The rhetoric of power: Political issues in management writing     

Margaret Ann Baker Graham  Carol David 《Technical Communication Quarterly》2013,22(2):165-178

Power, determined by rank, can be a primary determinant of how communication acts are structured by the writer and perceived by the reader. The sales model underpinning traditional business communication principles does not consider the effect of such power in memos written by managers to subordinates. Three rhetorical and linguistic strategies that reflect the construct of power in managerial communication are projecting leadership, assuming commonality, and controlling information. These strategies, which have not been sufficiently considered in theoretical and applied research, suggest the need to consider new ways of articulating principles for management communication.  相似文献   

Assessing to Teach: An Introduction     

Margaret Heritage  Alison L. Bailey 《Educational Assessment》2013,18(3-4):145-148

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The Effect of Service Learning on Community College Students     

Margaret S. Sass  Ken Coll 《Community College Journal of Research & Practice》2013,37(3):280-288

This study discusses the implementation of a service learning component in community college communication 101 level courses. Through the execution of a service learning component in communication classes at a community college, students’ communicative competency and attitude toward community service is assessed. Using two different delivery approaches, a quantitative study assessed the pretest and posttest of the standardized tool Communicative Adaptability Scale (CAS). Eight sections of communication 101 courses were distributed into two groups: (a) an experimental group and (b) a control group. The experimental group (n = 69) was required to finish a service learning project consisting of 15 hours by the end of the semester. The control group (n = 64) students did not participate in a community service project. Quantitative research methods were applied through data collection of the CAS taken by participants preimplementation and postimplementation of the service learning component, which was a community service project. The CAS results support that the implementation of service learning significantly increases students’ communication adaptability and competence.  相似文献   

A Quiet Place for Student Veterans     

Margaret Hollingsworth 《Community College Journal of Research & Practice》2013,37(11):1070-1073

As electronic gadgets predominate a student’s life, there comes a need for silence. A quiet place free of electromagnetic spectrum waves, dirty and stray electricity, and the endless chirps, whistles, beeps, and customized signaling. A quiet place can offer solitude for meditation, inspiration, and spiritual awareness. Student involvement in the classroom and campus activities is of upmost importance for student retention and successful program completion; however, student veterans often face overwhelming transitioning barriers as they cross from combat to the community college environment. Whether student veterans need a place to calm themselves, compartmentalize traumatic memories, or concentrate on overcoming an educational challenge, the quiet place can offer sanctuary. The proposed quiet place will be designed inexpensively using furniture available on the host rural community college campus, the state surplus warehouse, and from employee donations. The labor to paint and refurbish will be provided by dedicated veteran college staff and members of the Student Veterans of America association on the community college campus. The quiet place will utilize a small room less than 10 feet squared, however with low earth sounds emanating from an MP3 player and speaker, soft comfortable seating, and a rug, the room will be free from all other electronics and electrical devices. This dedicated student-veteran space will be unstaffed, self-policed for quiet enforcement, although a Career Coach will be available to handle any situations and address messages left by student veterans.  相似文献   

DETERMINING OUTCOMES OF COLLECTIVE BARGAINING IN TWO‐YEAR INSTITUTIONS‐PART 1     

Margaret K. Chandler  Daniel J. Julius 《Community College Journal of Research & Practice》2013,37(4):203-225

This research is presented in a two part series. The first article sets forth the objectives of the study and the research methodology and design. Basic demographic and institutional data are also presented. The second article in this series discusses interrelations among research data and presents conclusions and implications for practice.

An attempt is made to assess the extent to which faculty associations have penetrated certain management functions or rights. A related and second objective was to determine the impact of faculty unions on the traditional professional prerogatives of the faculty. The sample studied was approximately 63 percent of all collective bargaining agreements in existence at two‐year institutions. The authors also sought to develop predictors (institutional and demographic variables) of contractual language. In part 1, characteristics of institutions where contracts are in existence are discussed. A statistically significant relationship was found to exist between the demographic and institutional variables and the relative strength of contractual clauses in the areas of appointment, promotion, nonrenewal, tenure, long range planning, retrenchment and management rights. A complete breakdown of all variables utilized in this study can be found in the appendices  相似文献   

Cognitive Endophenotypes of Dyslexia     

Kristina Moll  Ariana Loff  Margaret J. Snowling 《Scientific Studies of Reading》2013,17(6):385-397

