Gerontology Content in MSW Curricula and Student Attitudes Toward Older Adults     

Mark D. Olson 《Educational gerontology》2013,39(11):981-994

The unprecedented growth in the nation's older adult population has called attention to the increasing need for geriatric social workers. However, research suggests that social work students hold ageist attitudes that prevent many from pursuing careers in gerontology. The present study sought to identify student perceptions of gerontology content in MSW education and possible correlations with attitudes toward older adults and interest in gerontology. A sample of 252 MSW students participated in classroom surveys. The survey outcomes revealed that gerontology content in MSW curriculum was correlated with positive attitudes toward older adults, but it was not related to increased interest in gerontology.  相似文献   

Students’ use of power in the classroom: An investigation of student power,teacher power,and teacher immediacy     

Tamara D. Golish  Loreen N. Olson 《Communication quarterly》2013,61(3):293-310

The purposes of this study were to examine: (1) students’ use of power to gain compliance from instructors, (2) the association between students’ use of power and their instructors’ power, and (3) students’ use of power and the nonverbal immediacy of the instructor. The results revealed that even though students did not feel they had a great amount of influence with their instructors, they used a variety of behavior alteration techniques (BATs) to gain compliance from them. Specifically, students reported using prosocial strategies most frequently and antisocial techniques least frequently. The results also revealed a positive association between students’ overall sense of power and their perception of their teachers’ power. Instructors’ use of reward power was also related to students’ use of prosocial BATs. Conversely, instructors’ use of coercive power was associated with students’ antisocial BATs. Finally, students tended to use expert power more with nonverbally immediate teachers than nonimmediate teachers. Students’ use of BATs did not depend upon the nonverbal immediacy of the instructor. The theoretical and practical implications of this study are discussed.  相似文献   

Response Able Research     

Margaret Olson 《Teaching Education》2013,24(1)

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Investigating the Double-Deficit Hypothesis in More and Less Transparent Orthographies: A Longitudinal Study from Preschool to Grade 2     

Bjarte Furnes  Åsa Elwér  Stefan Samuelsson  Richard K. Olson  Brian Byrne 《Scientific Studies of Reading》2013,17(6):478-493

ABSTRACT

We investigated the double-deficit hypothesis (DDH) in samples of U.S. (N = 489), Australian (N = 264), and Scandinavian (N = 293) children followed from preschool to grade 2. Children were assigned to double deficit, single deficit and no deficit subtypes in preschool, kindergarten, and grade 1 and compared on reading and spelling in grades 1 and 2. In most analyses, the double deficit subtype scored significantly lower in reading and spelling than the single deficits, a pattern of findings that was identical across samples. Moreover, across countries, RAN deficits showed a stronger effect on reading whereas PA deficits showed stronger effects on spelling. Overall, the results supported the basic premises of the DDH suggesting that the double deficit subtype represents the most impaired readers, and that RAN and PA are separable deficits with different effects on reading and spelling. The results also supported a universal view of literacy development, with similar predictive patterns of DDH subtypes across orthographies.  相似文献   

Phonological Spelling and Reading Deficits in Children With Spelling Disabilities     

Angela Friend  Richard K. Olson 《Scientific Studies of Reading》2013,17(1):90-105

Spelling errors in the Wide Range Achievement Test were analyzed for 77 pairs of children, each of which included one older child with spelling disability (SD) and one spelling-level-matched younger child with normal spelling ability from the Colorado Learning Disabilities Research Center database. Spelling error analysis consisted of a percent graphotactic-accuracy (GA) score based on syllable position and existence in English, and a phonological accuracy score (PA). The SD group scored significantly worse in the PA measure and nonsignificantly better than controls on the GA measure. The Group × Measure interaction was significant. Spelling matched pairs had very similar scores for word recognition and orthographic coding, but the SD group exhibited significant deficits in reading measures of phonological decoding and in language measures of phonological awareness.  相似文献   

Genetic and Environmental Influences on Inattention,Hyperactivity-Impulsivity,and Reading: Kindergarten to Grade 2     

Jane L. Ebejer  William L. Coventry  Brian Byrne  Erik G. Willcutt  Richard K. Olson  Robin Corley 《Scientific Studies of Reading》2013,17(4):293-316

Twin children from Australia, Scandinavia, and the United States were assessed for inattention, hyperactivity-impulsivity, and reading across the first 3 school years. Univariate behavior-genetic analyses indicated substantial heritability for all three variables in all years. Longitudinal analyses showed one genetic source operating across the time span and a second entering in the second school year for each variable, though possibly not reliable for inattention. Other analyses confirmed previous findings of pleiotropy (shared genes) between inattention and reading and showed that this genetic overlap is in place from kindergarten onwards and is restricted to one of the genetic sources that affect reading and inattention. The results extend previous conclusions about the developmental trajectories of inattention, hyperactivity-impulsivity, and reading and their relationships. Limitations of this study are discussed, as are educational implications.  相似文献   

Problems of exclusionary research criteria: The case against the “usable knowledge” litmus test for social justice communication research     

Kathryn M. Olson  Clark D. Olson 《Communication Studies》2013,64(4):438-450

In 1996 five Loyola University faculty members proposed limiting the term “social justice communication research” exclusively to studies whose designs focused on “usable knowledge.” For them, that criterion necessitates that a legitimate social justice research project entail immediate action recommendations and direct researcher intervention in the interests of immediate study participants. This essay contends that such a litmus test restricts acceptable research to short‐term case studies aimed at immediately measurable outcomes produced by the researcher him‐ or herself, qualities that do not necessarily match the complex nature of problems of social in(justice) or exclusively yield the type of research outcomes that most powerfully address such problems. Widespread acceptance of their criterion: 1) limits scholarly influence to those few sites of struggle where a researcher's location and finite schedule allow extended personal engagement; 2) encourages counter‐productive dependence by lay social justice advocates on Communication researchers; 3) works against discovering and integrating broader, long‐term systemic solutions or effectively empowering advocates in other social justice struggles; 4) discourages the innovation of “the scholarship of discovery” with respect to social (in)justice issues in favor of the safer, predictable strategies of responsible “scholarship of application” (and vice versa) by necessitating the combination of conflicting objectives in a single scholarly project; and 5) promotes dysfunctional isolation and territoriality within the Communication discipline.  相似文献   

Continuing the conversation on “what constitutes publishable rhetorical criticism?”: A response     

John W. Jordan  Kathryn M. Olson  Steven R. Goldzwig 《Communication Studies》2013,64(3):392-402

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Gain-Loss Framing Enhances Mnemonic Discrimination in Preschoolers     

Chi T. Ngo  Nora S. Newcombe  Ingrid R. Olson 《Child development》2019,90(5):1569-1578

Episodic memory relies on discriminating among similar elements of episodes. Mnemonic discrimination is relatively poor at age 4, and then improves markedly. We investigated whether motivation to encode items with fine-grain resolution would change this picture of development, using an engaging computer-administered memory task in which a bird ate items that made her healthier (gain frame), sicker (loss frame), or led to no change (control condition). Using gain-loss framing led to enhanced mnemonic discrimination in 4- and 5-year-olds, but did not affect older children or adults. Despite this differential improvement, age-related differences persisted. An additional finding was that loss-framing led to greater mnemonic discrimination than gain-framing across age groups. Motivation only partially accounts for the improvement in mnemonic discrimination.  相似文献   

Minutes of the ACES Executive Council     

Peg Olson 《Counselor Education & Supervision》2004,43(3):236-238

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