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This study replicated a previous research project addressing connections between family-of-origin communication and organizational dissent expression. We predicted that family communication patterns (FCPs), specifically conversation and conformity orientations, would predict upward, lateral, and displaced dissent. As in the original study, significant findings emerged for upward dissent and conformity orientation. This replication study indicated family type as an inconsistent predictor of expressed dissent. Contrary to the original study, we found no evidence to support a connection between pluralistic family types and upward dissent. Finally, as an extension of the original study we analyzed effects of FCPs on displaced dissent, finding an inverse association with conversation orientation. Implications for future research are discussed. 相似文献
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Cheating on exams is a rampant and highly developed practice among youth in the Arab world, often involving elaborate networks, advanced technology and adult authorities. Rather than viewing cheating as mere laziness or immorality, this article interrogates the social meanings of cheating by comparing the practices and discourses of cheating on high-stakes high school exit exams – the tawjihi in Jordan and the Baccalauréat in Morocco. Using informal networks to obtain higher grades, and thereby better futures, cheating is one way youth contest the putative meritocracy of the state to reclaim a sense of control over their lives. Ironically, cheaters develop twenty-first century skills of collaboration, networking and creativity outside the school in order to evade the nation’s formal system of educational sorting. We argue that cheating illuminates the declining effectiveness of the public school in the nation-building project and the simultaneous emergence of the outcomes-oriented ‘neoliberal student’. 相似文献
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Since the turn of the twenty-first century, the global education community has focused significant attention on the promotion of education in fragile and conflict-affected contexts, embodied in the growth of a new sub-field called Education in Emergencies. This article points out the surprising distinction of this new sub-field from the more established and closely related field of peace education. It examines United Nations Educational, Scientific and Cultural Organization (UNESCO) documents for insight into the changing global ideas that have facilitated the shift in focus from peace to conflict. Empirically, we draw on a quantitative content analysis of more than 450 UNESCO documents published between 1945 and 2015. We find that education for peace remains a constant, if evolving, concern in these texts, but that a powerful emphasis on individual rights has shifted the discursive focus away from inter-state relations and towards the educational needs of young people. In the documents, conflict is now theorised as a threat to education and peace is re-envisioned not just as the desirable outcome of education, but also as its pre-condition. We show how this ideational transformation has re-cast an expansive array of conflicts, natural disasters, and other emergencies as threats to education. 相似文献
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Despite the long-standing interest in educational technology reforms, many researchers have found that it is difficult to incorporate advanced information and communications technologies (ICT) in classrooms. Many ICT projects, particularly in the developing world, are limited by the lack of integration between pedagogy and technology. This article presents a framework for integrating ICT technology and inquiry-based pedagogies in classroom settings: the Stanford Mobile Inquiry-based Learning Environment (SMILE). It then outlines findings from a series of studies that tested SMILE’s effectiveness in various country contexts. SMILE successfully spurs student questioning and changes student-teacher dynamics in class. On the other hand, school and country contexts influence students’ initial abilities to form deep inquiries, and SMILE is more difficult to implement in areas where rote memorization pedagogies are typical. The authors advocate further research on the effect of long-term interventions. 相似文献
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This study explored the relationship between effective instructor behavior—instructor confirmation—and a potentially negative student behavior—instructional dissent. Previous studies demonstrate that student characteristics provide a limited explanation for how students express dissent (e.g., Goodboy & Myers, 2012). Thus, scholars have begun to investigate the influence of instructor behaviors along with student characteristics to understand why students express dissent (LaBelle, Martin, & Weber, 2013). This study revealed that instructor confirmation negatively related to expressive and vengeful dissent, but not rhetorical dissent. Further, the three dimensions of instructor confirmation functioned differently in accounting for variance in expressive and vengeful dissent. Future research should build towards a model of instructional dissent model that reflects the unique characteristics of the instructional context and modifiable instructor behaviors. 相似文献
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Scott J. Dankel Kevin T. Mattocks J. Grant Mouser Samuel L. Buckner Matthew B. Jessee 《Journal of sports sciences》2018,36(13):1485-1491
A number of reviews have concluded that resistance training is beneficial for improving sports performance despite the inclusion of studies which do not actually measure a performance outcome (i.e. a timed trial). The purpose of this review was to examine only those studies which would allow us to infer the benefits of resistance training on improving time trial performance. Of the nine studies meeting all inclusion criteria only three demonstrated an additive effect of adding resistance training to the current activity-specific training being performed. These three studies demonstrated improvements in either 5 or 10 km time trial among recreationally skilled athletes (i.e. non-elite level time). Previous reviews have included studies which did not include: (1) performance outcomes; (2) control groups; and/or (3) equal volumes of activity-specific exercise among the resistance training and control groups. Presently, there is little evidence that adding resistance exercise to a sport-specific training program will augment time trial performance. While it is difficult to perform such long-term studies assessing the effects of resistance training among time trial athletes, the statement that resistance training is efficacious for improving time trial performance should be tempered until sufficient evidence is presented to support such claims. 相似文献
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