I Quit! The Process of Announcing Voluntary Organizational Exit     

Stephanie R. Klatzke 《Qualitative Research Reports in Communication》2016,17(1):44-51

The exit phase of assimilation is broken down into three sub-processes: preannouncement, announcement/actual exit, and the post-exit period (Jablin, 2001). This article seeks to better understand how individuals make exit announcements. The findings suggest that announcing exit itself is a phased process which links the exit phases Jablin described. Though the formal announcement may be the most prominent, it isn’t necessarily the first or most important.  相似文献   

Expertise amiss: interactivity fosters learning but expert tutors are less interactive than novice tutors     

Stephanie Herppich  Jörg Wittwer  Matthias Nückles  Alexander Renkl 《Instructional Science》2016,44(3):205-219

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Teaching Young Children to Make Picture Books     

Jeffrey C. Brewster 《Early Childhood Education Journal》1997,25(2):113-117

Teaching young children to make picture books provides the opportunity to both record and to share personal experiences in a unique format. Two powerful modes of thought and expression, the linguistic and the visual, are naturally integrated in the process of picture bookmaking. The public recognition of picture bookmaking efforts empowers young children who are struggling to master the reading and writing processes as they gain an understanding of how text and image work together to tell the story. The increased self-confidence which comes from mastery of both bookmaking and illustrating techniques is beneficial for all children.  相似文献   

The influence of kinetic structure in films on biology students' achievement and attitude     

Ellen Stephanie Simmons 《科学教学研究杂志》1980,17(1):67-73

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Editorial     

Stephanie Hellekamps  Meinert A. Meyer  Christoph Wulf 《Zeitschrift für Erziehungswissenschaft》2006,9(2):151-153

Ohne Zusammenfassung

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Editorial

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An exploration of Outward Bound New Zealand’s organisational culture     

Andrew J. Martin  Stephanie Dench  Levinia Paku 《Journal of Adventure Education & Outdoor Learning》2016,16(3):206-221

This article examines the key factors of organisational culture (artefacts, values and beliefs, and core assumptions) that have led to the development of Outward Bound New Zealand (OBNZ) over the past 50 years. Primary data for this case study were obtained through the use of semi-structured, in-depth interviews with past and present school and executive directors. A key finding is that OBNZ, founded on the beliefs of the German educator Kurt Hahn, has reviewed its values and formalised these into the ‘fundamentals’ of greatness, compassion, responsibility and integrity. Important visible symbols of the OBNZ brand are the badge, the logo with ‘to serve, to strive and not to yield’ and the cutter. The core assumption is still focused on self-discovery and the Outward Bound motto ‘there’s more to you than you think’. Internationally, Outward Bound course length has declined to just 4 days compared with OBNZ’s average of 14 days. In contrast, OBNZ has remained true to Hahn’s original belief, the ‘fundamental’ values, core assumptions and the Standard/Classic (three-week) course. These findings have implications for the development of outdoor adventure education and business organisations’ culture and leadership.  相似文献   

A primer on building web sites for the blind     

Nathan Lowell  Stephanie Roberts 《TechTrends》2001,45(1):32-33

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Rezension zu: <Emphasis Type="Italic">Jutta Ecarius (Hrsg.): Handbuch Familie</Emphasis>     

Stephanie Saleth 《Zeitschrift für Erziehungswissenschaft》2007,10(3):446-447

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Student Assessment of Self-Efficacy and Practice Readiness Following Simulated Instruction in an Undergraduate Social Work Program     

Kimberly Carter  Jayme Swanke  Jessica Stonich  Stephanie Taylor  Morgan Witzke  Michael Binetsch 《Journal of Teaching in Social Work》2018,38(1):28-42

ABSTRACT

The use of simulated instruction is a growing trend in social work education. This study examined the effectiveness of simulated instruction with undergraduate social work students. In this mixed methods study, the extent to which simulated instruction improved self-efficacy and practice readiness was assessed. Results of the study suggest that simulated instruction helps improve key practice skills and increases recognition of diversity in practice. Moreover, students self-reported increased mastery in interviewing, managing emotions, and engaging in culturally competent practice.  相似文献   

Faculty behavior in low-paradigm versus high-paradigm disciplines: A case study     

Dr. Mark E. Thompson  David A. Brewster 《Research in higher education》1978,8(2):169-175

The notion of academic disciplines being characterized as high- or low-paradigm technologies was developed by Lodahl and Gordon from Kuhn's concept of a paradigm. Using this concept, the voting pattern of high-paradigm faculty (chemistry, physics, mathematics, and engineering) was compared to low-paradigm faculty (sociology, political science, history, and education) concerning a controversial campus issue to liberalize curriculum choices for students. It was found that high-paradigm faculty were not willing to grant students more latitude to select courses for degree requirements, while low-paradigm faculty members were in favor of giving students more latitude to select academic courses for degree requirements. The unique aspect of this study is that faculty behavior, as described in an actual case study, corresponds to theoretical positions supported by questionnaire data.  相似文献