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1.
In the rapidly changing news market, quality newspapers are searching for ways to combine established journalistic practices with attractive presentation of their newsprint. On internet news sites, attention-getting headlines are even more important in obtaining readership. This paper investigates the role of incongruity in selection of headings, and recall, recognition, and appreciation of selected news items. In Experiment 1, headlines were written on three incongruity levels: straightforward, ambiguous (trope), or stylistically deviant (scheme). In Experiment 2, news headlines were accompanied by either consistent or inconsistent photographs. Results of both experiments showed that heading incongruity enhanced information processing of news items. 相似文献
2.
The paper reports on a participatory action research study conducted in six rural primary schools in Uganda in 2013 to establish why children taught in the local language had difficulties in reading and writing. Findings through interviews, focus group discussions, reviews of exercise books and lesson observations indicated that though it was easier for pupils to learn the concepts in the local language; challenges ranging from poor translation, inadequate teachers’ language proficiency, lack of instructional materials, high pupils’ enrolment, lack of administrative support and teacher-centred approach of teaching, affected pupils’ learning to read and write. Participants recommended adopting the child-centred pedagogy, incorporating instructional materials, conducting continuous assessment and recording pupils’ competencies attained in reading and writing. Teachers need to engage more in Participatory action research in order to reflect on their practices and pupils’ learning, and collaboratively decide what works best and what needs improvement in their classrooms. 相似文献
3.
David F. Feldon Briana Crotwell Timmerman Kirk A. Stowe Richard Showman 《科学教学研究杂志》2010,47(10):1165-1185
Poor instruction has been cited as a primary cause of attrition from STEM majors and a major obstacle to learning for those who stay [Seymour and Hewitt [1997]. Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview]. Using a double‐blind design, this study tests the hypothesis that the lack of explicit instructions in scientific inquiry skills is a major factor in both low STEM retention and academic underperformance. This project delivered supplemental instruction to students in a laboratory‐based undergraduate biology course (n = 314) that was derived either from cognitive task analyses (CTAs) conducted with expert biologists (treatment) or was authored and delivered by an award‐winning biology instructor (control). Students receiving traditional instruction were almost six times more likely to withdraw from the course than students in the treatment condition (8.1% vs. 1.4% of initial enrollment). Of the students who completed the course, those who received the CTA‐based instruction demonstrated significantly higher levels of performance in the discussion section of their written laboratory reports. Significantly higher performances were seen specifically in the areas of analyzing data to formulate valid conclusions, considering alternative explanations, consideration for the limitations of the experimental design and implications of the research. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1165–1185, 2010 相似文献
4.
Although learning to write for publication is an important outcome of doctoral education, it has received surprisingly little scholarly attention. Within a socialization and supervisor pedagogy framework, this study uses narratives of faculty who regularly write with their doctoral students for publication to expose challenges students commonly encounter in the writing process. Common challenges include international students' ‘writing problem’, misconstruing the nature of disciplinary writing and not realizing that ‘public’ is part of publication. 相似文献
5.
This study examined workplace romantic relationship partners’ e‐mail practices and perceptions. Results suggest that the relationship may play an integral role in determining participants' uses and perceptions of e‐mail Workplace romantic couples used e‐mail as frequently as face‐to‐face communication to interact with romantic partners and rated it as both rich and important Participants used e‐mail for both work‐related and social tasks. In addition, participants used business e‐mail addresses for communicating with relational partners and perceived that few organizational policies existed regarding its use. Theoretically, these findings suggest the importance of studying the relationship as a factor that affects e‐mail practices and perceptions. Practically, results indicated that e‐mail may present an additional channel for enhancing communication and connectedness in workplace romantic relationships, and that organizations may need to reflect more carefully about policies concerning e‐mail use in the workplace. 相似文献
6.
This paper documents teachers’ assessment practices and pupils’ learning to read and write in large classes. To gain insights into the assessment practices and pupils’ learning, the principles of Vygotsky’s zone of proximal development and participatory action research (PAR) design were adopted. Collaboratively, teachers reflected on their assessment practices, developed, implemented and monitored the assessment practices. Through observation, in-depth interview and review of exercise books, data were obtained. We argue that teachers’ involvement in PAR has contributed to changing assessment practices in large classes and in improving pupils’ competencies in reading and writing. On the other hand to promote better assessment practices, we advocate for reduced number of pupils in a class and teachers’ workload to enable them offer more support to the pupils during assessment of reading and writing. 相似文献
7.
