The Impact of Professional Development on Library Faculty Attitudes,Practices, and Knowledge of Student Learning Assessment     

Lyda Fontes McCartin  Andrea Falcone  Shannon Marie Smith 《Public Services Quarterly》2013,9(3):214-230

In order to align with university-wide assessment initiatives and to promote a systematic approach to one-shot assessment within our library, a team of five librarians participated in a campus-wide professional development program about student learning assessment. We then implemented library-specific professional development about student learning assessment for one-shot instruction. We provide an overview of the professional development program and discuss our study that explored the impact of the program on librarians’ knowledge, skills, and attitudes about student learning assessment. Our findings indicate that faculty participants had a positive change in practice, knowledge, and attitude after participating in the professional development program.  相似文献   

The Influence of Television News Depictions of the Images of War on Viewers     

Michael Pfau Ph.D.  Michel M. Haigh Ph.D.  Theresa Shannon  Toni Tones  Deborah Mercurio  Raina Williams 《广播与电子媒介杂志》2013,57(2):303-322

Results of an experiment about the influence of network television news coverage of combat in Iraq on viewers indicated that, compared with a control condition which featured news stories about combat operations in Iraq described by news anchors, news reports also featuring footage of combat operations increased viewer involvement levels about the war and reduced viewer support for continued military presence in Iraq. Television news footage of combat operations also reduced viewers' pride in U.S. military presence but did not affect other emotions. However, regardless of how news stories were packaged, women experienced greater emotional response to network news stories about combat operations than men. The results also shed light on the potential of inoculation to deflect such influence.  相似文献   

Using Communication Infrastructure Theory to Formulate a Strategy to Locate “Hard-to-Reach” Research Participants     

Holley A. Wilkin  Kimberly A. Stringer  Karen O'Quin  Shannon A. Montgomery  Kimberly Hunt 《Journal of Applied Communication Research》2013,41(2):201-213

In health-communication research, participants who are disproportionately affected by health disparities are often “hard-to-reach,” making them difficult to identify for formative research. This study used communication infrastructure theory (CIT) to create a strategy for locating a specific subset of residents—those who use 911 for healthcare—within a low-income Atlanta community. Findings suggest the need for strategies that involve employing both the communication channels that are part of the neighborhood storytelling network and the community's discursive spaces, more specifically the communication hot spots and community comfort zones located within the community's built environment.  相似文献   

A Comparison of Response Rate,Response Time,and Costs of Mail and Electronic Surveys     

David M. Shannon  Carol C. Bradshaw 《Journal of Experimental Education》2013,81(2):179-192

Response rates, response time, and costs of mail and electronic surveys were compared. The survey sample consisted of college faculty in the southeastern United States. Mail surveys yielded a higher response rate and a lower rate of unde-liverable surveys. However, receipt of responses was significantly quicker for those delivered electronically, with over 80% of initial responses arriving before receipt of the 1st returned mail survey. The costs associated with distribution of surveys and preparation of data for analysis were much lower with the electronically delivered surveys.  相似文献   

Does Our Humor Affect Us?: An Examination of a Dyad's Humor Orientation     

Shannon M. Maki  Melanie Booth-Butterfield  Audra McMullen 《Communication quarterly》2013,61(5):649-664

In this article, researchers explain how individuals' similarities in humor orientation influence dyadic cohesion and satisfaction. The researchers in this study investigated the impact of communication appropriateness as a mediating variable in relationships. Relational partners (n = 151 dyads) completed measures of both self and other regarding humor orientation, cohesion, and satisfaction. A couple's humor orientation was positively correlated with both dyadic satisfaction and cohesion. Communication appropriateness was a mediating factor in both the relationship between a couple's humor orientation and dyadic cohesion, and humor orientation and satisfaction. The overall dyadic humor orientation was more important than a couple's humor discrepancy, or either partner's scores.  相似文献   

Students’ characteristics,self-regulated learning,technology self-efficacy,and course outcomes in online learning     

Chih-Hsuan Wang  David M. Shannon  Margaret E. Ross 《Distance Education》2013,34(3):302-323

The purpose of this study was to examine the relationship among students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified motivation strategies learning questionnaire, the online technology self-efficacy scale, the course satisfaction questionnaire, and the final grades. The researchers used structural equation modeling to examine relationships among student characteristics, self-regulated learning, technology self-efficacy, and course outcomes. Based on the results from the final model, students with previous online learning experiences tended to have more effective learning strategies when taking online courses, and hence, had higher levels of motivation in their online courses. In addition, when students had higher levels of motivation in their online courses, their levels of technology self-efficacy and course satisfaction increased. Finally, students with higher levels of technology self-efficacy and course satisfaction also earned better final grades. Based on the findings, we recommend that instructors design courses in a way that can promote students’ self-regulated learning behaviors in online learning settings and that students in online classes, as in traditional classes, set aside a regular time to concentrate on the course. Also, institutions should provide user-friendly online learning platforms and workshops for instructors and students to facilitate the teaching and learning experiences.  相似文献   

Reading Education and Poverty: Questioning the Reading Success Equation     

Jacqueline Edmondson  Patrick Shannon 《Peabody Journal of Education》2013,88(3-4):104-126

  相似文献   

International dimensions of the community college     

William G. Shannon 《Peabody Journal of Education》2013,88(4):300-303

  相似文献   

Styles of parenting among parents of young gifted children     

Barbara A. Minton  Shannon Pratt 《Roeper Review》2013,35(4):232-236

Elementary students in programs for gifted and highly gifted students were tested using the Stanford‐Binet Intelligence Scales, Fifth Edition (SB5). Students’ scores on the SB5 were significantly lower than their scores on the Wechsler Intelligence Scale for Children— Third Edition (WISC‐III). In addition, rank order was not well preserved between the SB5, WISC‐III scores, and determination of giftedness. While the cause of these findings is unclear, caution should be used when utilizing the SB5 for determinations of gifted status.  相似文献   

Assessment of preservice teachers using alternative assessment methods   总被引：1，自引：0，他引：1  

David M. Shannon  Margaret Boll 《Journal of Personnel Evaluation in Education》1996,10(2):117-135

  相似文献