Your search found 11232 results.

Descriptors:
Evidence; Educational Policy; Models; Public Officials; Educational Research; Adoption (Ideas); Researchers; Information Dissemination; Foreign Countries; Public Policy; Communication (Thought Transfer)

Abstract:
The process of "knowledge adoption" is defined as the means through which policy-makers digest, accept then "take on board" research findings. It is argued in Brown, however, that current models designed to explain knowledge adoption activity fail to fully account for the complexities that affect its operation. Within this paper, existing frameworks are explored and critiqued, and an alternative approach is presented. It is argued that this alternative conceptualisation provides a more effective explanation of the knowledge adoption process and significantly improves on extant work in this area. (Contains 1 figure and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Educational Change; Expertise; Semi Structured Interviews; Family Programs; Organizational Culture; Cooperation; Interprofessional Relationship; Integrated Services; Organizational Theories; Information Dissemination; Nursery Schools; Child Care Centers; Communication (Thought Transfer); Knowledge Management

Abstract:
This study attempts to examine the relationship between professional culture and collaborative working in Children's Centres in a region of England. In Children's Centres, professionals from different professional backgrounds and different organisations are required to work together towards common goals as required by the Children Act 2004. Children's Centres serve to provide a place where children and families can access a number of services or be signposted to them. Anning (2001), Anning et al. (2006) suggested that some of the main difficulties appeared to be those of trying to combine the cultures of distinct services and professions into new ways of working and sharing professional knowledge. This research is considered with reference to professional journeys, professional identity and perceptions of knowledge. It builds upon the work of Robinson, Atkinson, and Dowling (2008) with reference to inter-professional processes and knowledge distribution, as well as previous work of ["name deleted to maintain the integrity of the review process"] in relation to common threads that draw professionals together. Socio-cultural theory, cultural identity theory, and organisational theory form the basis of the theoretical framework. The research considers how knowledge between different professionals is perceived and shared with reference to Bourdieu (1984), regarding the notion of "habitus" and Bhabha (1994) with reference to the creation of a new culture in terms of a "Third Space." It is based firmly within a qualitative paradigm and is phenomenological in nature. Twenty-five semi-structured interviews were undertaken in order to listen to the voices of different professionals from health, education and family support. Since 1997 and the election of New Labour in Britain, integrated working has been high on the political agenda. At the time of writing it is less certain as to the direction of the new coalition government elected in May 2010. "Integrated working" is considered to be the integration of all services who work with children by working towards common goals by sharing information and expertise. These services include health, education and social care, but may also include psychological services, the police and services provided by voluntary organisations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Psychology; Emotional Response; Correlation; Semiotics; Role; Verbal Communication; Self Control; Generalization; Personality; Language Planning; Communication (Thought Transfer); Interpersonal Relationship

Abstract:
In this article, we discuss contributions from contemporary authors toward understanding a complex topic: human emotions. We comment on these authors' ideas and describe their ways of talking about emotions in relation to language, consciousness, meaning, and psychological instruments. After considering the distinct contributions of these authors, we inquire how Vygotsky's ideas deepen our understanding of human emotions and we argue the need for further exploration into the interrelations between emotions and signification. In his search to explain how social relations become internalized psychological functions, Vygotsky utilized the notions of sign and semiotic mediation to highlight the role of verbal language and meaning in making specific forms of communication and generalization possible, such as planning and self-regulation. Vygotsky claimed that human emotions develop, but he did not explicitly state how this happens. Assuming that emotions are also affected by sign production and (trans)formed by signification and language, we argue that the ways of conceiving of signification, sign, and sense production make a difference for how we explain historical-cultural development, psychicological functioning, personality formation, and the dramatic constitution of subjects. We offer two empirical excerpts to make particular aspects of signifying emotions visible. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Communication (Thought Transfer); Goal Orientation; Maintenance; Interpersonal Relationship; Reflection; Communication Problems; Failure; Anxiety; Fear; Conflict; Interpersonal Competence; Psychological Patterns; Conflict Resolution

Abstract:
Regretted messages provide speakers an opportunity to learn. Whether learning occurs should depend upon how the incident is processed. This study had two objectives: (a) to determine how the goal a message conflicts with and seriousness influence the emotion(s) evoked; and (b) to determine which variables predict adoption of learning-oriented, repair-oriented, and emotion-focused reflection (dissonance reduction). Whether regretted messages evoked guilt, shame, sadness, anxiety, or fear depended on the goal(s) the message conflicted with. Learning-oriented reflection was best predicted by more intense sadness, fear/anxiety, or guilt. Whereas learning-oriented reflection was positively related to perceived learning, reducing dissonance was negatively related to perceived learning. (Contains 3 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Critical Theory; Democracy; Political Attitudes; Government (Administrative Body); Citizenship; Middle Class; Whites; Anxiety; Television; Communication (Thought Transfer); Empowerment; Disadvantaged

