Basics of qualitative research: Grounded theory procedures and techniques

According to W. Edwards Deming, American companies require nothing less than a transformation of management style and of governmental relations with industry. In Out of the Crisis, originally published in 1982, Deming offers a theory of management based on his famous 14 Points for Management. Management's failure to plan for the future, he claims, brings about loss of market, which brings about loss of jobs. Management must be judged not only by the quarterly dividend, but by innovative plans to stay in business, protect investment, ensure future dividends, and provide more jobs through improved product and service. In simple, direct language, he explains the principles of management transformation and how to apply them.

Out of the Crisis

https://science.sciencemag.org/content/sci/5/110/206.full.pdf

The american psychological association.

How the mind works

This experimental study examined the effects of teacher self-disclosure via Facebook on anticipated college student motivation, affective learning, and classroom climate. Participants who accessed the Facebook website of a teacher high in self-disclosure anticipated higher levels of motivation and affective learning and a more positive classroom climate. In their responses to open-ended items, participants emphasized possible negative associations between teacher use of Facebook and teacher credibility. Participants offered recommendations for teachers regarding the use of Facebook and other weblog services.

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I'll See You On “Facebook”: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate

Communication skills, as defined by Burleson and Samter (1990), were examined in the teacher‐student relationship. Three questions guided this investigation: (a) with regard to effective teaching, what are students’ perceptions of the importance of communication skills and immediacy behaviors? (b) what is the relationship between students’ perceptions of teachers’ use of communication skills, immediacy behaviors, motivation and learning? and (c) do male and female students differ in their perceptions of communication skill and immediacy behaviors in regard to importance, motivation, and learning? Two studies were conducted. Study one found that students reported referential skill, ego support, and conflict management as being most important to effective teaching. Study two found referential skill, ego support, and immediacy to have a strong relationship with student learning and motivation. Some sex differences also were found and explored in both study one and two.

The Teacher-Student Relationship as an Interpersonal Relationship.

The concept of empowerment has been used extensively in business, politics, and education in myriad ways and with multiple meanings. In this study, empowerment is conceptualized as a form of motivation (Conger & Kanungo, 1988; Thomas & Velthouse, 1990) which can exist as either a state or a trait. We believe that communication has a major influence on students' empowerment just as communication frequently impacts such conditions as state motivation (Frymier, 1994). The long range goal, for which this research is a first step, is to understand the role of communication in the process of empowerment. The immediate goals of this research are to provide a more specific conceptualization of empowerment as applied to the classroom and to develop an instrument to measure learner empowerment. Drawing heavily on the work of Thomas and Velthouse (1990), two studies were conducted to develop and refine the learner empowerment measure and to establish the construct validity of the instrument.

The development of a learner empowerment measure 1

Empowered learners are more motivated to perform classroom tasks, and they feel more competent in the classroom, find the required tasks more meaningful, and feel they have an impact on their learning process Previous work has concluded that empowerment is primarily influenced by teacher behavior, which is not consistent with contemporary research on achievement motivation The focus of the present study was to examine the role of student characteristics (temperament and learner orientation) on empowerment along with the impact of instructor communication behavior (nonverbal immediacy and clarity) Interpretation of results via the motivation model revealed teacher clarity to be the primary predictor of student empowerment and learning Student temperament and learner orientation had little impact On empowerment

The Role of Student Characteristics and Teacher Behaviors in Students’ Learner Empowerment

The measurement of learning, particularly cognitive learning, has been problematic in instructional communication research. In an effort to address some of the methodological problems, Frymier, Shulman, and Houser (1996) developed a learning indicators scale. Several of the items in this scale involved communication behaviors. In this study it was hypothesized that students with a predisposition to avoid communication would score low on such a scale because of their avoidance of communication, confounding the learning indicators scale with communication apprehension. The learning indicators scale was revised to eliminate the communication based items. The revised scale was uncorrelated with communication apprehension as predicted, and positively correlated with learner empowerment, nonverbal immediacy, affective learning, state motivation, and grades.

The revised learning indicators scale

Out-of-classroom communication (OCC) in the form of email has increased considerably in the past few years. This study uses Interaction Adaptation Theory (IAT) to inform and frame the impact of using overly casual email messages with instructors. Study one used an experimental method to determine that message quality (casual vs. formal messages) accounted for between 48% and 64% of the variance explained in affect toward the student, student credibility, and message attitude. Message quality also significantly impacted on an instructor's willingness to comply with a simple request for a face-to-face meeting. Study two further examined these findings using a comparative analysis of both instructors and students. Findings reveal that instructors are bothered more than students by overly casual email messages. Instructors attribute students’ use of overly casual emails more heavily to training issues, while students attribute this to technology use. Two specific email violations that bother instructors more ...

Marian L. Houser

Papers

The Teacher-Student Relationship as an Interpersonal Relationship.

The development of a learner empowerment measure 1

The Role of Student Characteristics and Teacher Behaviors in Students’ Learner Empowerment

The revised learning indicators scale

R U Able to Meat Me: The Impact of Students’ Overly Casual Email Messages to Instructors