Blue-collar work,career, and success: occupational narratives of Sisu     

Kristen Lucas  Patrice M. Buzzanell 《Journal of Applied Communication Research》2013,41(4):273-292

This study examined underground iron ore miners' occupational narratives to uncover how their stories socialize miners into blue-collar careers and reinforce their work identities. Through the root theme of sisu (Finnish for inner determination), underground miners create a status hierarchy that is used to construct a sense of pride around their work and to establish milestones of success for themselves and others in their workgroup. Furthermore, they communicatively construct exemplars that guide their performance and decisions during the unfolding of their work experiences. Their discourses provide alternatives to white-collar conceptualizations and practices of careers and success.  相似文献   

Multiple dimensions of family engagement in early childhood education: Evidence for a short form of the Family Involvement Questionnaire   总被引：1，自引：0，他引：1  

John Fantuzzo  Vivian Gadsden  Feifei Li  Faith Sproul  Paul McDermott  Dirk Hightower  Ashley Minney 《Early childhood research quarterly》2013

The primary aim of this study was to develop and validate a short form of the 42-item Family Involvement Questionnaire (FIQ) for use in preschool. Empirical evidence derived from a representative sample of preschool programs in a large city in New York State with the original version of the FIQ was used to select the items for a 21-item short form. A representative sample of 590 Head Start families was also identified from a large Head Start program in Pennsylvania to serve to validate the short form. Confirmatory factor analysis of the short form substantiated the three robust dimensions of family involvement from the original FIQ. Concurrent measures of parental satisfaction and assessments of children's literacy and mathematics skills along with an examination of family demographic variables supported the validity of the confirmed dimensions. Implications for the use of this multidimensional, short form of family involvement in large-scale program evaluation were discussed.  相似文献   

Culturally Diverse Undergraduate Researchers’ Academic Outcomes and Perceptions of Their Research Mentoring Relationships     

Angela M. Byars-Winston  Janet Branchaw  Christine Pfund  Patrice Leverett  Joseph Newton 《International Journal of Science Education》2013,35(15):2533-2554

Few studies have empirically investigated the specific factors in mentoring relationships between undergraduate researchers (mentees) and their mentors in the biological and life sciences that account for mentees’ positive academic and career outcomes. Using archival evaluation data from more than 400 mentees gathered over a multi-year period (2005–2011) from several undergraduate biology research programs at a large, Midwestern research university, we validated existing evaluation measures of the mentored research experience and the mentor–mentee relationship. We used a subset of data from mentees (77% underrepresented racial/ethnic minorities) to test a hypothesized social cognitive career theory model of associations between mentees’ academic outcomes and perceptions of their research mentoring relationships. Results from path analysis indicate that perceived mentor effectiveness indirectly predicted post-baccalaureate outcomes via research self-efficacy beliefs. Findings are discussed with implications for developing new and refining existing tools to measure this impact, programmatic interventions to increase the success of culturally diverse research mentees and future directions for research.  相似文献   

The impact of embedding multiple modes of representation within writing tasks on high school students’ chemistry understanding     

Mark A. McDermott  Brian Hand 《Instructional Science》2013,41(1):217-246

This study investigated the impact on chemistry learning of the degree to which students embedded or integrated multiple modes of representation in end of unit writing-to-learn activities. A multi-case study approach utilizing quasi-experimental methodology involving intact high school chemistry classes taught by two different teachers was employed. Approximately half of the classes for each teacher were designated treatment classes and students in these classes participated in specific classroom activities designed to encourage the use of strategies to embed multiple modes within text in student writing. Control classes did not participate in these activities. All classes with the same teacher participated in identical end of unit writing tasks followed by identical end of unit assessments. Writing tasks and end of unit assessments were teacher designed and were therefore unique to each setting. Data from each teacher was initially analyzed independently to explore characteristics of student writing and student performance on end of unit assessments. This was followed by cross case analysis. Analysis of quantitative data indicated that for the first teacher (n = 70 students), treatment classes significantly outperformed control classes on two different measures of writing characteristics during a first unit of study, two measures of writing for the second unit, and three categories of end of unit instruction for the second unit. For the second teacher (n = 95), treatment classes outperformed control classes on two writing characteristics and three end of unit assessment categories during the only unit of study assessed. In addition, at both sites, significant positive correlations were found between all writing characteristic measurements and end of unit assessment performance. These results not only support the use of multimodal writing-to-learn tasks as a pedagogical tool to improve chemistry learning, but specifically suggest benefit when multiple modes are effectively linked within these tasks.  相似文献   

