Mary John O'Hair

The Boundary-Spanning Role of Democratic Learning Communities: Implementing the IDEALS.

This multi-case study investigates characteristics and practices in schools that expand the traditional boundaries of school leadership and transform schools into democratic learning communities based on the level of implementation of the IDEALS framework. This investigation serves as a modus to illuminate democratic processes that change schools and address the needs of the students, not the needs of the adults in the system. A sample of five purposefully selected high schools, from the Midwest USA, was utilized. The schools serve Grade 9—12 students, but vary in size, residential area and socioeconomic status of the students. This study illuminates some of the challenges and strategies that facilitate or impede the process of creating more democratic schools that expand the boundaries of inquiry and discourse to include a broader range of community stakeholders and that respect and embrace issues of equity.

The impact of situational dimensions on compliance‐resisting strategies: A comparison of methods

This study replicated and extended a study on compliance‐resisting and found that the factors of Intimacy and Rights to Resist each had predictable influences on strategy construction. Utilizing both constructed strategies and preference rating methods, similar situational effects on strategy selection were determined for negotiation, justification, and positive identity management strategies. For example, both procedures indicated that positive identity management strategies were selected more frequently in intimate situations than in nonintimate situations and both procedures indicated that rights to resist was not associated with this strategy selection. However, comparison of the methods indicated that participants underreported the likelihood‐of‐use of negative relational strategies in intimate situations and generally overreported the likelihood‐of‐use of positive identity management strategies. Recommendations for future research were discussed.

Enhancement of Listening Skills as a Prerequisite to Improved Study Skills

Abstract This study provides a descriptive analysis of the listening skill development program at a small, southwestern college. Common misconceptions concerning listening and specific barriers to effective listening are discussed in relationship to individual students current listening behaviors. Improvement strategies for listening include some combination of attitudinal (affective), cognitive, and skill (psychomotor) development activities. Results indicate that students completing the program for listening improvement report an actual improvement in their listening after completing the two month program.