A View of Oral Communication Activities in Food Science From the Perspective of a Communication Researcher          下载免费PDF全文

Denise Ann Vrchota 《Journal of Food Science Education》2015,14(2):36-47

Food science researchers have pronounced the Institute of Food Technologists Success Skills to be the most important competency mastered by graduates entering the work force. Much of the content and outcomes of the Success Skills pertains to oral communication skills of public speaking and interpersonal and group communication. This qualitative study reports the results of an examination of oral communication activities in the classes of 9 faculty in the food science program at Iowa State Univ. The findings revealed communication activities in the classes that support the Success Skills oral communication mandates; however, the food science faculty did not explicitly teach these skills. Faculty assumed the students would acquire proficiency in oral communication through participation in disciplinary activities that required them to practice the skills. A situated communication framework cautions communication researchers to honor the oral communication traditions in other disciplines. Still, the practice of preparing students to communicate in professional contexts without formal instruction raises 2 questions from the perspective of a communication researcher: first, are students aware of the communication skills they applied in classroom activities? Second, are students able to transfer communication skills to other classes and, more importantly to professional practice, when they graduate, as a result of this approach? The discussion suggests exercises that direct students’ attention to the specific skill sets inherent in the oral communication activities in the Success Skills while enabling faculty to maintain the communication traditions of food science as they prepare students for professional practice.  相似文献   

‘It's the other assessment that is the key’: three Norwegian physical education teachers' engagement (or not) with assessment for learning     

Petter E. Leirhaug  Ann MacPhail 《Sport, Education and Society》2015,20(5):624-640

The international agenda for assessment continues to convey a growing interest in assessment for learning (AfL) as a tool to support learning and enhance teaching. Complementing this, the recent literature on assessment in physical education acknowledges the need for physical educators to integrate AfL into their teaching and assessment practice as an important part of the future development of the subject. Appreciating that physical education must be recognized as part of the larger movement culture in society and is a place to learn about movement culture, this study explores how AfL is understood and enacted by physical education teachers and the extent to which such enactment complements or challenges learning movement cultures within physical education. This study shares how three Norwegian physical education teachers used AfL to term what they were practicing with respect to assessment in physical education. We follow the interactions of the selected teachers throughout focus groups, using the empirical data as our ‘dialogue partner’ in reconstructing and discussing their assessment stories. We conclude that the need of embedding AfL in learning theory may well be one of the strongest challenges to enacting AfL in physical education. We acknowledge that not only are most existing theories of learning defined cognitively, but also that learning connected to physical education and activity is, to a large extent, practical and embodied, and also linked to the powerful discourses of sport and related areas such as health.  相似文献   

How does homework ‘work’ for young children? Children’s accounts of homework in their everyday lives     

Ann Farrell  Susan Danby 《British Journal of Sociology of Education》2015,36(2):250-269

Homework is an increasing yet under-researched part of young children’s everyday lives. Framed by the international agendas of starting strong and school accountability, homework in the lives of young children has been either overlooked or considered from the perspective of adults rather than from the perspective of children themselves. This paper redresses this situation by reporting on an Australian study of 120 young children, aged four to eight years, where homework emerges as a key part of their everyday lives. Children’s own accounts of their everyday decision-making, using audio-taped conversations and concurrent paper-based timeline activities, show homework as accomplishing the institutional purposes of the school, while affording the children opportunities to demonstrate their competence in operating in an adult-generated education regime.  相似文献   

Impact of a brief ego depletion procedure on creative behaviour in the upper primary classroom     

Deborah Ann Price  Gregory C.R. Yates 《教育心理学》2015,35(3):328-340

In the course of normal classroom lessons, 103 students (median 11.10 years) were asked to spend 15 min writing ‘anything you can think of’ about the number 50 on a blank page. The products were independently scored by 2 specialist art teachers and 2 specialist mathematics teachers on criteria relevant to their specialisations. Immediately before this task, however, half the students (depleted group) worked on difficult matching problems for 3 min, whereas controls worked on facile problems. Although volume of creative response appeared only marginally affected, depleted students were rated as lower on overall creativity (d?=?.8) by the arts teachers. The mathematics teachers also rated the depleted students as showing less quality in their work (d?=?.97). The depleted students cited fewer mathematical statements, but displayed more errors in statements they had written. The findings were interpreted in terms of ego depletion effects upon creativity.  相似文献   

Libraries Across the Sea: Using a Virtual Presence and Skilled Student Assistants to Serve Students Abroad     

Kimberly Posin Chan  Jaimie Beth Colvin  Marc Vinyard  Claire Leach  Mary Ann Naumann  Paul Stenis 《图书馆管理杂志》2015,55(4):278-301

The authors discuss methods and challenges of supporting branch academic libraries overseas that are not staffed onsite by librarians or permanent staff. The authors present their two-pronged approach of creating a virtual presence carefully customized to the needs of the students studying abroad along with specially and highly trained student workers. The new program, grounded partly in theories from education and business management, is shown to have substantially improved both library services for our study abroad students as well as library student workers’ performance.  相似文献   

A web-based community-building archives project: a case study of Kids in Birmingham 1963     

Sonia Yaco  Ann Jimerson  Laura Caldwell Anderson  Chanda Temple 《Archival Science》2015,15(4):399-427

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There When They Need Us: Library as Fundraiser and Campus Community Builder     

Ann L. Kemper  Catherine W. Rosenkrans  Kim Leeder 《图书馆管理杂志》2013,53(5-6):380-389

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In Defense of Brown     

Carolyn Ann Hogan 《Equity & Excellence in Education》2013,46(1-6):158-159

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Too Young to Teach?     

Ann Hassenpflug 《Clearing house (Menasha, Wis.)》2013,86(6):233-234

School district personnel and college of education faculty need to consider the potential impact of younger teacher candidates produced by an increasing number of accelerated programs.  相似文献   

A historian looks at gender and science     

Ann Hibner Koblitz 《International Journal of Science Education》2013,35(3):399-407

Gender theorists such as Evelyn Fox Keller suggest that science, through its association with objectivity, is inherently masculine. According to this theory women who enter science do so at considerable cost to their psyches. Such a view rests on weak evidence and is historically untenable; it can only hinder, and not help, efforts to improve women's position in society.  相似文献