Exploring who we are in the context of global reforms in education: the Second Level Support Service in conversation     

Kevin McDermott  Deirdre Henchy  Della Meade  Kieran Golden 《Irish Educational Studies》2013,32(3):239-252

How will the Second Level Support Service (SLSS), established to support curriculum reform and the professional development of teachers, sustain its own professional development and identity in a climate of change and uncertainty? How will the SLSS maintain its vision of continuous professional development in the midst of educational reform? This article reports on a research project undertaken jointly by the SLSS and the Department of Education and Professional Studies, University of Limerick, designed to support the professional development of the SLSS, as it addressed, in a reflexive way, the questions posed above. The article outlines: the context, including the public policy context, in which the research was undertaken; the research design which incorporates narrative enquiry and collegial conversation; and some of the main themes which emerge from the three focus groups, whose conversations provided the research data. Chief among these themes is the degree to which the vision and practice of the SLSS supports or challenges the view of teachers and teaching which underlies the reform of education. The article offers some concluding remarks which relate the project to critical theory and organisational development.  相似文献   

Redundant Causation   总被引：3，自引：0，他引：3  

McDermott  Michael 《The British journal for the philosophy of science》1995,46(4):523-544

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Ventriloqual voicings of parenthood in graduate school: an intersectionality analysis of work-life negotiations     

Ziyu Long  Abigail Selzer King  Patrice M. Buzzanell 《Journal of Applied Communication Research》2018,46(2):223-242

Taking a ventriloqual approach to intersectionality analysis, this study investigates the communicative constitution of graduate student parenthood and their work-life negotiations. Analyzing 30 in-depth interviews, we found that figures – ideal graduate student worker norms, gender ideologies of work and family, and cultural values of family and child-rearing responsibilities – intersected with one another in shaping the experiences for graduate student parents. These intersectionalities belong to broader structures that constrain graduate students’ career and personal-life choices to fulfill/disrupt roles in navigating parenthood, yet the interplays of various aspects of intersectionality create space for transformation. The study contributes to an emergent grounded-in-action perspective of intersectionality to uncover systems of interlocking oppressions and lived tensions. The theoretical and practical implications of nonhuman agents acting to enable and constrain sustainable work-life communication are presented.  相似文献   

A nationwide epidemiologic modeling study of LD: risk, protection, and unintended impact     

McDermott PA  Goldberg MM  Watkins MW  Stanley JL  Glutting JJ 《Journal of learning disabilities》2006,39(3):230-251

Through multiple logistic regression modeling, this article explores the relative importance of risk and protective factors associated with learning disabilities (LD). A representative national sample of 6- to 17-year-old students (N = 1,268) was drawn by random stratification and classified by the presence versus absence of LD in reading, spelling, and mathematics according to ability-achievement discrepancies or low achievement levels. The dichotomous classifications were regressed on sets of explanatory variables indicating potential biological, social-environmental, and cognitive factors, problem behavior, and classroom learning behavior. Modeling revealed patterns of high risk for male students and students evincing verbal and nonverbal ability problems and processing speed problems. It was shown that, absent controls for cognitive abilities (such as provided by the ability-achievement discrepancy definition), definitions keyed to low achievement will substantially overidentify ethnic minority and disadvantaged students and will be confounded by significantly higher proportions of students who display oppositional and aggressive behavior problems. Alternatively, good learning behaviors uniformly provide substantial reduction in the risk for LD.  相似文献   

Late night with David letterman: A humorous balance     

Patrice A. Oppliger  John Sherblom 《Communication Research Reports》2013,30(2):193-196

Balance theory was employed to explain the humor of Late Night with David Letterman. Results showed that the length of a narrative and of the initial audience response were significant predictors of the number of references made to that narrative. Amount of audience response to a reference varied significantly with the ordinal number of that reference.  相似文献   

Blue-collar work, career, and success: occupational narratives of Sisu     

Kristen Lucas  Patrice M. Buzzanell 《Journal of Applied Communication Research》2004,32(4):273-292

This study examined underground iron ore miners' occupational narratives to uncover how their stories socialize miners into blue-collar careers and reinforce their work identities. Through the root theme of sisu (Finnish for inner determination), underground miners create a status hierarchy that is used to construct a sense of pride around their work and to establish milestones of success for themselves and others in their workgroup. Furthermore, they communicatively construct exemplars that guide their performance and decisions during the unfolding of their work experiences. Their discourses provide alternatives to white-collar conceptualizations and practices of careers and success.  相似文献