Faces in the mirror: Five decades of research and comment on the book trade 1931–2001     

Peter W. Adams 《Publishing Research Quarterly》2001,17(1):43-50

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Book reviews     

Thomas L. Bonn  Richard W. Eiger  Peter W. Adams  Estelle Jobson 《Publishing Research Quarterly》2002,18(1):66-71

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Abstract     

Lois Bloom  & Erin Trinker 《Monographs of the Society for Research in Child Development》2001,66(4):vii-viii

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Relational turbulence and perceptions of partner support during reintegration after military deployment     

Leanne K. Knobloch  Erin D. Basinger  Jennifer A. Theiss 《Journal of Applied Communication Research》2018,46(1):52-73

The transition from deployment to reintegration can be stressful for returning military personnel and at-home partners, and support plays a key role in their ability to transition effectively. We draw on relational turbulence theory to advance predictions about how parameters of the relationship between returning service members and at-home partners predict their perceptions of their partner’s support during the post-deployment transition. We surveyed 235 individuals (117 returning service members, 118 at-home partners) who had experienced the transition within the past 6 months. Findings consistent with the theory indicated that relational turbulence partially mediated the negative associations that relational uncertainty and interference from a partner shared with partner support. Partner uncertainty was a direct negative predictor of partner support as well. We consider how these results extend theory, research, and practice.  相似文献   

The Effects of Facebook Relational Maintenance on Friendship Quality: An Investigation of the Facebook Relational Maintenance Measure     

Bree McEwan  Erin Sumner  Jennifer Eden  Jennifer Fletcher 《Communication Research Reports》2018,35(1):1-11

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Childhood Physical Fitness and Performance as Predictors of High School Sport Participation     

Rebecca A. Battista  Erin D Bouldin  Karin A. Pfeiffer  Christine E. Pacewicz  Shannon R Siegel  Eric M. Martin 《Measurement in physical education and exercise science》2021,25(1):43-52

ABSTRACT

Participation in youth sport is positively associated with physical fitness and performance. The purpose of the current study was to examine if physical fitness measures during childhood and early adolescence predicted high school sport participation. Participants included youth in the Michigan State University Motor Performance Study. Measures consisted of the endurance shuttle run, Wells sit-and-reach, jump and reach, standing long jump, agility shuttle run and 30-yard dash. Individual, generalized estimating equation models were used to estimate the association between each measure and the odds of participating in high school sport. For both sexes, the endurance shuttle run and agility shuttle run were related to sport participation. For boys only, the long jump and 30-yard dash were also associated with sport participation. Better physical fitness and performance across several dimensions in childhood, including those related to motor skills, enhanced the likelihood of sport participation in high school.  相似文献   

Expanding opportunities to learn to support inclusive education through drama‐enhanced literacy practices          下载免费PDF全文

Sultan Kilinc  Kathleen Farrand  Kathryn Chapman  Michael Kelley  Jenny Millinger  Korbi Adams 《British Journal of Special Education》2017,44(4):431-447

This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children, including English language learners and students with disabilities. The EYEPlay PD model is a year‐long programme that integrates drama strategies into literacy practices within real‐classroom contexts. Inclusive education refers to ensuring equal opportunities to access and participation in learning activities for all students. Cultural‐historical activity theory was used to understand and unpack the drama practices. Twelve semi‐structured focus group interviews were conducted with 19 preschool teachers. The data were analysed via constant‐comparative and interpretive methods. The study findings showed that EYEPlay PD practices enhanced inclusive learning settings for diverse groups of students by increasing access and expanding opportunities to learn, and supporting a positive learning environment.  相似文献   

Tinkering through transition: on ‘doctoring’ as an early-career academic in physical education and sport pedagogy     

Benjamin Williams  Erin Christensen  Joseph Occhino 《Sport, Education and Society》2017,22(1):73-86

This article addresses the notion of ‘making it’ as an early-career academic in physical education and sport pedagogy. In it, we draw on the tradition of material semiotics to reflect on our shared journeys from doctoral student to beginning scholar and beyond. By attuning ourselves to the relationality, materiality and precariousness of our experiences, we offer an answer to the question of what it takes to ‘make it’ as an early-career academic by advocating the practice of ‘making do’ or ‘doctoring.’ We develop this argument, first, by describing the narrative methods we used to conduct our inquiry and by explaining the material-semiotic ideas we used to explore the stories it generated. Then, we tell tales of our transitions from higher degree research student to early-career academic, focusing specifically on our ongoing, collective efforts to make do. In our discussion, we explore these narratives and attend to three features of our actions and activities as early-career academics; namely semiotic relationality, material heterogeneity and the precarious processes of heterogeneous engineering through which we sought to make a career in our field. We conclude by encouraging beginning scholars in physical education and sport pedagogy to become sensitive to these aspects of their own agency, and to experiment, experience and tinker together in ways that are attentive, inventive, caring and persistent.  相似文献   

A Campus-Wide Investigation of Clicker Implementation: The Status of Peer Discussion in STEM Classes     

Justin D. Lewin  Erin L. Vinson  MacKenzie R. Stetzer  Michelle K. Smith 《CBE life sciences education》2016,15(1)

At the University of Maine, middle and high school teachers observed more than 250 university science, technology, engineering, and mathematics classes and collected information on the nature of instruction, including how clickers were being used. Comparisons of classes taught with (n = 80) and without (n = 184) clickers show that, while instructional behaviors differ, the use of clickers alone does not significantly impact the time instructors spend lecturing. One possible explanation stems from the observation of three distinct modes of clicker use: peer discussion, in which students had the opportunity to talk with one another during clicker questions; individual thinking, in which no peer discussion was observed; and alternative collaboration, in which students had time for discussion, but it was not paired with clicker questions. Investigation of these modes revealed differences in the range of behaviors, the amount of time instructors lecture, and how challenging the clicker questions were to answer. Because instructors can vary their instructional style from one clicker question to the next, we also explored differences in how individual instructors incorporated peer discussion during clicker questions. These findings provide new insights into the range of clicker implementation at a campus-wide level and how such findings can be used to inform targeted professional development for faculty.  相似文献   

The Question of Cost is Irrelevant     

Jeff Adams 《The International Journal of Art & Design Education》2016,35(1):4-7

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