Concerns about crime and local television news     

Amy M. Bippus  Stacy L. Young 《Communication Research Reports》2013,30(3):310-319

This project reports on a two‐part investigation into students' perceptions of behaviors constituting active participation in a college course. Seven factors emerged: Working Hard, Outside Contact, (Refraining from) Negative Behavior, Group Citizenship, Positivity, Attendance, and Class Discussion. Interestingly, students rated the Group Citizenship factor as the most representative of participation. High and low communication apprehensives differed on their ratings of the centrality of some of these factors to participation. The results of this study suggest that students have an expansive notion of what it means to participate in their classes, better characterized as “course involvement,” than is captured by conventional definitions of “class participation.”  相似文献   

Building Trust to Relieve Graduate Student Research Anxiety     

Stacy N. Brinkman  Arianne A. Hartsell-Gundy 《Public Services Quarterly》2013,9(1):26-39

This paper outlines the case studies of two librarians who work closely with graduate students in fine arts programs. Realizing that graduate students can often experience a unique form of research anxiety, both librarians collaborated with faculty to embed themselves into the research methods courses of their programs. Both librarians found that the chance to work one-on-one with graduate students resulted in a reduction of their anxiety, an increase in information literacy skills, and a strengthened partnership between the librarians and the departments.  相似文献   

Crossing Borders, Breaking Boundaries: Collaboration Among Higher Education Institutions     

Stacy Duffield  Alan Olson  Renee Kerzman 《Innovative Higher Education》2013,38(3):237-250

Partnerships and collaboration have become popular in higher education; and partnerships with community agencies, K-12 schools, and businesses are common. However, formal and sustained partnerships among institutions of higher education are not nearly as widespread. This article presents a model for collaboration in higher education focused on a partnership among teacher preparation programs at three institutions. The article provides an overview of theoretical underpinnings for collaboration, the process and practices used, and lessons learned by Valley Partnership, as well as the stages of partnership development, the governance model, and key elements related to sustaining the partnership.  相似文献   

Enhancing Pre-service Teachers’ Professional Practice Through Reflection on the Action of Others: The Development of the Heterospective Reflection Framework Informed by Virtual Field Experiences     

Florin D. Salajan  Stacy K. Duffield 《The Teacher Educator》2013,48(4):333-358

Abstract

In this study, a grounded theory approach was adopted to develop the heterospective reflection framework as an explanatory and analytical schema for the investigation of reflection on the action of others via video observations. Borrowed from the arts, the term heterospective denotes “otherness.” Data collection was conducted over four years through semi-structured interviews with 25 pre-service teachers at a higher education institution in midwestern United States. The data analysis generated the framework’s mechanism, comprising the core elements termed guided observation, retrospective reflection, integrative reflection and introspective reflection, and its mediating devices consisting of the action of others and the reframing of teaching practice. Findings suggest that the framework’s reflective modes function in nonhierarchical interactions, as cognitive-metacognitive shifts occur bi- or multi-directionally on a horizontal plane rather than sequentially on a vertical plane as pre-service teachers reflect on the action of others. Implications for research and practice include enhancements to teacher preparation programs and the development of instruments to evaluate reflective practice.  相似文献   

Teaching the Bible to College Men An Experiment     

James Stacy Stevens M. Sc. 《Religious education (Chicago, Ill.)》2013,108(3):103-105

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What students think when teachers get upset: Fundamental attribution error and student‐generated reasons for teacher anger     

Mary B. McPherson  Stacy L. Young 《Communication quarterly》2013,61(4):357-369

Using a sample of college students (N = 301), this study examined students' attributions about and explanations for teachers' expressions of anger in the classroom. These displays of anger were evaluated based on the extent to which they were aggressive (e.g., Distributive or Passive) or assertive (e.g., Integrative). Consistent with the fundamental attribution error, students assigned internal attributions to teachers who used Distributive Aggression (e.g., yell and scream) and Passive‐Aggression (e.g., show anger with cold looks) to a greater extent than teachers who were Assertive (i.e., calmly discuss the problem with the students). When students were asked to identify why they thought their teacher was angry, the overwhelming majority of reasons involved student‐related problems. In fact, the most frequently cited reason was Student Misbehaviors followed by Lack of Student Effort. Surprisingly, students acknowledge that something they did triggered the teacher's display of anger; however, consistent with fundamental attribution error, students still attributed the teacher's expression of anger to internal causes. The implications of these findings for negative emotional expressions in the instructional context in particular and for teacher‐student relationships in general are discussed.  相似文献   

Life or Death: Using a Real-World Case to Assess Student Death Penalty Opinion     

Denise Paquette Boots  Stacy L. Mallicoat  Jennifer Wareham 《Journal of Criminal Justice Education》2018,29(1):39-61

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Math Anxiety: Past Research,Promising Interventions,and a New Interpretation Framework     

Gerardo Ramirez  Stacy T. Shaw  Erin A. Maloney 《教育心理学家》2018,53(3):145-164

Mathematics anxiety is a pervasive issue in education that requires attention from both educators and researchers to help students reach their full academic potential. This review provides an overview of past research that has investigated the association between math anxiety and math achievement, factors that can cause math anxiety, characteristics of students that can increase their susceptibility to math anxiety, and efforts that educators can take to remedy math anxiety. We also derive a new Interpretation Account of math anxiety, which we use to argue the importance of understanding appraisal processes in the development and treatment of math anxiety. In conclusion, gaps in the literature are reviewed in addition to suggestions for future research that can help improve the field's understanding of this important issue.  相似文献   

Guide to Reference in Medicine and Health by Christa Modschiedler and Denise Bennett     

Stacy Knight-Davis 《Public Services Quarterly》2016,12(3):241-242

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Concurrent Validity of Actigraph-Determined Sedentary Time Against the Activpal Under Free-Living Conditions in a Sample of Bus Drivers     

Veronica Varela Mato  Thomas Yates  David Stensel  Stuart Biddle  Stacy A. Clemes 《Measurement in physical education and exercise science》2017,21(4):212-222

This study explored the validity of ActiGraph-determined sedentary time (<50 cpm, <100 cpm, <150 cpm, <200 cpm, <250 cpm) compared with the activPAL in a free-living sample of bus drivers. Twenty-eight participants were recruited between November 2013 and February 2014. Participants wore an activPAL3 and ActiGraph GT3X+ concurrently for 7 days and completed a daily diary. Time spent sedentary during waking hours on workdays, non-workdays, during working-hours, and non-working hours were compared between instruments. During working hours, all ActiGraph cut-points significantly underestimated sedentary time (p < 0.05), whereas during non-working hours the <50 cpm cut-point demonstrated the closest agreement (ActiGraph sedentary time: 250 ± 75 minutes versus activPAL sedentary time: 236 ± 65 minutes). Receiver operating characteristic analyses revealed that on workdays and non-workdays the ActiGraph cut-points exhibited relatively low sensitivity (all <0.62) and specificity (all <0.49) values. The use of the ActiGraph to measure sedentary time in this understudied, highly sedentary and at risk occupational group is not recommended.  相似文献