Abstract     

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

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Creating a departmental culture for communication grants     

Michael Hecht  Roxanne Parrott 《Journal of Applied Communication Research》2002,30(4):382-392

Extramural funding to support communication research influences and is influenced by the culture of our discipline, universities, and departments. Both the National Communication Association and the International Communication Association have established closer ties to funding agencies and encouraged members' grant writing pursuits through mentorship and convention programs, newsletter columns, and publicity. Universities vary in how much support they have available as infrastructure to assist in the submission and administration of grants. Some institutions facilitate extramural funding endeavors through mentoring programs, university-wide research centers, sharing of indirect costs, and space. Department cultures, too, vary in the resources available to support grants. Departments in many ways have the most direct effects on grant-supporting cultures. In addition to activities indicated for the discipline and university, departments can build a grant culture by recognizing grant writing in their personnel practices, creating systems for rewarding and supporting grant activities, and having policies in place for the many related issues (e.g., release time, indirect cost sharing, research assistants). Finally, the interpersonal culture, whether colleagues recognize and support grants, plays a major role in individual pursuit of, and satisfaction with, seeking extramural funding to support communication research.  相似文献   

“Thirty Years Old and I'm Allowed to be Late”: the politics of time at an urban community college     

Lois Weis 《British Journal of Sociology of Education》1986,7(3):241-263

Within recent years scholars in both sociology of education and curriculum studies have explored what it is about the school that reproduces class, race and gender relations that maintain an unequal social structure. While it has long been recognized that school outcomes differ along these lines, the role that the school plays in creating differential outcomes and forms of consciousness that sustain fundamental inequalities and antagonisms has been largely ignored. This is as much true for scholars like Bowles and Gintis as it is for earlier functionalists.

This article begins to fill this void by focusing on the relationship between the ‘hidden curriculum’ and student culture. Data presented here were gathered as part of a larger study on the ‘lived culture’ of lower class black students in a community college (which I call Urban College) located in a large northeastern city in the United States. I argue that, rather than ‘determine’ student culture in any simple sense, the hidden curriculum and student culture emerge in relation to one another. Each creates aspects of the other and neither can be discussed or analyzed separately. The way in which elements of the hidden curriculum combine in a concrete culture to produce aspects of student consciousness is also discussed.  相似文献   

The class ceiling: Why it pays to be privileged     

Lois Weis 《British Journal of Sociology of Education》2020,41(5):743-749

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Sympathetic Behavior in Young Children     

Lois Barclay Murphy 《Journal of Experimental Education》2013,81(1):79-90

Using three stratified random samples of thirty-two teachers each from grades 2 through 5, a 3-group posttest-only control group research design was employed to determine the effectiveness of an in-service program utilizing simulation techniques on teacher awareness of pupils’ instructional reading levels. Pupils were selected randomly from each teacher’s classroom. Differences between the grade level of pupils’ readers and their performance on McCracken’s Standard Reading Inventory constituted the measure of teacher awareness. The importance of teachers’ grade level assignments and the time of year when this in-service training is conducted were also evaluated.

Findings indicated that this in-service program is effective only when conducted before school begins. There was a significant difference in teacher awareness among grade levels but a contravertible one between primary and intermediate levels.  相似文献   

An Appreciation of Ted Hughes     

Lois Beeson 《Changing English: An International Journal of English Teaching》1999,6(2):187-196

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George Lakoff’s New Happiness: Politics after Rationality     

John B. Parrott 《Academic Questions》2009,22(4):414-430

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Yale University Press: Disseminating <Emphasis Type="Italic">Lux et Veritas</Emphasis>?     

John B. Parrott 《Academic Questions》2010,23(3):327-338

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A formal mentoring program in a University Library: components of a successful experiment     

Lois Kuyper-Rushing   《The Journal of Academic Librarianship》2001,27(6):191

The LSU Libraries adopted a mentoring program in 1998 to help tenure-track librarians successfully meet tenure requirements. The program was evaluated after the first year and the faculty determined that it was successful; it was implemented on a permanent basis. The program was developed using six basic components. Details are outlined in the article.  相似文献   

Current research on programed texts and self-instructional learning in mathematics and related areas     

Lois M. Lackner 《Educational technology research and development : ETR & D》1967,15(2):181-198

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