The passive style of rhetorical crisis management: A case study of the superfund controversy     

Robert C. Rowland  Thea Rademacher 《Communication Studies》2013,64(4):327-342

While there is a large literature that explains the rhetorical strategies Ronald Reagan used to generate support, there has not been significant analysis of the strategies he used to avoid losing that support in the various crises that threatened his administration. This case study of Reagan's handling of the Superfund controversy reveals that Reagan relied on what Murray Edelman characterizes as the “passive style.” In the passive style, politicians reaffirm personal values, displace blame on subordinates, and use symbolic action to avoid all responsibility. Reagan's successful reliance on the passive style in the Superfund controversy suggests implications for understanding his failure to deal with the Iran‐Contra affair adequately.  相似文献   

Emma on her Bike     

Rowland Moloney 《English in Education》1994,28(3):35-35

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The peer-review process     

Fytton Rowland 《Learned Publishing》2002,15(4):247-258

The recent literature about peer review of scholarly articles is reviewed, with particular emphasis on the cost of the peer-review process. Possible impacts of electronic scholarly publishing upon peer reviewing are discussed. Opinion among academics in their roles as authors, editors and referees seems likely to insist upon preservation of a pre-publication refereeing system in most disciplines. As the administration of any such system seems to have a cost of about $400 per published article, any scholarly publishing system will need to locate financial support to at least that extent, and a system of lump-sum payment by the authors' funders is best placed to cover this cost while providing universal free access to scholarly material.  相似文献   

Freedoms for Academics     

Rowland Eustace 《Higher Education Quarterly》1989,43(3):216-228

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Social media: How the next generation can practice argumentation     

Amber Rowland  Jana Craig-Hare  Marilyn Ault  James Ellis  Janis Bulgren 《Educational Media International》2017,54(2):99-111

In this article the authors share how social media, paired with gaming and in-class supports, can facilitate the practice of scientific argumentation and report data that show how students can learn and practice argumentation through these highly interactive and engaging mediums. Social media will continue to evolve and fluctuate in popularity, but no matter the service or software, there will continue to be online spaces for communication, collaboration, learning, and future career growth. Since the role of education is to prepare students to be college and career ready, the use of social media as a component of schooling should be explored. This work has parsed out specific strategies and methods to support higher order thinking through gaming and social media.  相似文献   

开放访问的绿色通道:OA档案库的进展概述     

赵军平  李若溪  Fytton Rowland 《编辑学报》2007,19(5):352-355

介绍开放访问的绿色通道——OA档案库的发展现状及未来发展的可能模式.其中包括:OA档案库的类型;政府、学术机构、出版商对待OA档案库的态度和政策;OA档案库对作者和出版商的影响;实现的工具及其维护费用,目前OA档案库的数量,存储在其中的文章的数量,在各国的分布状况;档案库未来的可能发展模式;等等.  相似文献   

Confronting the “Acid Test”: Educators’ Perspectives on Expanding Access to Advanced Placement at a Diverse Florida High School     

M. Lance Rowland  Barbara J. Shircliffe 《Peabody Journal of Education》2016,91(3):404-420

This study examines educators’ perspectives on accountability mandates designed to expand access to the College Board's Advanced Placement (AP) classes to traditionally underserved students at a diverse suburban high school in Florida, Palm Crest High School. Consistent with Elmore (1979), district and site-based administrators focused on the “forward mapping,” of implementation and identified teacher “gatekeeping” as well as parental expectations as chief barriers to opening up AP enrollment. Teachers, however, found implementation problematic—accountability levers had contradictory provisions and overall neglect nonacademic barriers to college access for low-income African American and Hispanic students. The current value-added model of incorporating student exam performance as a key component of teacher evaluations complicates the advocacy associated with increasing low-SES students’ participation in AP classes as educators strive to maintain high pass rates amid open-enrollment policies. We argue for increased support systems to enhance students’ preparedness for taking college-level courses while in high school, leading to increased college attendance and degree completion.  相似文献   

Powerful Learning Experiences within Coherent Learner Groups     

Gordon Rowland  Amber Lederhouse  Diana Satterfield 《Performance Improvement Quarterly》2004,17(2):46-64

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Surface learning about teaching in higher education:The need for more critical conversations   总被引：1，自引：0，他引：1  

Stephen Rowland 《International Journal for Academic Development》2013,18(2):162-167

Academic development takes place in a context of higher education that is fragmented. Many argue that the development of teaching and learning is a largely generic and practical activity, which is common across disciplines. Others claim that it is generic but grounded in educational theory and research. Sceptical of these claims, this paper argues that it can be theoretical, critical and interdisciplinary. Such an approach would be enhanced if expertise from academic education departments and from service units concerned with educational development could be brought together. This raises questions concerning organizational structure and the professional identity of workers in the field of academic development.  相似文献   

The Effect of Goal-Line Presentation and Goal Selection on First-Grader Subtraction Fluency     

Thomas J. Gross  Gary J. Duhon  Brooke Hansen  Julie E. Rowland  Greg Schutte  Joey Williams 《Journal of Experimental Education》2013,81(4):555-571

Math proficiency is related to math calculation fluency. Explicit timing provides repeated practice for math fluency. It is enhanced through goal setting, graphic feedback, and rewards. Self-selected goals have potential to increase performance for math fluency. This study compared the effect of goal lines, and researcher goals versus self-selected goals. The authors compared three groups: (a) researcher-selected goals only, (b) researcher-selected goals with goal lines, and (c) self-selected goals with goal lines. First-grade students completed subtraction probes and colored in a bar graph with their performance. When participants met or exceeded their goals, participants received rewards twice per week. Results indicated that the researcher-selected goals with goal lines procedures with explicit timing had the greatest effect on subtraction fluency for first-grade students. The researcher-selected goals with goal lines and self-selected goals with goal lines groups outperformed the researcher-selected goals-only group.  相似文献