Television Spoilers Recast as Narrative Teasers     

Lisa Glebatis Perks  Noelle McElrath-Hart 《Qualitative Research Reports in Communication》2017,18(1):1-7

This article analyzes online qualitative survey responses from 43 television time shifters who knew narrative content (spoilers) about a particular show before they decided to watch. Twenty of the study participants cited narrative content and/or their spoiler sources as the reason they chose to watch. We ultimately argue that television spoilers can function as teasers, leading would-be viewers to enjoyable shows. In doing so, we expand the definition of spoiler, offering insight into how spoilers can create rather than ruin opportunities for narrative pleasure.  相似文献   

Book Review     

Lisa Sjoberg 《Journal Of Archival Organization》2017,14(1-2):80-82

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Center Stage: Performing a Needs Assessment of Campus Research Centers and Institutes     

Andrea Malone  Lisa Martin  Christie Peters  Cherie Turner  Porcia Vaughn 《图书馆管理杂志》2017,57(4):406-419

Outreach to research centers and institutes is often overlooked in academic libraries. This article discusses a needs assessment conducted by the Liaison Services Department at the University of Houston Libraries that reviewed library services to centers and institutes at the University of Houston's main campus. The assessment was conducted for two purposes: to build collaborations with centers and to determine how the libraries might create new services and/or market existing services to meet the centers and institutes' growing research needs.  相似文献   

Framing processes in public commentary on US federal tobacco control regulation     

Roth AL  Dunsby J  Bero LA 《Social studies of science》2003,33(1):7-44

Governmental health policy officials increasingly seek to promote public participation in expert and technical decisions regarding health regulation. The issues of what r?le the public plays in regulatory processes, and how health policy officials orient to public opinion, matter especially in the US context, where public commentary is a requisite component of federal rule-making. This paper examines written commentary as one specific, institutionalized form of public participation. To understand the relationship between scientific evidence and public commentary in public health regulation, we examine a US Food and Drug Administration (FDA) regulation, proposed in 1995, to restrict the promotion and sale of tobacco products to minors. We use recent work on collective action frames to analyse how the FDA framed the proposed regulation as a rational, science-based policy; the discursive practices employed in the public commentary either to embrace or to contest the FDA's framing; and how the agency presented the final version of its rule as responsive to that public commentary. Our content analyses reveal a significant disparity between the FDA's emphasis on scientific evidence and the commentators' emphases on political and ideological frames, which we analyse in terms of counter-framing. An orientation to the dynamics of framing and counter-framing contributes to an understanding of the relationship between scientific evidence and public commentary in the formulation of controversial health policy regulations.  相似文献   

Determinants of Research Productivity in Spanish Academia     

Cecilia Albert  María A. Davia  Nuria Legazpe 《European Journal of Education》2016,51(4):535-549

This article aims to widen the empirical evidence about the determinants of Spanish academics’ publication productivity across fields of study. We use the Spanish Survey on Human Resources in Science and Technology addressed to Spanish resident PhDs employed in Spanish universities as academics. Productivity is measured as the total number of publications in a three‐year period. We show how personal and academic variables explain differences in productivity within universities and fields of studies and across fields of research. Female workers report lower productivity than their male counterparts, but family responsibilities do not explain this gender gap. The type of contract and tenure or rank do not seem to have any influence on productivity. Researchers seeking professional promotion rather than altruism or personal satisfaction are more productive and young scholars publish more than their older counterparts. Additionally, we find a certain research‐teaching trade‐off and some nuances in the predictors of publication productivity across birth cohorts and fields of study. Finally, international cooperation is one of the most relevant determinants of the number of publications, regardless of the birth cohort. The institutional context in the Spanish research system as regards requirements for promotion and the assessment of research outcomes may contribute to the understanding and interpretation of our results.  相似文献   

Reading Instruction for English Learners in the Middle Grades: a Meta-Analysis     

Colby Hall  Garrett J. Roberts  Eunsoo Cho  Lisa V. McCulley  Megan Carroll  Sharon Vaughn 《Educational Psychology Review》2017,29(4):763-794

