David Letterman,his audience,his jokes,and their relationship     

Patrice A. Oppliger  John C. Sherblom 《Communication Research Reports》2013,30(1):15-19

The present study analyzes the humor of David Letterman from a balance theory perspective. From this perspective it is predicted that the relationship of the audience to the subject of the joke will influence the amount of audience response to that joke. Significant ANOVA and follow‐up Duncan multiple range test results support the hypothesis and are interpreted in terms of the relational balance theory perspective.  相似文献   

One- or Two-Legged Standing     

Patrice Rougier  Nicolas Genthon  Thibault Gallois-Montbrun  Steve Brugière  Eric Bouvat 《Research quarterly for exercise and sport》2013,84(4):702-709

To highlight the capacity of one- and two-legged standing protocols when assessing postural behavior induced by a rigid ankle orthosis, 14 healthy individuals stood upright barefoot and wore either an elastic stocking on the preferred leg or a rigid orthosis with or without additional taping in one- or two-legged (TL) conditions. Traditional center-of-pressure (CP) measures were evaluated for the total two-feet resultant CP and under the feet (plantar CP). Focusing on the plantar CP displacements under the leg fitted with the various orthoses demonstrated particular postural behaviors for traditional parameters with main effects along the mediolateral axis. Only the TL protocol showed the limiting effects of the rigid shells on the inversion-eversion movements in healthy individuals.  相似文献   

Does Classroom Explicitation of Initial Conceptions Favour Conceptual Change or is it Counter-Productive?     

Patrice Potvin  Julien Mercier  Patrick Charland  Martin Riopel 《Research in Science Education》2012,42(3):401-414

This research investigates the effect of classroom explicitation of initial conceptions (CEIC) on conceptual change in the context of learning electricity. Eight hundred and seventy five thirteen year-olds were tested in laboratory conditions to see if CEIC is or is not a productive step toward conceptual change. All students experienced a problem-based pedagogical treatment called “the electronic challenge.” The randomly determined experimental group was also exposed to CEIC. Data shows a significant beneficial effect of CEIC and no unwanted “contamination effect”, particularly for female subjects.  相似文献   

The Contribution of the Theory of Relation to Knowledge to Understanding Students’ Engagement in Learning Physics     

Patrice Venturini 《International Journal of Science Education》2013,35(9):1065-1088

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Searching for Evidence—Teaching Students to Become Effective Readers by Visualizing Information in Texts     

Kathleen Gormley  Peter McDermott 《Clearing house (Menasha, Wis.)》2013,86(6):171-177

Four reading strategies and several web tools that are effective for reading closely and identifying textual evidence are described and explained. As teacher-educators with many years of experience teaching reading and the language arts, we have found these reading strategies and web tools helpful for middle school students as they consider evidence when forming opinions and making decisions about their reading. Using close reading as our theoretical framework, the reading strategies and web tools presented here provide visual displays of evidence found in the texts that students read. These strategies are helpful for all students and especially for struggling middle school readers as they learn to read closely, think clearly, and construct arguments about evidence found in the texts they read.  相似文献   

Joint Action in Didactics and Classroom Ecology: Comparing Theories using a Case Study in Physical Education     

Chantal Amade-Escot  Patrice Venturini 《Interchange》2015,46(4):413-437

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From national policy to classroom practice: Promoting reading for pleasure in post‐primary English classrooms          下载免费PDF全文

Pauline Laurenson  Kevin McDermott  Karol Sadleir  Della Meade 《English in Education》2015,49(1):5-24

In 2011, a national strategy Literacy and Numeracy for Learning and Life was published in the Republic of Ireland. One key aspect of the strategy was that it placed a renewed focus on reading for pleasure in post‐primary classrooms. The researchers involved in this article worked for the Professional Development Service for Teachers, a national, government‐funded professional development organisation. In response to the strategy, the researchers worked with teachers from nine post‐primary schools across the Republic of Ireland. Through working closely with these English teachers, it was possible to identify assumptions that the teachers made around their students' reading in post‐primary education. This article considers and challenges some of these assumptions and demonstrates what happened when the teachers were invited to do the same. In the course of the research, questions were also raised about some of the recommendations made within the national strategy, recommendations which were themselves based on contestable assumptions, assumptions such as the fact that boys prefer to read non‐fiction. The need for national policy to be rooted in research was, therefore, also identified. Finally, through feedback from teachers and students involved in the research project, the authors of this article were able to devise a series of recommendations for schools seeking to focus on reading for pleasure in the post‐primary English classroom.  相似文献   

Characterizing mentoring capital in a residency program through mentor’s voices     

Rubén Garza  Raymond Reynosa  Patrice Werner  Ellen L. Duchaine  Rod Harter 《Mentoring & Tutoring: Partnership in Learning》2018,26(2):226-244

The purpose of our study was to examine mentors’ conceptualizations of mentoring residents (preservice teachers) in a teacher residency program. Understanding the nuances of mentoring in a year-long placement in a mentor’s classroom may further illuminate mentoring in this context. In this qualitative, longitudinal study, we used constant comparative analysis to allow the data to drive recurring patterns and ideas linked to real-life situations and values coding to examine mentors’ conceptualizations of mentoring in a residency program. Residents enrolled in the federally-funded Teaching Residency Program for Critical Shortage Areas program were placed in a high-need urban secondary school for a year-long clinical experience to work alongside mentors, who had a non-evaluative role. By examining mentors’ conceptualizations of mentoring in this particular context, our data reveal aspects of their agency that reflected three main themes: (a) professional altruism, (b) extant knowledge, and (c) resident as stimulus. Our findings add to the research on mentoring by illuminating the voices of mentors to describe how they conceptualized mentoring and to further examine their motivations for mentoring, contributions to the mentee, and professional gains.  相似文献   

In this issue     

Ray McDermott 《Diaspora, Indigenous, and Minority Education》2020,14(2):57-59

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Key Issues From Policy and Strategy to Program Implementation     

Maurice Apprey  Shelli Poe  Patrice Preston-Grimes 《Peabody Journal of Education》2014,89(3):411-414

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