Promoting early literacy through the professional development of preschool teachers     

Cristianne Lane  Mary Jo Surges Prokop  Blanche Podhajski  Jane Nathan 《Early Years: An International Journal of Research and Development》2014,34(1):67-80

The purpose of this study was to examine the effect of a professional learning program on the emergent literacy skills of preschool children. Building Blocks for Literacy^® is a program consisting of training supported by mentoring designed to teach early childcare providers how to promote the development of early literacy skills. A previous investigation found positive effects of the program on the pre-literacy skills of children in Vermont. The current study extended their work by replicating the training for Head Start teachers (n?=?27) in another state. Teachers were divided into three groups. One group received the training and live mentoring; a second group received training and distance mentoring; and a third group of teachers served as controls. The results indicate that children (n?=?97) served by teachers who received the training (n?=?18) made higher gains on a measure of early literacy skills than those children (n?=?36) served by control teachers. The gains made by children in the treatment groups were consistent for teachers who received either live or distance mentoring. Implications for practice are discussed.  相似文献   

Humor ability,unwillingness to communicate,loneliness, and perceived stress: Testing a security theory   总被引：1，自引：0，他引：1  

Nathan Miczo 《Communication Studies》2013,64(2):209-226

The purpose of this study was to develop and test a theory of the laughter‐humor link in interpersonal communication. The basic premise of the theory is that a sense of security underlies the ability to encode humor in everyday conversation. It was hypothesized that communication‐related security (i.e., willingness to communicate) predicts humor ability, which in turn negatively predicts loneliness and perceived stress. Undergraduates completed a survey including the following scales: Unwillingness‐ to‐Communicate, Humor Orientation, Coping Humor, revised UCLA Loneliness, and Perceived Stress. Regression analyses confirm that willingness to communicate predicted humor orientation, while humor orientation mediated the relationship between willingness to communicate and coping humor. Humor orientation negatively predicted loneliness and perceived stress, although in both cases willingness to communicate mediated the relationships. The discussion highlights methodological limitations (e.g., use of self‐report) and reiterates the need for interaction‐ and context‐based studies of the laughter‐humor relationship.  相似文献   

A Likely Past: Abortion,Social Data,and a Collective Memory of Secrets in 1950s America     

Nathan Stormer 《传播与批判/文化研究》2013,10(4):337-359

This essay analyzes the collective mnemonics embedded in the statistical discourse of Planned Parenthood's 1955 conference, Abortion in the United States. Conferees recalled a culture that was diseased, remembered both through social data on abortion pathology and epidemiology. The essay conceptualizes how to think of social data as a collective memory of secrets that is incumbent to biopower, particularly regarding statistical anonymity as a form of strategic amnesia. Although primarily a study of this conference, the essay notes the broader importance of collective memory and secrecy for the study of biopower.  相似文献   

Addressing the sublime: space,mass representation,and the unpresentable     

Nathan Stormer 《Critical Studies in Media Communication》2013,30(3):212-240

Mass representations of the sublime use apostrophe as a mode of address that normalizes a moment of expected failure of discourse. Regardless of whether a viewer experiences “sublimity,” mass representations of what is supposedly beyond discourse embody the expected limits of communication, aestheticizing conditions of impossibility for discourse, and thereby constituting a space wherein the humanist subject may become a recognizable self in a public sense. Constituting a relationship between the spectator as human and the sublime objects as greater than human, a mass reproduced sublime thus helps establish discursive spaces of humanism. Although the aesthetics of the sublime can be exceptionally varied, the essay applies these ideas to popular Ansel Adams photographs, which illustrate the problems of attempting to represent the unrepresentable and the invocation of a particular kind of subjectivity as a commonplace.  相似文献   

Dialogic voices in talk about drinking and pregnancy     

Leslie A. Baxter    John B. Lowe  Peter Nathan  Liz Pearce 《Journal of Applied Communication Research》2013,41(3):224-248

Alcohol use during pregnancy poses a significant risk of fetal alcohol syndrome. This study presents the interpretive findings of the formative research phase of a funded grant to develop a community‐based public health media campaign on the topic of drinking during pregnancy. In the initial wave of data collection, 50 rural women were recruited from four Women, Infants, and Children (WIC) clinics in southeastern Iowa to participate in semi‐structured interviews. In the second wave, 10 additional WIC clients were interviewed for member‐checking purposes. Findings revealed two competing discourses that organized these women's attitudes, beliefs, and behaviors surrounding drinking and pregnancy: the discourse of individualism and the discourse of responsible motherhood. These two discourses offer opposing normative guidelines for talk among their close female relatives and friends. The implications of these findings for designing a community‐based media campaign are discussed.  相似文献   