This meta-analysis synthesizes the last two decades of experimental and quasi-experimental research on reading instruction across academic contexts (e.g., social studies, science, mathematics, English language arts) for English learners (ELs) in grades 4 through 8, to determine (a) the overall effectiveness of reading instruction for upper elementary and middle school students who are ELs and (b) how the magnitude of the effect varies based on student, instructional, and study characteristics. The analysis included a total of 11 studies with 46 individual effect sizes and yielded a mean effect size of g?=?0.35 across all (i.e., standardized and unstandardized) reading measures, g?=?0.01 across standardized reading measures, and g?=?0.43 across unstandardized reading measures. For all reading, unstandardized reading, all vocabulary, and unstandardized vocabulary measures, results suggest that higher quality studies tended to have smaller effects, and these effects were even more evident for unstandardized measures (i.e., one unit increase in study quality was associated with decreased effects: g?=?0.21, g?=?0.30, g?=?0.24, g?=?0.30, respectively). For all comprehension measures, effects were larger for instruction that included both vocabulary and comprehension (g?=?0.39) than for instruction that focused on vocabulary alone (g?=?0.08). Results suggest the benefit of developing and refining high-impact approaches to reading instruction for ELs that can be delivered across content areas and grades.  相似文献   

Creating Connections: Using a Narrative Approach in Career Group Counseling With College Students From Diverse Cultural Backgrounds     

Mary Ann Clark  Lisa Severy  Shanaz Ali Sawyer 《Journal of College Counseling》2004,7(1):24-31

Changes in the world of work as well as demographic shifts toward a more diverse college population and workforce require changes in the way career counseling is provided on college campuses. The authors propose using a narrative group counseling approach to serve college and university students from various cultural backgrounds. Through this approach, students develop their own career/life stories, incorporating their cultural values, family and community considerations, and life roles.  相似文献   

Introducing teaching cases with face-to-face and computer-mediated discussion: Two multi-classroom quasi-experiments     

Roger Bruning  Kamau O. Siwatu  Xiongyi Liu  Lisa M. PytlikZillig  Christy Horn  Stephanie Sic  Deborah Carlson 《Contemporary educational psychology》2008,33(2):299-326

Two studies were conducted in multisection introductory child and adolescent development classes to determine effects of introducing abbreviated teaching case studies that were then discussed either in face-to-face or online formats. Students receiving teaching case studies in either format in both classes showed improved ability to critically analyze probe and final cases compared to control participants. Both case study groups in the child development class also showed increased application of psychological concepts in analyzing new cases. No differences in course knowledge were expected as a function of condition and none were found. Hypothesized case-related increases in efficacy for teaching also were not observed. Results were interpreted as supporting a case analysis approach in educational psychology classes and use of online methods for presentation and discussion of abbreviated cases.  相似文献   

Silence speaks: Whiteness revealed in the absence of voice   总被引：1，自引：0，他引：1  

Lisa A. Mazzei 《Teaching and Teacher Education》2008

In this hybrid article, the author attempts to weave together the theoretical implications of whiteness theory and a theorizing of silence on teacher education practices, research with her own students that explored these implications, and reflections on her own pedagogical practices and location as a white teacher educator teaching about race and diversity. In teacher education courses intended to explore issues regarding the implications of diversity in schools, silence is often encountered in work with white students who have not examined their identity in the context of a racial discourse. This article explores the nature and intent of these racially inhabited silences that emerged in two teacher education courses comprised predominately of white preservice teachers.  相似文献   

First-Year College Students’ Conflict with Religion and Science   总被引：1，自引：1，他引：0  

Lisa Michelle Martin-Hansen 《Science & Education》2008,17(4):317-357

This study took place during a First Year Seminar course where 20 incoming college freshmen studied the central topic of the nature of science within the context of biological evolution. The instructor researched students’ understandings in the nature of science as they progressed through the course by examining a variety of qualitative and quantitative data including class writings, pre- and post-test selected items from the VOSTS (Views on Science-Technology-Society), and interviews. The intended outcomes of the course were to reduce the number of student misconceptions in the nature of science and to ease student apprehension when learning about evolution. Data were analyzed to determine whether students were moving toward a more generally accepted idea of the nature of science or toward another type of misconception.  相似文献