A Discourse Analysis of School Counseling Supervisory E‐Mail     

Melissa Luke  Cynthia Gordon 《Counselor Education & Supervision》2011,50(4):274-291

This article is a discourse analysis of weekly computer‐mediated communications between 8 school counseling interns and their e‐mail supervisor over a 16‐week semester. Course‐required e‐mail supervision was provided as an adjunct to traditional face‐to‐face individual and group supervision. School counselor supervisees and supervisor enacted 3 discursive strategies (repetition, labeling, and plural pronoun usage), which were observed to contribute to supervisee professional identity development. Findings are discussed in light of both the counselor education and discourse analysis literatures. Implications for practice and future research are provided.  相似文献   

Characterizing Children’s Expectations About Expertise and Incompetence: Halo or Pitchfork Effects?     

Koenig MA  Jaswal VK 《Child development》2011,82(5):1634-1647

Do children expect an expert in one domain to also be an expert in an unrelated domain? In Study 1, 32 three‐ and four‐year‐olds learned that one informant was an expert about dogs relative to another informant. When presented with pictures of new dogs or of artifacts, children who could remember which informant was the dog expert preferred her over the novice as an informant about the names of dogs, but they had no preference when the informants presented artifact labels. In Study 2, 32 children learned that one informant was incompetent about dogs whereas another was neutral. In this case, children preferred the neutral speaker over the incompetent one about both dogs and artifacts. Taken together, these results suggest that for children, expertise is not subject to a “halo effect,” but incompetence may be subject to a “pitchfork effect.”  相似文献   

It's a Balancing Act: The Good Teacher and Ally Identity     

Melissa J. Smith 《Educational Studies A Journal of the American Educational Studies Association》2015,51(3):223-243

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Assessing the culture of teaching and learning through a syllabus review     

Claudia Stanny  Melissa Gonzalez  Britt McGowan 《Assessment & Evaluation in Higher Education》2015,40(7):898-913

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The Contours of Feminist Media Studies     

Melissa A. Click  Andrea Press 《The Communication Review》2015,18(1):1-6

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Database choices in endocrine systematic reviews     

Matt Vassar  Branden Carr  Melissa Kash-Holley  Elizabeth DeWitt  Chelsea Koller  Joshua Day  Kimberly Day  David Herrmann  Matt Holzmann 《Journal of the Medical Library Association》2015,103(4):189-192

Objective

The choice of bibliographic database during the systematic review search process has been an ongoing conversation among information specialists. With newer information sources, such as Google Scholar and clinical trials registries, we were interested in which databases were utilized by information specialists and systematic review researchers.

Method

We retrieved 144 systematic reviews and meta-analyses from 4 clinical endocrinology journals and extracted all information sources used during the search processes.

Results

Findings indicate that traditional bibliographic databases are most often used, followed by regional databases, clinical trials registries, and gray literature databases.

Conclusions

This study informs information specialists about additional resources that may be considered during the search process.  相似文献   

A Review of “Spirit and Trauma: A Theology of Remaining”     

Melissa Lynch 《Religious education (Chicago, Ill.)》2013,108(5):560-561

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Privatizing Libraries by Jane Jerrard,Nancy Bolt,and Karen Strege     

Melissa Aho MA  MLIS  MS 《Public Services Quarterly》2013,9(4):342-343

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A critical discourse analysis of teachers’ views on LGBT literature     

Melissa Schieble 《Discourse: Studies in the Cultural Politics of Education》2012,33(2):207-222

This article presents a thread of discussion posted to a web-based forum in the context of a children's literature course in one teacher education program in the USA. Participants in the virtual discussion include three preservice elementary teachers and the course instructor (author) on the subject of bringing lesbian, gay, bisexual and transgender (LGBT) literature into the elementary classroom. Classroom teachers who lead discussions about race, gender, class, sexuality and inequality are encouraged to create and maintain a safe environment for dialogue. In this article, the author explores how the need to maintain a culture of safety around discussions of sexuality shaped the participants’ views on teaching LGBT literature written for children. Applying the tools of critical discourse analysis, the author demonstrates how events in the discussion unfolded that left normative constructions of sexuality unexamined.  相似文献   

Parental sport achievement and the development of athlete expertise     

Stuart G. Wilson  Melissa J. Wilson  Joseph Baker 《European Journal of Sport Science》2019,19(5):661-670

This study sought to examine how parental sport involvement and attainment were related to the eventual level of competitive sport attained by their children. Athletes (n?=?229) were divided into three skill level groups (elite: n?=?139; pre-elite: n?=?33; non-elite: n?=?57), based on the peak competition level achieved in their career, which were compared using chi-squares tests of independence and analyses of variance according to parents sport characteristics provided through the Developmental History of Athletes Questionnaire. Parental recreational and competitive sport participation was overrepresented among elite athletes, as were parents who reached an elite level of sport themselves. Results were found to differ according to parent sex, with athlete skill level significantly related to the sport participation and skill level of fathers, but not mothers. Results suggest parental sport experiences at different levels of competition influence the development of athletes, although these relationships are subject to many factors.  相似文献