Broadcasting and Telecommunications     

Arthur Hezlet  W.M. Dalton  Anita Klever  Donald L. Guimary  John Blair  James W. Brown 《Communication Booknotes Quarterly》2013,44(5):58-61

Arthur Hezlet's Electronics and Sea Power (New York: Stein & Day, 1975—$15.00)

W.M. Dalton's The Story of Radio (London: Adam Hilger Ltd., 1975—about $9.00 for each of three volumes)

Anita Klever's Women in Television (Philadelphia: Westminster Press, 1975—$5.95)

Donald L. Guimary's Citizen's GrouRs and Broadcasting (New York: Praeger Special Studies, 1975—$14.00)

John Blair & Co.'s Statistical-Trends in Broadcasting 1975: 11th Edition (New York: John Blair & Co., 1975—$2.50, paper)

Natan Katzman's Public Television Program Content: 1974 (Washington: Corporation for Public Broadcasting, 1975—price not given, paper)

James W. Brown (ed.) Educational Media Yearbook: 1975-76 (New York: R.R. Bowker, 1975—$21.95)

Alan Bermingham et al. The Small TV Studio: Equipment and Facilities (New York: Hastings House, 1975—$7.95, paper)

John H. Barwick and Stewart Kranz's Profiles in Video: Who's Using Television and How (White Plains, N.Y.: Knowledge Industries Publications, 1975— $27.50)  相似文献   

Testing Expert-Based Versus Student-Based Cognitive Models for a Grade 3 Diagnostic Mathematics Assessment     

Mary Roduta Roberts  Cecilia B. Alves  Man-Wai Chu  Margaret Thompson  Louise M. Bahry  Andrea Gotzmann 《教育实用测度》2013,26(3):173-195

The purpose of this study was to evaluate the adequacy of three cognitive models, one developed by content experts and two generated from student verbal reports for explaining examinee performance on a grade 3 diagnostic mathematics test. For this study, the items were developed to directly measure the attributes in the cognitive model. The performance of each cognitive model was evaluated by examining its fit to different data samples: verbal report, total, high-, moderate-, and low ability using the Hierarchy Consistency Index (Cui & Leighton, 2009), a model-data fit index. This study utilized cognitive diagnostic assessments developed under the framework of construct-centered test design and analyzed using the Attribute Hierarchy Method (Gierl, Wang, & Zhou, 2008; Leighton, Gierl, & Hunka, 2004). Both the expert-based and the student-based cognitive models provided excellent fit to the verbal report and high ability samples, but moderate to poor fit to the total, moderate and low ability samples. Implications for cognitive model development for cognitive diagnostic assessment are discussed.  相似文献   

Making inquiry-based science learning visible: the influence of CVS and cognitive skills on content knowledge learning in guided inquiry     

Anita Stender  Martin Schwichow  Corinne Zimmerman  Hendrik Härtig 《International Journal of Science Education》2013,35(15):1812-1831

ABSTRACT

Many science curricula and standards emphasise that students should learn both scientific knowledge and the skills associated with the construction of this knowledge. One way to achieve this goal is to use inquiry-learning activities that embed the use of science process skills. We investigated the influence of scientific reasoning skills (i.e. conceptual and procedural knowledge of the control-of-variables strategy) on students’ conceptual learning gains in physics during an inquiry-learning activity. Eighth graders (n?=?189) answered research questions about variables that influence the force of electromagnets and the brightness of light bulbs by designing, running, and interpreting experiments. We measured knowledge of electricity and electromagnets, scientific reasoning skills, and cognitive skills (analogical reasoning and reading ability). Using structural equation modelling we found no direct effects of cognitive skills on students’ content knowledge learning gains; however, there were direct effects of scientific reasoning skills on content knowledge learning gains. Our results show that cognitive skills are not sufficient; students require specific scientific reasoning skills to learn science content from inquiry activities. Furthermore, our findings illustrate that what students learn during guided inquiry activities becomes visible when we examine both the skills used during inquiry learning and the process of knowledge construction. The implications of these findings for science teaching and research are discussed.  相似文献   

Research and the early years practitioner-researcher     

Carla Louise Solvason 《Early Years: An International Journal of Research and Development》2013,33(1):90-97

This paper challenges the approach that we traditionally take to research (in the realm of Early Childhood) within our colleges and universities. It asks why we have obediently adopted an outmoded and entirely inappropriate approach to research which disempowers and alienates the practitioners that we are working with. This paper calls for Early Childhood tutors to challenge existing regimes in order to introduce students to research that is both meaningful and purposeful for their practice. It embeds purpose and ethicality at the heart of practitioner research.  相似文献   

