We teach as we are taught: exploring the potential for emotional climate to enhance elementary science preservice teacher education     

Stacy Olitsky 《Cultural Studies of Science Education》2013,8(3):561-570

Bellocchi, Ritchie, Tobin, Sandhu and Sandhu’s (2013) study highlights the crucial role that emotions play in learning at the university level in a preservice secondary science teacher education class. They examine the classroom structures that tended to lead to both a positive valence and a high level of intensity of the emotional climate (EC). This article explores the implications of their study for better understanding how to foster a positive classroom emotional climate for elementary level preservice teachers, given the specifics of elementary school environments. Drawing on theories of interactional solidarity. I explore the implications of EC for increasing pre-service teachers’ capacity to avoid order-giving rituals and to create science-centered communities in their classrooms. I also suggest possible areas for future research, such as the role of expectations in EC, the different EC outcomes of lectures, EC and the development of confidence in science, and the ways in which teacher candidates are positioned within interaction rituals in elementary science methods classes.  相似文献   

Mentor reviewing: A retrospective on an experiment     

Mike Allen  Cynthia Cheng  Mariko Izumi  Shana Kopaczewski  Stacy Tye‐Williams  Kristi Wilkum 《Communication Studies》2013,64(4):530-534

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The effects of audience reaction shots on attitudes towards controversial issues     

Stacy Davis 《广播与电子媒介杂志》2013,57(4):476-491

This study investigated the influence that audience reaction shots have on viewers’ attitudes towards controversial issues discussed on television. It was hypothesized that viewers would show stronger agreement with a side of an issue which was coupled with positive reaction shots. No evidence was found to support a main effect, but evidence was found to suggest that the effects of reaction shots is contingent on viewers’ beliefs that the audience holds the same position on the issue as they do.  相似文献   

Can classroom emotional support enhance prosocial development among children with depressed caregivers?     

Stacy R. Johnson  Adina M. SeidenfeldCarroll E. Izard  Roger Kobak 《Early childhood research quarterly》2013

Preschool children from economically disadvantaged families often experience difficulties in developing prosocial behavior. Risk associated with depressive symptomatology in caregivers (parents and guardians) may further compound these difficulties. The overall objective of the present study was to examine the compensatory effect of Head Start classroom environments on the development of prosocial behavior among children with caregivers high in depressive symptomatology. We initially examined the association between caregiver depressive symptoms and children's starting levels of prosocial behavior and then tested classroom emotional support as a moderator of the relation between caregivers’ depressive symptoms and children's prosocial behavior development during the school year. The sample of 194 Head Start preschoolers in 28 classrooms was part of a larger study designed to test the effects of an emotion-based prevention program. As expected, caregivers’ levels of depressive symptoms predicted lower starting levels of prosocial behavior. However, classroom emotional support promoted improvements in prosocial behavior for the children of the caregivers high in depressive symptomatology. The implications of these findings for the development of preventive interventions are discussed.  相似文献   

Meaning making in a community of learners: Struggles and possibilities in an urban science class     

Maria Varelas  Barbara Luster  Stacy Wenzel 《Research in Science Education》1999,29(2):227-245

In this study, we embark on an exploration and analysis of a community of learners of science in a classroom of one of the authors (Barbara Luster)—a group of Year 8 African American girls and boys in an urban, inner-city school. This study is a collaborative action research project that examines closely the practice of teaching and learning science within a socio-cultural perspective that Barbara has espoused and brought to her classroom. We study the two dimensions of a community of learners—social-organisational, and intellectual-thematic—and how each evolved and influenced the other. As we explore these dimensions we pay particular attention to the gender of the students, looking for similarities and differences between boys and girls in the patterns that emerge. Our findings indicate that in Barbara's class the relative success of the learning community in terms of the social-organisational dimension was not accompanied by a relative success in the intellectual-thematic dimension. Barbara and her students, for the most part, succeeded in developing a community of people coming together to ask questions, offer their thinking, and respectfully sometimes build on each other's contributions and sometimes disagree with each other. However, Barbara and her students did not quite succeed in developing shared understandings, and we discuss the reasons for this.  相似文献   

Ordinal position in the serial learning of rats     

Richard A. Burns  John A. Dunkman  Stacy L. Detloff 《Learning & behavior》1999,27(3):272-279

Rats were runway trained on each of two, three-trial series consisting of different varieties of reward (X, Y, and Z) and nonreward (N) serving as trial outcomes. The two series are represented as XNY and ZNN. Distinguishing the two series were different brightness and texture cues on the runway floor. Transfer tests, conducted after the rats had developed faster running for rewarded trials than for nonrewarded trials and slower running on Trial 2 of ZNN than on Trial 2 of XNY, provided evidence that trial position, rather than item memories, was controlling the discriminations. In Experiment 1, reversing the floor cues completely reversed the discriminations. In Experiment 2, transfer to NNN did not change the routine patterns of approach that had been established.  相似文献   

Scite     

Stacy Brody 《Journal of the Medical Library Association》2021,109(4):707

Scite. Scite Inc., 334 Leonard St., Brooklyn, NY 11211; https://scite.ai/; tiered pricing model with free, basic ($7.99/month), premium ($19.99/month or $100/year), premium+ ($59.99/month), and enterprise plans.

Scite (https://scite.ai/) was founded by Josh Nicholson and Yuri Lazebnik and previously funded by the National Science Foundation (NSF) and National Institute on Drug Abuse (NIDA) [1, 2, 3]. The Scite database contains over 800 million citation statements [4] tagged by a machine learning algorithm as supporting, mentioning, or contrasting the findings of cited articles [5] and by their locations in the citing articles (introduction, results, methods, discussion, or other). Scite also provides a count of editorial notices for each article. Users can search the website and install plug-ins for browsers Chrome and Firefox and reference management tools such as Zotero. Additional tools include reports and dashboards, badges, and automated reference checks. Scite can be used by researchers to locate evidence and evaluate references; librarians to enhance research impact projects; publishers and editors to check reference lists of submissions [6, 7]; and journals, publishers, and databases to create context and showcase impact [4, 8, 9].  相似文献   

Comparing Advertising Agencies’ Resources to Academic Libraries’ Collections     

Stacy Gilbert  Alyson Vaaler 《Behavioral & Social Sciences Librarian》2017,36(2):50-82

Abstract

Collection development analysis in academic libraries typically involves collection-centered and user-centered methods. These approaches focus on building collections that help students with their academic needs but may overlook resources that students need experience with when employed. To address this gap, the authors analyzed early-career advertising agency positions to identify a list of information resources that advertising agencies expect employees to use. This list was then compared against the library websites of 158 universities with advertising programs to see how sufficiently libraries are fulfilling these resource needs. The authors found that overall, university libraries only subscribe to a small number of resources used by advertising agencies.  相似文献   

An exploration of the peer group mentoring experiences of university female basketball athletes     

Jonathan Kroll  Stacy Blake-Beard  Kathleen McMillian-Roberts 《Mentoring & Tutoring: Partnership in Learning》2020,28(2):229-252

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Standpoint: Measuring television violence: The importance of context     

Dale Kunkel  Barbara Wilson  Edward Donnerstein  Daniel Linz  Stacy Smith  Timothy Gray 《广播与电子媒介杂志》2013,57(2):284-291

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