Stevenson,The Contested Murder of Latasha Harlins: Justice,Gender, and the Origins of the LA Riots     

Gayle Jansen Brisbane 《Journal of Radio & Audio Media》2016,23(1):186-187

  相似文献   

It isn't a matter of just being funny: Humor production by organizational leaders   总被引：1，自引：0，他引：1  

Diane M. Martin  Barbara Mae Gayle 《Communication Research Reports》2013,30(1):72-80

This study explored whether organizational leaders recognize humor as part of their management style and how compatible the leaders ‘ humor strategy is with their overall communication style. Results reveal that leaders use more pro‐social humor than anti‐social humor in the workplace. Several relationships between the emotional aspects of humor production and the communicator style constructs indicate that leaders use humor as a socially acceptable communication technique to control groups and enhance their own communicator image.  相似文献   

Mother-child bookreading in low-income families: correlates and outcomes during the first three years of life   总被引：1，自引：0，他引：1  

Raikes H  Pan BA  Luze G  Tamis-LeMonda CS  Brooks-Gunn J  Constantine J  Tarullo LB  Raikes HA  Rodriguez ET 《Child development》2006,77(4):924-953

About half of 2,581 low-income mothers reported reading daily to their children. At 14 months, the odds of reading daily increased by the child being firstborn or female. At 24 and 36 months, these odds increased by maternal verbal ability or education and by the child being firstborn or of Early Head Start status. White mothers read more than did Hispanic or African American mothers. For English-speaking children, concurrent reading was associated with vocabulary and comprehension at 14 months, and with vocabulary and cognitive development at 24 months. A pattern of daily reading over the 3 data points for English-speaking children and daily reading at any 1 data point for Spanish-speaking children predicted children's language and cognition at 36 months. Path analyses suggest reciprocal and snowballing relations between maternal bookreading and children's vocabulary.  相似文献   

Preparing Teachers to Make the Formative Assessment Process Integral to Science Teaching and Learning     

Gayle A. Buck  Amy E. Trauth-Nare 《Journal of Science Teacher Education》2009,20(5):475-494

Formative assessment provides a means to successfully scaffold learning. Unfortunately, few teachers understand the pedagogical implications of such scaffolding or their role in utilizing formative assessments. The purpose of our study was to develop an understanding of the experience of being a teacher that is seeking to improve learning through formative assessment and using that understanding to improve our practices in teacher education. Three categories emerged from the data analysis: (1) questioning the validity of tacit pedagogical understandings, (2) understanding the experiences of the students, and (3) exploring the need to develop a more reflexive classroom. The findings from this study are useful for persons seeking to prepare teachers to guide science learning.  相似文献   

Structuring experimental learning into a traditional political science curriculum     

Dr. Gayle R. Avant 《Innovative Higher Education》1981,6(2):128-133

This paper describes the introduction of an experimental element into a traditional political science undergraduate curriculum. Careful consideration of this case study may enable those designing similar programs elsewhere to be more successful.  相似文献   

The Meontology of Masculinity: Notes on Castration Elation     

Gayle Salamon 《Parallax》2016,22(3):312-322

  相似文献   

Self‐definition of women experiencing a nontraditional graduate fellowship program     

Gayle A. Buck  Diandra L. Leslie‐Pelecky  Yun Lu  Vicki L. Plano Clark  John W. Creswell 《科学教学研究杂志》2006,43(8):852-873

Women continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM). One factor contributing to this underrepresentation is the graduate school experience. Graduate programs in STEM fields are constructed around assumptions that ignore the reality of women's lives; however, emerging opportunities may lead to experiences that are more compatible for women. One such opportunity is the Graduate Teaching Fellows in K–12 Education (GK–12) Program, which was introduced by the National Science Foundation in 1999. Although this nontraditional graduate program was not designed explicitly for women, it provided an unprecedented context in which to research how changing some of the basic assumptions upon which a graduate school operates may impact women in science. This exploratory case study examines the self‐definition of 8 women graduate students who participated in a GK–12 program at a major research university. The findings from this case study contribute to higher education's understanding of the terrain women graduate students in the STEM areas must navigate as they participate in programs that are thought to be more conducive to their modes of self‐definition while they continue to seek to be successful in the historically Eurocentric, masculine STEM fields. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 852–873, 2006  相似文献   

‘I like being a lab Rat’: student experiences of research participation     

Gayle Brewer  Sarita Robinson 《Journal of Further & Higher Education》2018,42(7):986-997

Undergraduate students are often expected to be participants in academic research. However, decisions relating to student participation in research are typically based on speculation or educator assumptions rather than a solid research base. We conducted three studies to investigate student experiences of research participation. These included online surveys (Study 1), semi-structured interviews (Study 2), and analysis of reflective essays (Study 3). A range of pedagogic and ethical issues were considered including motivation to participate, distress, and the educational value of participation. Findings suggest that the experience provides students with important opportunities to learn about research methodology and ethical issues which inform their own research practice. Further, students cite additional non-academic benefits of research participation such as self-discovery and networking opportunities. Negative experiences typically consisted of nervousness prior to the first laboratory study or boredom, though for some students (e.g. those uncomfortable in social situations) engagement in research may lead to anxiety. We conclude that participation in research has pedagogic value to students, and educators should promote those elements of the research experience (e.g. critiquing studies, networking with researchers) that are most beneficial. However, researchers and educators should also actively work to reduce apprehension and minimise potential distress.  相似文献   

Self‐directed learning in gross human anatomy: Assessment outcomes and student perceptions     

Gayle Smythe  Diane Hughes 《Anatomical sciences education》2008,1(4):145-153

Speech pathology students enrolled in a lecture‐based gross human anatomy program completed two out of nine topics in self‐directed mode. Student performance in quizzes was compared for the two modes, and the students completed questionnaires on their perceptions of the self‐directed mode of delivery. Students performed as well in the first self‐directed topic as they did in lecture‐based material, but performance declined significantly on the second self‐directed topic. Correlations showed that students who performed well in lecture‐based topics also performed well on self‐directed topics. The major issues that arose in the student questionnaires were primarily related to the amount of content in the topics and the length of time required for completion. We conclude that there is a strong need for appropriate design of distance education materials to reflect student perceptions of length, content, and time investment, and more importantly that there is a need to ensure extensive communication and support of students studying in distance education/self‐directed modes for the first time. Anat Sci Ed 2008. © 2008 American Association of Anatomists.  相似文献   

Matching learning styles with teaching styles: Is it a useful concept in instruction?     

Gayle V. Davidson 《Performance Improvement》1990,29(4):36-38

  相似文献