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The student... has to see on his own behalf and in his own way, the relations between means and methods employed and results achieved. Nobody else can see for him, and he can't see just by being “told,” although the right kind of telling may guide his seeing and thus help him see what he needs to see. ‐John Dewey 相似文献
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Michael Koerner 《Journal of Food Science Education》2017,16(4):104-106
An “Expectation Gap” can exist between what teachers expect of their students and what effort students expect to and are willing to expend. In order to get students and teachers on the same learning page, this Gap needs remedied. One successful means of bridging the Gap is the use of Student Preceptors. 相似文献
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In a retrospective study, we compared school performance of 53 children practicing music (group 1) with 67 controls not practicing
music (group 2). Overall average marks as well as average marks of all school subjects except sports were significantly higher
in children who do (group 1) than in those who do not practice music (group 2). In a multiple regression analysis, musical
training, parent’s income, and educational level (grades) correlated significantly with overall average marks. A slight decrease
of overall average marks over 4 years from grades 3 to 6 was found in the control group only. Musical training evidently correlates
with children’s better performance at school, but is obviously part of a multifactorial dependence. Continuous musical training
appears to help achieve and maintain school performance at a high level over time. 相似文献
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Haley Kranstuber Horstman Paul Schrodt Benjamin Warner Ascan Koerner Ryan Maliski Alexie Hays 《Communication monographs》2018,85(2):157-180
Family communication patterns theory (FCPT) explores how family members communicate to create a shared social reality via conversation and conformity orientations. Recently, scholars have noted that the current conceptualization and operationalization of conformity orientation is unnecessarily narrow in scope by representing conformity as controlling and repressive, rather than as cultivating homogenous attitudes, beliefs, and values among family members. To address these concerns, we tested the factor structure of the most common measure in FCPT research, the Revised Family Communication Patterns scale (Study One). Based on theoretical and methodological concerns that emerged from Study One, we then created and validated a new scale in Study Two – the Expanded Conformity Orientation Scale (ECOS). Findings from Study Two demonstrated concurrent and discriminant validity. Implications for the use of the ECOS in future studies are discussed. 相似文献
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Michael Pfau Waipeng Lee Ascan Koerner Linda J. Penaloza 《Communication quarterly》2013,61(4):461-481
This investigation attempted to provide further understanding of the inoculation model of resistance to influence. It examined the efficacy of inoculation treatments designed to promote central versus peripheral message processing in instilling resistance to influence, taking into account message processing disposition. The study also tested the potential of social judgment theory to explain the cognitive process which occurs in inoculation. A total of 790 participants took part in the investigation. The study employed three issues that represented low, moderate, and high involvement, and featured multiple inoculation and attack messages. The results indicate that inoculation treatments, using central and peripheral approaches, confer resistance to influence and, thus, imply that threat is more prominent than refutational preemption in the process of resistance. Further, the pattern of results suggest that greater receiver need for cognition enhances resistance, but only with highly involving issues. Finally, the results of the investigation rule out assimilation and contrast as a potential explanation of the cognitive process triggered via threat, but suggest that receiver ego‐involvement facilitates threat. 相似文献
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Ascan F. Koerner 《Journal of Applied Communication Research》2005,33(3):231-241
Using grounded theory, 57 narratives of communication scholars detailing their experiences and relationships with institutional review boards (IRBs) were examined. From this analysis, 24 concepts emerged constituting five larger categories characterizing the communication relationship between communication scholars and IRBs: antagonistic actions of IRBs, negative perceptions of IRBs, actions of researchers, positive perceptions of IRBs, and protagonistic actions of IRBs. Results indicate that the main difference between positive and negative experiences with IRBs was associated with the nature of the relationship between scholars and IRBs. Scholars who saw their IRBs as adversarial bureaucracies had the most negative experiences, whereas scholars who saw their IRBs as partners in the research process had the most positive experiences. Recommendations for how both IRBs and researchers can improve their relationships conclude this essay. 相似文献
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