Krol 《Zeitschrift für Erziehungswissenschaft》2012,15(4):707-726

Parents with a migration background are underrepresented among parent representatives at schools in Germany. However, increased involvement of these parents is essential for a lively democratic culture. To explore the motivations of parents with migration background regarding their school involvement, interviews with N?=?31 parent representatives with migration background were content analysed, starting deductively from a set of categories according to the theory of planned behaviour. In the analysis, the main category ??attitude?? was deductively subdivided into ??motivation in the course of action/intrinsic value??, ??results and consequences regarding own interests?? and ??results and consequences regarding others/altruistic motivation??. ??Subjective norm?? was inductively differentiated into ??other parents??, ??teachers and leadership team?? and ??other persons/perceived general expectations??; ??perceived behavioural control?? was differentiated into the subcategories ??assertiveness and freedom from anxiety??, ??language competence??, ??socioeconomic background??, ??availability of time??, ??setting in school and school district?? and ??field expertise and know-how??. Additionally, ??habit?? was deductively established and retained as a main category. Analysis of 513 statements resulted in an interrater-agreement of ???=?0.82. Implications for working with parents in an intercultural context are discussed.  相似文献   

Book Review     

Brett Nielsen  Steve Badgley  Sharon Hay  Peter Nayler  Daryl Whitney  Mark Sheridan 《Education and Information Technologies》2000,5(2):143-145

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Effective Blogging for Libraries     

Elisabeth E Rowan 《Journal of the Medical Library Association》2011,99(4):321-322

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