Kourtland R. Koch L. Timmerman Ann M. Peiffer Paul J. Laurienti 《Psychology in the schools》2013,50(6):577-588
Collaboration is the foundation for innovative discoveries, as individuals with different backgrounds come together and combine their unique expertise. In the current article, an educational researcher and two neuroscientists relate their experiences in establishing a successful collaborative effort. The marriage of neuroscientific findings with educational research has begun to further advance educational approaches. Initial functional magnetic resonance imaging (fMRI) findings indicate that direct interplay between educational interventions and brain‐based measures of sensory, motor, and cognitive processes provides an important link among cognitive processing and psychometric measures. If neuroimaging results support existing theoretical constructs of brain organization, then testable hypotheses may be designed to determine which educational interventions will be effective. The neuropsychological approach may provide school psychologists and teachers with an extensive array of fMRI‐based, developmentally appropriate instructional strategies for enhancing the functional organization of the developing brain of children. Promising suggestions and strategies for educational researchers, school psychologists, and neuroscientists are included. 相似文献
8.
Lindsay M. Timmerman Mike Allen Jill Jorgensen Jennifer Herrett-Skjellum Michael R. Kramer Daniel J. Ryan 《Communication quarterly》2013,61(3):303-324
This meta-analysis (k = 35, N = 11,629) examines the effect that listening to music, particularly popular music, has on consumers. Results demonstrate that listening to music generates an effect on listeners consistent with the content of the music (average r = .210, k = 35, N = 11,629). This effect was similar when considering survey research (r = .227) or experimental research (r = .265). The tenets of excitation transfer theory received some support, particularly when considering the effects of music as a priming material (r = .399), demonstrating the impact of music as a means of establishing mood, and ultimately the subsequent reactions of individuals. One conclusion is that efforts toward media literacy or education may prove far more productive than media content restrictions when attempting to curb potential undesirable media effects. Additional implications for policy and theory are discussed. 相似文献
9.
The Ugandan government has been criticised on several grounds for its abstinence-only policies on sexuality education directed towards young people. These grounds include the failure to recognise the multiple realities faced by young people, some of whom may already be sexually active. In the study reported on this paper, students’ perceptions of relationships and sexual practices were analysed to obtain an understanding of how young people construct and negotiate their sexual agency in the context of abstinence-only messages provided in Ugandan secondary schools and at the wider community level. Ten in-depth interviews and six focus group discussions were conducted with students aged 15–19 years (N = 55) at an urban co-educational secondary school. Data were transcribed verbatim and analysed using grounded theory. Findings show that students engage in sexual activity despite their belief that contraception is ineffective and their fears for the consequences. Students’ age, gender, financial capital and perceived sexual desire further increase risk and vulnerability. To improve their effectiveness, school-based sexuality education programmes should support students to challenge and negotiate structural factors such as gender roles and sociocultural norms that influence sexual practices and increase vulnerability and risk. 相似文献
10.
Implications of Stealing Thunder for the Impact of Expressing Emotions in Organizational Crisis Communication 总被引：1，自引：0，他引：1
C. Erik Timmerman 《Journal of Applied Communication Research》2013,41(3):293-295
This study examines if and when spokespersons of an organization in crisis can express their genuine emotions as opposed to appearing rational. The impact of emotional (sadness) versus rational message framing on perceptions of an organization in crisis is studied by means of a 2 (crisis timing strategy: ex-antecrisis timing strategy vs. ex-postcrisis timing strategy)×2 (message framing: rational vs. emotional) between-subjects factorial experimental design with 168 participants. The findings first show that organizations can restore their reputation in times of crisis better by means of an ex-antecrisis timing strategy than by means of an ex-postcrisis timing strategy. In addition, the study illustrates that an ex-antecrisis timing strategy leads to more effective use of organizational message framing. In the case of an organizational self-disclosure, expressing sadness as a discrete negative emotion results in a better postcrisis reputation than rational message framing, whereas no impact of message framing is found for an ex-postcrisis timing strategy. Finally, the results indicate that organizations can benefit from allowing their spokespersons to express sadness because consumers will consider them more sincere. 相似文献