Unlocking the potential of the Internet to improve college choice: a comparative case study of college-access Web tools     

Nathan Daun-Barnett  Dilip Das 《Journal of Marketing for HIGHER EDUCATION》2013,23(1):113-134

Students and parents rely on Web-based tools to navigate the college-choice process, yet little research has been done to understand this environment. While this shift has made the process easier to navigate for some, we contend that the move will grow an already large digital divide in the USA. We use Hossler and Gallagher's college-choice framework to examine the substance and function of three college-access Web portals. Our findings suggest these tools are likely to serve many students well in the process, but may exacerbate the digital divide with consequences for low-income students.  相似文献   

Student Access of Supplemental Multimedia and Success in an Online Course     

Nathan B. Miller 《The American journal of distance education》2013,27(4):242-252

Institutions are developing online courses that contain rich multimedia, but research shows there is little difference in student achievement when these types of materials are included. However, many studies report the results of the presence, not the access, of multimedia learning objects. In addition, they do not categorize the multimedia as supplemental or required. To better understand the relationship between multimedia inclusion and student success, this study investigates student access of three categories of supplemental multimedia in an online course and uses access data as a filter for comparing student final grades. A summary of statistically significant differences in mean final grades at four levels of supplemental multimedia access is included.  相似文献   

All Validities are Not Created Equal: Determinants of Variation in SAT Validity Across Schools     

Winny Shen  Paul R. Sackett  Nathan R. Kuncel  Adam S. Beatty  Jana L. Rigdon  Thomas B. Kiger 《教育实用测度》2013,26(3):197-219

Previous research has demonstrated that cognitive test validities are generalizable and predictive of academic performance across situations. However, even after accounting for statistical artifacts (e.g., sampling error, range restriction, criterion reliability), substantial variability often remains around estimates of cognitive test–performance relationships suggesting the presence of additional moderators. In the present study, we examine the sources of institutional variation in Scholastic Aptitude Test (SAT) validity across a sample of 110 institutions. Institutional characteristics moderated the size of SAT validities, such that more selective schools and schools that emphasize traditional assessment techniques (i.e., school records, standardized tests) showed higher SAT validities while schools that were larger and where students demonstrated more financial need, schools that emphasized the usage of alternative assessment techniques (i.e., essays, letters of recommendations, extracurricular activities), and schools that enrolled higher percentages of historically disadvantaged minority students generally exhibited lower SAT validities. Future directions in the understanding of situational influences on SAT–grade point average validities are discussed.  相似文献   

Variations of Normal Children     

Thomas Goetz  Anne C. Frenzel  Oliver Lüdtke  Nathan C. Hall 《Journal of Experimental Education》2013,81(1):84-101

Previous research indicates that academic emotions are largely organized along domain-specific lines. In the present study (N = 1,687; Grades 8/11), the authors explored the domain specificity of academic emotions in terms of the moderating influence of having the same versus a different course instructor across domains. The authors evaluated discrete emotions consisting of enjoyment, pride, anxiety, anger, and boredom as experienced in the academic domains of mathematics and physics. Consistent with previous findings, between-domain relations for these emotions were relatively weak. These relations were, however, significantly stronger in classes having the same instructor in mathematics and physics compared with classes having different instructors for each subject. Nevertheless, the between-domain relations in classes having the same instructor were not strong enough to disconfirm the domain-specific conceptualization of academic emotions. Last, the authors discuss directions for future research on additional factors potentially affecting the strength of between-domain relations of academic emotions.  相似文献   

Recursivity: A Working Paper on Rhetoric and Mnesis     

Nathan Stormer 《Quarterly Journal of Speech》2013,99(1):27-50

This essay proposes the genealogical study of remembering and forgetting as recursive rhetorical capacities that enable discourse to place itself in an ever-changing present. Mnesis is a meta-concept for the arrangements of remembering and forgetting that enable rhetoric to function. Most of the essay defines the materiality of mnesis, first noting the limitations of studying recursivity within dominant approaches remembering and forgetting in rhetorical studies, then describing mnesis as the performative necessity to fold the past into the present so as to provide “now” with a sense of place. After setting a foundation, the essay closes with a sketch of how to produce a genealogy of recursion.  相似文献