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Patrick C. Hughes Juliann C. Scholl Kandi L. Walker 《Communication Research Reports》2013,30(3):167-174
The present study empirically operationalizes the health-related talk of married individuals (N?=?349) and reports on the factor structure of these health-related talk expectations and the reliability and convergent validity of the two-factor solution. Both factors were significantly correlated with participants’ self reports of marital satisfaction. Implications for the relationships between health-related talk and marriage are discussed. 相似文献
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Michael Middleton Juliann Dupuis Judy Tang 《International Journal of Science and Mathematics Education》2013,11(1):111-141
Many rural indigenous communities rely on science knowledge and innovation for survival and economic advancement, which requires community members to be motivated for learning science. Children in these communities have been viewed by some as unmotivated due to their low science achievement as they progress in school, particularly into majority secondary schools. Current theories of motivation, such as achievement goal theory, take classroom context into account when examining individual motivation. However, motivational climate can also be considered as tightly woven with the cultural and social practices of a community rather than individual perception. In this study, researchers spent time in two indigenous villages observing classrooms, participating in community events, and talking with community members. During those visits, Attayal/Sediq children in Taiwan (n?=?18) and Mopan Mayan children in Belize (n?=?18) participated in three semi-structured interviews about their experience learning science in school, home, and community. Results indicate that motivation for learning science is closely linked with their identity as science learners. Three themes emerged to illuminate how social practices may or may not support individual identity, and consequently motivation, for learning science—student/teacher relationships, support for learning, and motivational climate. Differences between children in Taiwan and Belize are explored. Implications for motivation theory, educational practice, and policy are discussed. 相似文献
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Juliann C. Scholl 《Communication Teacher》2013,27(2):53-56
Objective: This activity has the dual objective of acquainting students with three learning styles as well as helping them understand and apply the perception process Courses: Introduction to Communication Studies, Interpersonal Communication, Leadership, Small Group Communication 相似文献
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Juliann Stalls Archana V. Hegde Sharon M. Ballard 《Journal of Early Childhood Teacher Education》2018,39(2):169-180
Many young children in the United States are faced with chronic illnesses that cause them unique challenges. It is imperative that all members of children’s support systems feel prepared to help meet those challenges. One integral component of this support team for children are their teachers. The purpose of this study was to assess preservice early childhood teachers’ perceived preparedness to work with chronically ill children. Additionally, the study explored preservice teachers’ ideas about the resources needed to effectively work with chronically ill children. Data were gathered from 32 preservice teachers pursuing a degree and licensure in Birth through Kindergarten (BK) education within a southeastern state university. A survey encompassing closed and open-ended questions related to perceived preparedness was utilized for the study. Results indicated that preservice BK teachers do not feel highly prepared to care for children who are chronically ill in their classroom. Preservice BK teachers suggested that additional classes, seminars, and experiences with chronically ill children would improve their feelings of preparedness. Implications regarding teacher education are discussed. 相似文献
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Juliann C. Scholl 《Journal of Applied Communication Research》2013,41(2):156-176
Medical practitioners and scholars are increasingly seeing the need for patient-centered care (PCC) which emphasizes both medical and emotional needs, patients’ reasons for seeking care, and the enhancement of the patient–provider relationship. This ethnographic report examines the use of humor as a means to promote PCC within a hospital unit designed to encourage therapeutic humor. The three distinct themes emerging from this study have implications regarding the use of humor to help facilitate PCC. The three themes are (a) taking a complete patient profile, (b) freeing patients from the label of “bad patient,” and (c) de-emphasizing power disparities. 相似文献
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The purpose of this pragmatic action research study was to explore our re‐conceptualization efforts in preparing pre‐service teachers to guide the inquiry process with formative assessment and subsequently use the understandings to improve our teacher preparation program. The process was guided by two questions: to what extent did course re‐conceptualization efforts lead to a more informed understanding of formative assessment by pre‐service teachers and did strategies enacted in the re‐conceptualized methods course foster or hinder pre‐service teachers' understanding of formative assessment? Data from this study support the following findings: (1) a substantial pre‐ to post‐methods course difference was realized in the pre‐service teachers' understanding of formative assessment; (2) explicit and contextualized approaches to formative assessment in the methods course led to increased understandings by pre‐service teachers; (3) an implicit approach led to improvements in course structure but did not foster pre‐service teachers' understanding of the reflexive nature of formative assessment; and (4) a field‐based case study on elementary science teaching both hindered and fostered our efforts with formative assessment. This study yields implications for pre‐service teacher education on formative assessment. To foster pre‐service teachers' knowledge and skills, we suggest explicit instruction on formative assessment combined with case studies, field experiences, and ongoing reflection. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 402–421, 2010 相似文献
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