The study investigated cognitive deficits associated with dyslexia and familial risk of dyslexia (endophenotypes) by comparing children from families with and without a history of dyslexia. Eighty-eight school-aged children were assessed on measures of phonology, language and rapid automatized naming. A series of regression analyses with family risk and dyslexia status as predictors indicated that word recall, morphology, and rapid automatized naming were associated with the deficit, whereas the two phonological measures (phoneme awareness and nonword repetition) were associated with both literacy deficits and family risk, suggesting that the phonological deficit is an endophenotype of dyslexia. Whereas the association with familial risk was similar for the two phonological measures, they differed in their relation to dyslexia status: Phoneme awareness showed a stronger association with dyslexia than risk status, whereas nonword repetition was more strongly related to the risk. The data are interpreted within the framework of multiple deficit models of dyslexia.  相似文献   

BRIDGING THE DIFFERENCES TO UNCOVER THE SIMILARITIES: DISCIPLINES WORKING TOGETHER IN EARLY CHILDHOOD SPECIAL EDUCATION     

Margaret Shaeffer  Gail B. Bass  Peggy Mohr  Carla Hess 《Journal of Early Childhood Teacher Education》2013,34(2):165-170

Abstract

The study examined the integration of science and mathematics methods courses and preservice teachers’ understanding of constructivism. The participants were 50 preservice teachers who were enrolled in early childhood education mathematics and science methods courses, and an early childhood practicum. The two methods courses were integrated and the instructors adopted a collaborative approach, including common syllabi, texts, assignments, and teaching strategies. The preservice teachers completed e‐journal reflection that were subsequently coded and analyzed. The findings suggested that the instructional approach enabled students to develop and refine their understanding of constructivism. © 2005 Elsevier Inc. All rights reserved.  相似文献   

Accessing,Integrating, and Inhibiting Word Meaning in Poor Comprehenders     

Lisa Henderson  Margaret Snowling  Paula Clarke 《Scientific Studies of Reading》2013,17(3):177-198

This study examined three processes crucial to reading comprehension (semantic access, integration, and inhibition) to identify causes of comprehension impairment. Poor comprehenders were compared to chronological-age controls and vocabulary-age (VA) controls. When listening to homonym primes (“bank”) versus unrelated primes, controls were faster to name pictures related to dominant (money) and subordinate (river) meanings at 250 ms interstimulus interval (ISI) but only showed dominant priming at 1,000 ms ISI, whereas poor comprehenders only showed dominant priming. When listening to subordinately biased sentences ending in homonyms (“John fished from the bank”) versus control sentences, all groups showed priming when naming subordinate (appropriate) pictures at 250 ms ISI: VA controls and poor comprehenders also showed priming when naming dominant (inappropriate) pictures. At 1,000 ms ISI, controls showed appropriate priming, whereas poor comprehenders only showed inappropriate priming. These findings suggest that poor comprehenders have difficulties accessing subordinate word meanings, which can manifest as a failure to inhibit irrelevant information.  相似文献   

An exploratory study of early childhood educators' views on culture and play     

Prathyusha Sanagavarapu  Margaret Wong 《Journal of Early Childhood Teacher Education》2013,34(4):303-309

Abstract

This study explored early childhood teachers’ views relating to culture and play by collecting information from them on cultural differences and parental perceptions of play, culturally appropriate play (CAP) practices and barriers in its implementation. The participants of the study were 14 early childhood educators working in long day care (LDC) or out, of, school, hours care (OOSH) settings located in Sydney, Australia. Children in the selected centers represented various cultural and linguistic backgrounds.

Teachers in the present study reported noticeable differences in the play of children of diverse cultural backgrounds. However, they believed that the differences in children's play were attributable to the children's proficiency in English language and gender rather than to their culture. The teachers reported they had limited or no information on the children's cultural patterns of play at home. The lack of information on cultural patterns of play, perhaps, has led to difficulties in understanding the cultural origins of play or in accommodating cultural differences into programming. The results highlight the need for educators to have greater knowledge of the cultural bases of play to enable them to provide, in partnership with parents, culturally appropriate play experiences for children.  相似文献   

Call me teacher: the quest of new teachers     

Janice Rippon  Margaret Martin 《Teachers and Teaching》2013,19(3):305-324

This narrative inquiry presents the experiences of a group of 10 new primary teachers grappling with relationships in the social context of their school environment during their first year of teaching. Their lived experiences are plotted together in the story of Gemma to provide one insight into the emotional dimension of attaining the identity of a real teacher in schools with individualistic cultures. Readers can add their stories to enrich interpretations of the text, extending the collaborative process beyond this group, to understand the difficulties faced by some new teachers motivated to say ‘call me teacher’. The paper concludes with a plea to take account of the emotional needs, as well as the professional development needs, of new teachers in the induction process by differentiating induction procedures and raising awareness of the different cultures experienced by new teachers during their placement as they strive to attain a positive identity.  相似文献