Abstract:
For many communication scholars, critical pedagogy has proven a valuable teaching approach intended to strengthen democracy and empower the disenfranchised. However, the pedagogical practice becomes problematic when employed as a way to help the already enfranchised maintain their privileged position. This is the very problem posed by the conservative radio and television personality Glenn Beck. As we argue here, Beck routinely used techniques associated with critical pedagogy to encourage his primarily white, middle-class audience to feel disenfranchised by their own government and a liberal intellectual elite. Instead of encouraging democratic engagement, Beck urged his audience toward antagonistic relations anathema to democracy. His ability to do this encourages us to rethink the practice of critical pedagogy as a public modality, which is to emphasize its democratic political goals. In the end, we argue that Beck's ability to ape critical pedagogy for undemocratic ends should remind communication scholars of the importance of both stasis and materiality in their own practices of critical pedagogy and scholarship. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Notetaking; Reading Writing Relationship; Communication (Thought Transfer); Information Dissemination; Documentation; Technological Advancement; Information Technology; Electronic Publishing; Access to Information; Information Management; Educational History; Educational Psychology; Conferences (Gatherings)

Abstract:
Considering how much attention people lavish on the technologies of writing--scroll, codex, print, screen--it's striking how little they pay to the technologies for digesting and regurgitating it. One way or another, there's no sector of the modern world that is not saturated with note-taking--the bureaucracy, the liberal professions, the sciences, the modern firm, and especially the academy, whose residents, transient and permanent, have more right than anyone else to claim that taking notes is what they do. Taken, made, jotted, foot, or head: Notes are necessary interventions between the things people read and the things they write. (Contains 6 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Transfer of Training; Educational Technology; Instructional Design; Fidelity; Accuracy; Educational Environment; Cues; Communication (Thought Transfer); Feedback (Response); Visual Aids; Case Method (Teaching Technique); Technology Uses in Education

Abstract:
Authenticity is a key to using technology for instruction in ways that enhance learning and support learning transfer. Simply put, a representation is authentic when it shows learners clearly what a task, context, or experience will be like in real practice. More authentic representations help people learn and understand better. They support learning transfer by giving learners an opportunity to see key features and reference points that show when and how tasks need to be done, and how information is relevant to actual task performance. However, designers may need to adjust components of authenticity to optimize initial learning and eventual transfer, depending on the task, learners, and context. This chapter unpacks the concept of authenticity, then discusses and illustrates how considering various elements of authenticity can help designers and trainers make more effective decisions to support learning and development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Web Sites; Electronic Publishing; Libraries; Librarians; Networks; Communication (Thought Transfer); Scholarship

Abstract:
The biblioblogosphere is comprised of the institutional publication of blogs of libraries and the personal, professionally-oriented publication of blogs by librarians. Since introduction of this neologism in 2004, a number of researchers have examined this particular class of bloggers and blogging. However, there is limited investigation into the structure and connectivity of blogs within the biblioblogosphere. This article reports a study of interlinkage patterns within a sample of 1,604 biblioblogs. Findings suggest the biblioblogosphere conforms to the locally dense, globally sparse structure of blog networks established by previous studies of other blog types. The majority of blogs within the sample did not link to any other sampled blog. Those that did tended to cluster according to library type, blog subject, or geographical proximity. About one-third of the interlinked blogs were located within a single, massive component (that is, a networked group of blogs), while the rest were in smaller networks of two or three nodes. Personal biblioblogs, characterized as blogs published by individuals independently of an institution, are more likely to be located within a more densely populated network than institutional blogs. These findings indicate that "personal-professional" bibliobloggers are actively shaping the structure of the library blogosphere, while institutional blogs demonstrate much less overall connectivity. (Contains 5 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Interpersonal Communication; Map Skills; Navigation; Role; Change; Communication (Thought Transfer); Group Dynamics; Phonetics; Pattern Recognition

Abstract:
The current study examined phonetic convergence when talkers alternated roles during conversational interaction. The talkers completed a map navigation task in which they alternated instruction Giver and Receiver roles across multiple map pairs. Previous studies found robust effects of the role of a talker on phonetic convergence, and it was hypothesized that role-switching would either reduce the impact of role or elicit alternating patterns of role-induced conversational dominance and accommodation. In contrast to the hypothesis, the initial role assignments induced a pattern of conversational dominance that persisted throughout the interaction in terms of the amount of time spent talking--Original Givers dominated amount of time talking consistently, even when they acted as Receivers. These results indicate that conversational dominance does not necessarily follow nominal role when roles alternate, and that talkers are influenced by initial role assignment when making acoustic-phonetic adjustments in their speech. (Contains 2 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
College Faculty; Governance; Neoliberalism; Commercialization; Participative Decision Making; Action Research; Leaders; Leadership Role; Communication (Thought Transfer); Universities

Abstract:
Few faculty members are immune from the deleterious impact of neoliberal values, policies and practices that have resulted in the "corporatization" of universities, with the reduction of teaching and research to "products" and faculty to "producers," and students to "clients." The role of faculty governance in this process has been debated yielding diverse perspectives on its effectiveness in challenging this influence, particularly, in regard to the role of democratic decision making at the college-level of governance where administrators may push for furthering market-driven agendas. This critical action research project highlights how two faculty assembly leaders facilitated participatory decision making as they re-conceptualized their leadership roles as team-based representatives, and developed multiple communicative networks that supported faculty voice and leadership listening at the grassroots level--two processes that may thwart corporatization and marketization at the college-level. This article highlights how characteristics of desired communication practices for more democratic decision making at the college-level lay the groundwork for building the collective faculty capacity to respond in a timely manner to neoliberal agendas. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website