Taking light for a walk     

Anita R. Warrier  C. Vijayan 《Resonance》2013,18(11):1015-1031

Recent research on manipulating the speed of light has established the possibility of bringing down the speed of light to a value that can be challenged by a humble bullock cart. The processes that influence the speed of light in natural and artificial materials have been investigated in depth, leading to the design of specific techniques to slow down and even store light in appropriate medium at room temperature. We introduce here the basic science of slow-light propagation in materials and artificial structures such as photonic crystals and highlight the important milestones in research on this fascinating frontier.  相似文献   

“Stop and Go”: In search of new ecology and dynamics in group counselling for employees in transition     

Anita Keskinen  Timo Spangar 《International Journal for Educational and Vocational Guidance》2013,13(3):233-245

“Stop and Go” (SG) is a group counselling concept developed for employees in transition. The SG approach has its main roots in relational psychology. This article explores the ecology and the dynamics of the SG process including the simultaneous presence of societal and social (‘meso’) factors, as well as the individual assessment of the group counselling process as a restructuring of the social level. The SG dynamics create a mediating dialogical space, based on peer dialogue, of connecting, affording participants the opportunity to relate differently to the world of work.  相似文献   

Lifelong learning and becoming a mother: evaluation of the Young Parents Program     

Louise Wightman 《International Journal of Lifelong Education》2013,32(5):555-567

The purpose of this research was to identify how lifelong learning has the potential to accommodate the changed circumstances and future needs of women who become mothers as teenagers. The research drew on the previously separate theories of lifelong learning and becoming a mother to frame this initial study. A qualitative case study was used to evaluate the Young Parents Program, which was devised to meet the informal learning needs of young mothers aged between 15 and 25 years. A total of eight mothers completed a survey and four of them also participated in a focus group interview to provide more in depth responses. The results indicate that the content of the programme provided relevant information that met the informal learning needs of the participants. The delivery of the programme helped participants to make connections with other young mothers in similar circumstances. The findings imply that informal learning programmes that respond well to the immediate needs of young mothers have the potential to prevent young mothers from becoming socially isolated. Young mothers who become engrossed in their own problems without access to relevant informal learning may fail to undertake formal learning opportunities that might be available in the future.  相似文献   

Promoting assessment efficacy through an integrated system for online clinical assessment of practical skills     

Peter J. Hay  Craig Engstrom  Anita Green  Peter Friis  Sue Dickens  Doune Macdonald 《Assessment & Evaluation in Higher Education》2013,38(5):520-535

This paper presents evaluation outcomes from an externally funded research project involving the online clinical assessment of practical skills (eCAPS) using web-based video technologies within a university medical programme. eCAPS was implemented to trial this web-based approach for promoting the efficacy of practical skills assessment in knee joint examinations for a pre-clinical cohort of second year medical students. eCAPS involves a progressive organisation of online video experiences and task expectations for formative and summative assessments of selected competencies. Data are presented from semi-structured interviews with the medical students (N?=?40). eCAPS successfully supported students’ skill development in knee joint examinations on fellow students and allowed remote assessment of candidates’ performances by clinicians experienced in musculoskeletal examinations. An ‘indicative standard’ paradigm, involving formative assessment of one randomly selected performance from the submission of all students’ responses within a small group, offered an efficient and efficacious avenue for providing consolidated feedback to students and promoted desirable learning behaviours. Overall, there was evidence of reciprocal learning benefits to the ‘blending’ of an online learning and assessment approach with an existing face-to-face environment. The medical students were able to successfully engage online with high quality and consistent practical skill-based materials in a flexible, independent and individual manner.  相似文献   

‘It didn’t really change my opinion’: exploring what works,what doesn’t and why in a school science,technology, engineering and mathematics careers intervention     

Louise Archer  Jennifer DeWitt  Justin Dillon 《Research in Science & Technological Education》2013,31(1):35-55

Background: It is widely agreed that more needs to be done to improve participation in science, technology, engineering and mathematics (STEM). Despite considerable investment in interventions, it has been difficult to discern their effectiveness and/or impact on participation.

Purpose: This paper discusses findings from a six-week pilot STEM careers intervention that was designed and overseen by a teacher from one London girls’ school. We reflect on the challenges for those attempting such interventions and the problems associated with evaluating them.

Sample: Data were collected from Year 9 students (girls aged 13–14 years) at the school.

Design and methods: Pre- and post-intervention surveys of 68 students, classroom observations of intervention activities, three post-intervention discussion groups (five or six girls per group) and a post-intervention interview with the lead teacher were conducted.

Results: Although the intervention did not significantly change students’ aspirations or views of science, it did appear to have a positive effect on broadening students’ understanding of the range of jobs that science can lead to or be useful for.

Conclusions: Student aspirations may be extremely resistant to change and intervention, but students’ understanding of ‘where science can lead’ may be more amenable to intervention. Implications are discussed, including the need to promote the message that science is useful for careers in and beyond science, at degree and technical levels.  相似文献   

For Aesop     

Louise Scott 《The Educational forum》2013,77(1)

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