Owning Your Emotions: Reactions to Expressions of Self- versus Other-Attributed Positive and Negative Emotions     

Amy M. Bippus  Stacy L. Young 《Journal of Applied Communication Research》2005,33(1):26-45

This investigation tested the notion that speakers should own their emotions by using I-messages rather than You-messages when conveying their feelings. In Study 1, hypothetical self-attributed (I) emotion messages were compared to other-attributed (You) messages, with an I-You message added in Study 2. In both studies, the effect of both positive and negative emotion statements on perceived politeness, effectiveness, and emotional reactions were assessed. No differences were found in reactions to the message forms for negative emotions, but both studies provided evidence for differences in respondents' reaction to positive emotional expressions. These results suggest a self-serving bias; recipients do not distinguish between ways of phrasing negative emotions expressed to them, but apparently appreciate being given credit for speakers' positive emotions. Implications for therapists, communication consultants, and practitioners are discussed.  相似文献   

Coherence,contradiction, and the development of school science identities     

Stacy Olitsky  Linda Loman Flohr  Jessica Gardner  Markita Billups 《科学教学研究杂志》2010,47(10):1209-1228

This study demonstrates the potential for collaborative research among participants in local settings to effect positive change in urban settings characterized by diversity. It describes an interpretive case study of a racially, ethnically, and socioeconomically diverse eighth grade science classroom in an urban magnet school in order to explore why some of the students did not achieve at high levels and identify with school science although they were both interested in and knowledgeable about science. The results of this study indicated that structural issues such as the school's selection process, the discourses perpetuated by teachers, administrators, and peers regarding “who belongs” at the school, and negative stereotype threat posed obstacles for students by highlighting rather than mitigating the inequalities in students' educational backgrounds. We explore how a methodology based on the use of cogenerative dialogues provided some guidance to teachers wishing to alter structures in their classrooms to be more conducive to all of their students developing identities associated with school science. Based on the data analysis, we also argue that a perspective on classrooms as communities of practice in which learning is socially situated rather than as forums for competitive displays, and a view of students as valued contributors rather than as recipients of knowledge, could address some of the obstacles. Recommendations include a reduced emphasis on standardized tasks and hierarchies, soliciting unique student contributions, and encouraging learning through peripheral participation, thereby enabling students to earn social capital in the classroom. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1209–1228, 2010  相似文献   

Analysis of author affiliation across four school psychology journals from 2000 to 2008: Where is the practitioner research?     

Erin E. Carroll  Christopher H. Skinner  Daniel F. McCleary  Briana Hautau von Mizener  Stacy L. Bliss 《Psychology in the schools》2009,46(7):627-635

Articles published between 2000 and 2008 in four major school psychology journals—School Psychology Review, Journal of School Psychology, Psychology in the Schools, and School Psychology Quarterly—were classified based on type (empirical or narrative) and on the primary and secondary authors' affiliations. Results showed that more than 90% of the primary and secondary authors were university affiliated with little difference across article type. Although more than 85% of school psychologists are practitioners, these results suggest that their contributions to these school psychology journals are limited because they account for less than 10% of the authors of articles. Discussion focuses on practitioners' involvement in the research base that is intended to inform their professional behaviors. © 2009 Wiley Periodicals, Inc.  相似文献   

Standards setting and federal information policy: The Escrowed Encryption Standard (EES)     

Karen E. Gegner  Stacy B. Veeder   《Government Information Quarterly》1994,11(4)

The controversial Escrowed Encryption Standard, recently adopted as a Federal Information Processing Standard (FIPS), has polarized some stakeholders both within and outside government and has also raised disturbing questions about the role of Federal agencies in the standards-setting process. This article explores the relationship between standards and Federal information policy and examines the balance between national security and law enforcement concerns, on the one hand, and privacy rights and U.S. economic competitiveness, on the other.  相似文献   

Nostalgic for What? The Epidemic of Images of the mid 20th Century Classroom in American Media Culture and What it Means     

Stacy Otto 《Discourse: Studies in the Cultural Politics of Education》2005,26(4):459-475

Within this paper the author examines the current nostalgia for a never-present past through critical analysis of images of the mid 20th century American classroom in media culture. The author uses theories of nostalgia and the history of the photographic image to trouble the numerous equity issues surrounding the unchallenged canonization of the 1950s classroom by asking: "Who is reproducing this time in media culture and why?"; "Is the American public being asked to be nostalgic for these images, or is society somehow creating a desire for this narrow and inequitable educational past?" The author examines such nostalgia by looking at the primary role and power of vision in Western popular culture, the theoretical nature of historic preservation, the assumed innocence of the child and the similar innocence of the immediate post-World War II decade, and the role which modern technology plays in the reproduction of that decade. As an affect, nostalgia is fueled by those things that are wholly in the past-or that never were. The author looks to images of television programs and advertisements, reading them as cultural texts, and concludes that it is vitally important to the landscape of educational theory and reform to reconcile such nostalgia for another epoch in education with the pedagogical theory and practice of the present.  相似文献   

