Supporting Technical Professionals’ Metacognitive Development in Technical Communication through Contrasting Rhetorical Problem Solving     

Andreas Karatsolis  Suguru Ishizaki  Marsha Lovett  Stacie Rohrbach  Mollie Kaufer 《Technical Communication Quarterly》2016,25(4):244-259

This article presents an experimental pedagogical framework for providing technical professionals with practice on writing skills focusing on the development of their metacognitive rhetorical awareness. The article outlines the theoretical foundation that led to the development of the framework, followed by a report of a pilot study involving information technology professionals in a global setting using an online learning environment that was designed based on the framework.  相似文献   

Predicting infant outcome in families of employed and nonemployed mothers     

Marsha Weinraub  Elizabeth Jaeger  Lois Hoffman 《Early childhood research quarterly》1988,3(4)

Differences in infant outcome, predictor variables, and their relationships were explored as a function of maternal employment. Thirty 18-month-olds and their mothers were studied. Child intelligence, attachment security, and dependency were measured, as well as frequency of stressful events in the mother's life, quality of the parents' marital relationship, frequency of the mother's social contacts, and extent of the mother's emotional and parenting supports. Also included were the mother's ability to cope; satisfaction with emotional, parenting, and child care supports; and role satisfaction. For children of employed mothers, attachment and dependency were negatively correlated; securely attached children showed less dependency behavior. For employed mothers, satisfaction with child care and frequent social contacts predicted secure child attachment. Satisfaction with child care, role satisfaction, and ability to cope were strongly interrelated. For nonemployed mothers, maternal coping predicted attachment security, while frequent social contacts predicted greater child dependency. Predictors of child outcome were highly interrelated for nonemployed mothers, with satisfaction with emotional supports playing a pivotal role. These differences suggest that different models to predict infant outcome in employed and nonemployed mother families may be appropriate.  相似文献   

STS Meets Environmental History     

Marsha L. Richmond 《Science & Education》2016,25(1-2):213-215

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“Think With Me:” David Carr's Enduring Invitation     

Beverly Sheppard  Marsha Semmel  Carol Bossert 《Curator: The Museum Journal》2016,59(2):113-119

David Wildon Carr (1945–2016) was recognized in the international cultural community as a scholar and instigator whose critical thinking challenged museum practitioners to reflect on the purpose and responsibility of their work. In his recent papers and lectures, he argued that those discussing museum experiences are late to enter into a dialogue already in progress—a dialogue which carefully considers the whole person in a community, and wherein thinking with a museum is an enterprise embedded in the learner's experience. This forum, written by three museum professionals in response to his recent untimely death, is intended to capture personal impressions of Carr's contribution to the continuing work of museums. Each author quotes from Carr's writings, since his words have such enduring strength—a strength that will continue to resonate long into the future. Each also offers readers some personal background on his work as a teacher.  相似文献   

Characterizing Mathematics Classroom Practice: Impact of Observation and Coding Choices     

Marsha Ing  Noreen M. Webb 《Educational Measurement》2012,31(1):14-26

Large‐scale observational measures of classroom practice increasingly focus on opportunities for student participation as an indicator of instructional quality. Each observational measure necessitates making design and coding choices on how to best measure student participation. This study investigated variations of coding approaches that may be feasible in large‐scale studies, and the ramifications of these variations for drawing inferences about instructional quality. Using data from classroom videos, we found that decisions about whether to keep track of individual students in the coding, observe multiple contexts in the classroom (e.g., whole‐class and small‐group discussions), and capture nuances of student participation changed the resulting characterizations of classroom practice. Most importantly, simplifying the coding approach did not fully capture and even misrepresented the level and nature of student participation in many classrooms.  相似文献   

Peer Acceptance and Social Adjustment in Preschool and Kindergarten     

Christine Johnson  Marsha Ironsmith  Charles W. Snow  G. Michael Poteat 《Early Childhood Education Journal》2000,27(4):207-212

Research on the relation between social behavior and peer acceptance in preschool children and the long-term consequences of peer acceptance or rejection is reviewed. Preschool children who exhibit aggressive behavior tend to be rejected by peers at an early age and these first impressions have a lasting effect on peer acceptance, in spite of subsequent changes in the child's behavior. Social behaviors that are related to peer popularity vary by age and sex. Children who experience high levels of peer acceptance in preschool and who have friends entering kindergarten with them make a better adjustment to school. Recommendations for fostering social development in preschoolers are discussed.  相似文献   

Prime Time Dixie: Television's View of a “simple” South     

Marsha G. McGee 《Journal of American culture (Malden, Mass. : 2003)》1983,6(3):100-109

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We Are People First: Framing Organizational Assimilation Experiences of the Physically Disabled Using Co-Cultural Theory     

Marsha Cohen  Susan Avanzino 《Communication Studies》2013,64(3):272-303

This study explores how organizational members with disabilities experience and manage organizational assimilation in the workplace. The organizational socialization model was used to initially analyze participants' assimilation experiences and co-cultural theory was used as a framework for examining how participants negotiate assimilation. Interviews with 24 participants with physical disabilities were analyzed. Results illustrate a dynamic and difficult process of managing and negotiating assimilation, using a variety of communication strategies such as accommodation (attempts to keep some cultural identity) and assimilation (attempts to conform), as opposed to separation (rejecting common connection with dominant members and bonding only with co-cultural members).  相似文献   

Evaluating the sustainability of SPARK physical education: a case study of translating research into practice     

Dowda M  James F  Sallis JF  McKenzie TL  Rosengard P  Kohl HW 《Research quarterly for exercise and sport》2005,76(1):11-19

Dissemination and sustainability of evidence-based physical education programs (PE) has been studied rarely. The sustainability of a health-related PE program (SPARK) was independently evaluated in 111 elementary schools in 7 states. Surveys were mailed to schools that had received SPARK curriculum books, training and follow-up (response rate = 47%). Up to 80% of schools that adopted SPARK PE reported sustained use up to 4 years later. Schools using SPARK had more frequent PE classes. Sustained use was related to support from the principal, not previously having a standard PE program, having adequate equipment, and teachers being physically active. Program sustainability was similar in advantaged and disadvantaged schools. Evidence-based PE programs can be sustained up to 4 years.  相似文献   

The myth of equality in science classrooms     

Jane Butler Kahle  Marsha K. Lakes 《科学教学研究杂志》1983,20(2):131-140

An analysis of the 1976-1977 NAEP survey of science attitudes showed that, by age nine, females, although expressing similar or greater desires to participate in science activities, had consistently fewer experiences in science than boys of the same age. Science activities surveyed included use of common experimental materials and instruments, observation of scientific phenomena, and field trips. At ages 13 and 17, girls again reported fewer classroom and extracurricular science activities than boys. Their responses indicated narrow perceptions of science and of the usefulness of scientific research. In addition, they displayed generally negative attitudes toward science classes and careers. Suggestions to eliminate the inequalities found are offered.  相似文献