Utilization of CSR to build organizations’ corporate image in Asia: need for an integrative approach     

Augustine Pang  May O. Lwin  Chrystal Shu-Min Ng  Ying-Kai Ong  Shannon Rose Wing-Ching Chau  Kristle Poh-Sim Yeow 《亚洲交流杂志》2018,28(4):335-359

Corporate social responsibility (CSR) has been found to be a strong predictor of a favorable corporate image [Gray, 1986. Managing the corporate image: The key to public trust. London: Quorum Books]. Websites have become an essential communication platform [Dawkins, 2004. Corporate responsibility: The communication challenge. Journal of Communication Management, 9(2), 108–119]. This study aims to investigate how CSR can be used in enhancing organizational corporate image. Content analyses of 150 corporate websites of organizations in Asia headquartered in Singapore were conducted, followed by in-depth interviews with public relations (PR) practitioners to examine the motivations behind their CSR engagement. Findings showed that organizations utilized CSR as a means to enhance corporate image via four ways: Engaging in two-way conversations with stakeholders, adopting an inside-out communication approach with employees, recognizing the relevance of other CSR communication channels, and communicating CSR with authenticity. However, some organizations hesitate to use CSR communication to enhance their corporate image because they wanted to avoid being seen as using CSR as a promotional tool.  相似文献   

Analyzing Challenges to Library Materials: An Incomplete Picture     

Shannon M. Oltmann  Chris Peterson  Emily J. M. Knox 《Public Library Quarterly》2017,36(4):274-292

This research project used Freedom of Information requests to obtain public records from Alabama institutions about challenges to materials in public schools and public libraries. Challenges occur when a patron objects to certain content. In this analysis, we examine the records of challenges. The research questions were as follows: How many challenges occur in public schools and libraries? What is the nature of these challenges? Are there institutional or demographic factors that are correlated to the occurrence of challenges? In this exploratory study, the number of reported challenges was surprisingly low. We investigated whether reported challenges were related to certain institutional or demographic factors, but did not find any discernible relationships. The data suggest that most challenged material is retained, but that librarians may be self-censoring to reduce controversy in their collections.  相似文献   

A Father’s Interactions with His Toddler: Personal and Professional Lessons for Early Childhood Educators   总被引：1，自引：0，他引：1  

Dolores J. Appl  Shannon Brown  Michael Stone 《Early Childhood Education Journal》2008,36(2):127-134

In this article a university professor, former student, and father describe the father’s interactions with his toddler-age son within a parent–child playgroup. The authors discuss the important role of fathers, what they learned from observing the father interact with his son, and implications for teachers and other professionals.  相似文献   

Grappling with Culturally Responsive Pedagogy: A Study of Elementary-Level Teacher Candidates’ Learning across Practicum and Diversity Coursework Experiences     

Shannon M. Daniel 《The Urban Review》2016,48(4):579-600

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Childhoods Without Children     

Patrick Shannon 《Review of Education, Pedagogy & Cultural Studies》2013,35(1):151-166

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Muse,Ruse, Subterfuge: Transdisciplinary Praxis in Ontario's Post-Secondary Bricolage?     

Richard C. Mitchell  Shannon A. Moore 《Review of Education, Pedagogy & Cultural Studies》2013,35(5):393-413

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Wilderness Laboratories: Rhetorical Acts of Surveillance at American Summer Camps          下载免费PDF全文

K. Shannon Howard 《Journal of American culture (Malden, Mass. : 2003)》2015,38(4):375-385

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The mediating role of teacher self-efficacy in the relation between teacher–child race mismatch and conflict     

Rachel L. Kunemund  Shannon Nemer McCullough  Chelsea D. Williams  Chantelle C. Miller  Kevin S. Sutherland  Maureen A. Conroy  Kristen Granger 《Psychology in the schools》2020,57(11):1757-1770

The far-reaching impacts of the teacher–child relationship, including academic achievement and social/behavioral adjustment, have been well-documented. At the same time, literature also suggests that teacher perceptions of teacher–child relationships are impacted by the race/ethnicity match or mismatch between teacher and child, with matching related to more positive teacher perceptions. However, limited work has focused on children who are at-risk for emotional and behavioral disorders (EBDs) or tested the mechanisms that mediate the relation between a mismatch in the race and teacher-perceived conflict. Thus, the current study used multilevel structural equation modeling to test whether a higher proportion of race mismatch between children in the classroom with problem behavior and teachers was related to teachers' classroom management self-efficacy and, in turn, teacher-perceived conflict with children among 148 teachers and 354 preschool-aged children. Results indicated that among students most at-risk for EBDs, a higher proportion of race mismatch between teachers and children significantly predicted less teacher classroom management self-efficacy and, in turn, significantly predicted teachers' greater perceived conflict with children. Furthermore, this mediation pathway was significant. Findings highlight the importance of teacher training and support that focused on increasing self-efficacy to improve relationships between teachers and children.  相似文献   

American Public Education and the Responsibility of Its Citizens: Supporting Democracy in the Age of Accountability     

Shannon M. Smith 《Educational Studies A Journal of the American Educational Studies Association》2019,55(3):368-374

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Messy Ethics: Conducting Moral Participatory Action Research in the Crucible of University–School Relations     

Peter J. Kuriloff  Shannon H. Andrus  Sharon M. Ravitch 《Mind, Brain, and Education》2011,5(2):49-62

In this article we argue that when university researchers engage in democratic participatory action research with schools the process requires a special type of attention to the ethical difficulties which can arise. We note how current professional standards of ethics are inadequate to fully address many of the dilemmas faced in collaborative research. We then share examples of ethical dilemmas that have arisen in our work with schools and demonstrate how each has contributed to the (developing) framework we have created to avoid or manage the kinds of messy ethical issues we describe. We argue that this framework reflects a continuous commitment to an ethics of practice. We believe that those engaged in this type of work must assume an ethical stance and view all decisions in the research process as ethical ones that potentially affect the lives of all of those involved.  相似文献