Disaggregating assessment to close the loop and improve student learning     

Janita Rawls  Stacy Hammons 《Assessment & Evaluation in Higher Education》2015,40(1):60-73

This study examined student learning outcomes for accelerated degree students as compared to conventional undergraduate students, disaggregated by class levels, to develop strategies for then closing the loop with assessment. Using the National Survey of Student Engagement, critical thinking and oral and written communication outcomes were examined. Within- and between-group learning outcome differences with freshmen and seniors in both instructional formats were tested to determine if instructional goals were met and student learning transpired. A quantitative, single case analysis method was used to determine significance with the items relating to these outcomes. Results indicated that seniors in both instructional formats typically reported greater engagement scores than freshmen, and that accelerated students tended to report more engagement than their conventional counterparts. These findings were most robust for the critical thinking outcome. Ramifications for student learning and relevant instructional formats are then explored, so as to close the loop with assessment.  相似文献   

Intended Consequences: Challenging White Teachers’ Habitus and Its Influence in Urban Schools Implementing an Arts-Based Educational Reform     

Susan Woollen  Stacy Otto 《The Urban Review》2014,46(1):86-111

Reform efforts like the urban, arts-based initiative Project ARTS are designed to provide intentional, equitable methods of improving students’ learning, yet few urban educators have been sufficiently trained to recognize differences in habitus between themselves and their students. For equitable reform to occur teachers must understand their own habitus and the habitus-forming experiences of their students. In this paper, we analyze qualitative project data using Bourdieu’s theoretical concepts of cultural capital, field, habitus, symbolic violence and misrecognition to explore teachers’ and students’ experiences in order to determine the extent to which power and privilege begin to be challenged within participating schools. We explore the ways in which teacher habitus has shifted to recognize, include or become empathetic to student habitus as a result of Project ARTS curricula, co-teaching and professional development while also considering the possibility the program produces unintended consequences at odds with the project’s mission: reproducing the status quo by advancing the cultural capital of teachers rather than that of students. Finding markedly fewer teacher narratives confirming the social reproduction of inequitable power relationships than when the project began, we conclude by discussing the transformation of teacher habitus, student outcomes, and school climate after 5 years of Project ARTS participation, proposing implications for urban teachers and leaders, their communities, and policymakers intent upon implementing equitable educational reform and the social transformation reform intends.  相似文献   

The Role of Student Characteristics in Predicting Retention in Online Courses     

Justin D. Cochran  Stacy M. Campbell  Hope M. Baker  Elke M. Leeds 《Research in higher education》2014,55(1):27-48

Given the continued issue of student retention for online classes, past research has suggested several “retention strategies” focused on engaging students as a way to reduce their withdrawal rate from these classes. However, a recent study testing the effects of these strategies on retention in online undergraduate business courses (Leeds et al., Int J Manage Educ 7(1/2), 2013) did not show empirical support for the effectiveness of such strategies. Taking an alternative approach that focuses on individual characteristics of students, this study takes a broader view and examines previous research literature on traditional face-to-face classes to determine how individual characteristics of students may be associated with the likelihood of withdrawal from online classes. Using a sample of undergraduate students (n = 2,314) from a large state university, results from this study identified prior performance in college classes (cumulative GPA) and class standing (senior vs. non-senior) as significant student characteristics related to student retention in online classes for all students. Other factors significantly related to retention rates for students with certain characteristics or within certain majors include previous withdrawal from online courses, gender, and receipt of academic loans.  相似文献   

Childhood Maltreatment and Early Developmental Vulnerabilities at Age 5 Years          下载免费PDF全文

Melissa J. Green  Stacy Tzoumakis  Brooke McIntyre  Maina Kariuki  Kristin R. Laurens  Kimberlie Dean  Marilyn Chilvers  Felicity Harris  Merran Butler  Sally A. Brinkman  Vaughan J. Carr 《Child development》2018,89(5):1599-1612

This study examined associations between maltreatment and early developmental vulnerabilities in a population sample of 68,459 children (M_age = 5.62 years, SD = .37) drawn from the Australian state of New South Wales, using linked administrative data for the children and their parents (collected 2001–2009). Associations were estimated between (a) any maltreatment, (b) the number of maltreatment types, and (c) the timing of first reported maltreatment and vulnerability and risk status on multiple developmental domains (i.e., physical, social, emotional, cognitive, and communication). Pervasive associations were revealed between maltreatment and all developmental domains; children exposed to two or more maltreatment types, and with first maltreatment reported after 3 years of age, showed greater likelihood of vulnerability on multiple domains, relative to nonmaltreated children.  相似文献   

Ecofeminism and the Science Classroom: A Practical Approach     

Zell  Stacy K. 《Science & Education》1998,7(2):143-158

This paper examines a practical application of ecofeminism for classroom educators, particularly, science educators. Ecofeminism is often, but not exclusively, linked to projects aimed at assisting men, women and children in developing areas to organize and define development projects for their community. Mainstream applications of ecofeminism for science educators are frequently omitted from science education literature. This article gives the reader a basic understanding of ecofeminist theory as it applies to science education. Direct examples from classroom practices suggest five key points in the application of ecofeminism for classroom use.  相似文献