Research abstracts     

Loran C. Twyford  Robert J. Molinary  Robert M. Diomond  Paul Mulligan  Richard McGuire  William Ryan  Francis E. Vieth  Leo Heeney  Richard H. Solomon 《Educational technology research and development : ETR & D》1966,14(3):421-428

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Information management and learning in computer conferences: Coping with irrelevant and unconnected messages     

Stephan Schwan  Daniela Straub  Friedrich W. Hesse 《Instructional Science》2002,30(4):269-289

The present study examines how learnersinteract with one another within the context ofa computer conference for the purposes ofpassing a test. In a faked computer conferencewith predetermined messages, both the number ofmessages irrelevant to the topic, and theexplicit threading of messages were varied in a2 × 2 design (n = 54). Subjects participated in anasynchronous fashion over a course of fourlog-in sessions. In general, learners indicateda fairly consistent pattern of reception. Theyopened virtually all messages, grouped them ina non-chronological order, and processed themaccording to their topic relevance. Thispattern was also mediated by the conferencecharacteristics. Explicit threading led tosequences of message readings that were morecontent oriented. Similarly, fewer irrelevantmessages lead to prolonged reading times ofrelevant messages. Whereas learning success wasnot affected by conference characteristics,explicitly threaded messages decreased theperceived cognitive demands.  相似文献   

I. Introduction     

Rita Astuti  Gregge A. Solomon  Susan Carey 《Monographs of the Society for Research in Child Development》2004,69(3):1-24

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V. STUDY 4. REASONING ABOUT ANIMALS AND SPECIES KIND     

Rita Astuti  Gregge A. Solomon  Susan Carey 《Monographs of the Society for Research in Child Development》2004,69(3):90-102

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VI. GENERAL DISCUSSION     

Rita Astuti  Gregge A. Solomon  Susan Carey 《Monographs of the Society for Research in Child Development》2004,69(3):103-118

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The Great evolution trial: Use of role-play in the classroom     

Jonathan Duveen  Joan Solomon 《科学教学研究杂志》1994,31(5):575-582

This article gives both the pedagogic and scientific thinking that guided the construction of a classroom role-play—The Great Evolution Debate. This role-play is about the publication of Darwin's The Origin of Species, which is supposed to be on trial for blasphemy. Historical characters are used to show the range of ideas which were current at that time. The literature on learning history, and on learning about the nature of science, is discussed, leading to an examination of historical empathy as a classroom objective. The reasons for including the various characters in the role-play are explained. The exercise has been used by 15 to 16-year-old students in British high schools with considerable success, and some tentative findings about learning from role-play are drawn from its observation.  相似文献   

Voice,identity, and the organizing of student experience: managing pedagogical dilemmas in critical classroom discussions     

Thomas J. Yannuzzi  Daniela Martin 《Teaching in Higher Education》2013,18(6):709-720

The current paper explores the discursive complexities of teaching and learning in inclusive, critically oriented classrooms. It argues that to accomplish the ontological goals of higher learning, we need to focus on the construction of student voice, or the ability to be considered in and have influence on teaching and learning. The paper further explores the relationship between having voice and the interactional negotiation of identities and relationships among students and teachers. It is suggested that teaching and learning through inclusive, critically oriented classroom discussions is bound in the organizing of complex social experiences, and requires teachers to navigate at least three inherent pedagogical dilemmas lesson management, emotion labor, and structure.  相似文献   

The Future of the Media Professions: Current Issues in Media Management Practice     

Daniela Bartosova 《媒体管理杂志》2013,15(3):195-203

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Perceptions of social‐sexual communication at work: The effects of message,situation, and observer characteristics on judgments of sexual harassment     

Denise Haunani Solomon  Mary Lynn Mille Williams 《Journal of Applied Communication Research》2013,41(3):196-216

Social‐sexual communication at work may contribute to either the initiation of an organizational romance or sexual harassment. We examined forces that influence perceptions of sexual messages as harassing rather than flirtatious. We presented 94 working adults with questionnaires soliciting workplace attitudes and experiences. Then, participants reviewed newsletters describing male and female coworkers in a fictitious organization. Finally, participants evaluated the degree of sexual harassment evident in six hypothetical interactions wherein one of the employees introduced in the newsletter makes a suggestive remark to his or her coworker. Newsletters and questionnaires manipulated the explicitness of messages, the initiator's status as supervisor versus subordinate, the attractiveness of the message initiator and target, and the initiator's sex. Message explicitness accounted for 88% of the variance in perceptions of harassment. A five‐way interaction among message and situational cues suggested that perceptions of sexual harassment are also influenced by contextual information. Females rated highly explicit messages as more harassing than did males, and individuals who were more accepting of socializing or dating between coworkers rated scenarios as less harassing. Exposure to socializing at work had a curvilinear association with perceptions of harassment such that low to moderate exposure corresponded with perceptions of greater harassment and moderate to high exposure was associated with lower ratings of sexual harassment. The discussion highlights applications for sexual harassment training programs within organizations.  相似文献   

Responses to changes in relational uncertainty within dating relationships: Emotions and communication strategies   总被引：2，自引：0，他引：2  

Leanne K. Knobloch  Denise Haunani Solomon 《Communication Studies》2013,64(3):282-305

Guided by the appraisal theory of emotion, this paper examines how various emotions shape communication strategies within romantic relationships. Events that changed people's relational uncertainty levels provide the context for the investigation. Participants in dating relationships (N = 141) described their experience of relational certainty and uncertainty increasing events. Relational certainty increases coincided with relatively high levels of happiness, and relational uncertainty increases corresponded with heightened degrees of anger and sadness. Integrative behaviors were a frequently reported response to both kinds of events. Consistent with appraisal theory, specific emotions were associated with particular strategies; however, some effects were moderated by the type of event. The discussion highlights the utility of appraisal theory for understanding how romantic partners manage fluctuations in relational uncertainty.  相似文献