Reconceptualizing and Reexamining Suspense as a Predictor of Mediated Sports Enjoyment     

Erik M. Peterson M.A.  Arthur A. Raney Ph.D. 《广播与电子媒介杂志》2013,57(4):544-562

Suspense is a driving force behind media entertainment consumption. However, previous explorations of the role of suspense in the enjoyment of mediated sports have not fully relied upon the richness of research from other genres. The current study seeks to correct this oversight by using the lens of fictional drama to reconceptualize and reexamine suspense as a factor in the enjoyment of sports programming. A total of 161 participants viewed and rated 1 of 7 men's basketball games. The results suggest that a measure of the unfolding nature of suspense is a stronger predictor of mediated sports enjoyment than those used previously.  相似文献   

Graham Farmelo: The Strangest Man: The Hidden Life of Paul Dirac     

Arthur Stinner 《Science & Education》2013,22(4):887-891

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Teacher Practices and Middle‐school Science Achievements     

Arthur L. Odom  Elizabeth R. Stoddard  Steven M. LaNasa 《International Journal of Science Education》2013,35(11):1329-1346

We report on the construction and application on an instrument entitled the “Science Achievement Influences Survey” to assess combined effects of student attitudes about science, peer interaction, and home support, and the frequency of student‐centred and teacher‐centred instructional practices on student achievement. Controlling for pre‐test content knowledge, results indicated that student‐centred teaching practices have a positive association with student achievement (p < .01; i.e., group experiments) and a negative association with teacher‐centred teaching practices (p < .01; i.e., copying notes). Additionally, student attitudes about science were positively associated with student‐centred teaching practices (p < .01) and negatively associated with teacher‐centred teaching practices (p < .01). Most significantly, this study documents the predicted gains in science achievement associated with frequency of specific instructional practices used by middle‐school science teachers. Especially noteworthy and significant is the finding that near‐daily implementation of group experiments and reduction of extensive note‐copying during class yield the greatest positive impact on student achievement. Outside of school, peer interaction and home support were not significantly associated (p > .05) with student achievement. The student sample included 611 middle‐school science students with a wide range of socioeconomic and cultural backgrounds.  相似文献   

Personality and Teaching Success     

Tom Arthur Lamke 《Journal of Experimental Education》2013,81(2):217-259

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THE NEXT CONVENTION OF THE RELIGIOUS EDUCATION ASSOCIATION     

George Herbert Betts∗  Arthur E. Bennett∗  Luther A. Weigle∗ 《Religious education (Chicago, Ill.)》2013,108(2):84-92

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Let's understand Skodak and Skeels,finally 1     

Arthur R. Jensen 《教育心理学家》2013,48(1):30-35

The well‐known study by Skodak and Skeels (1949), in which one hundred infants who were born to unwed mothers of below‐average IQ and were adopted into superior foster homes and grew up to obtain Stanford‐Binet IQs averaging 20 points higher than the IQs of their biological mothers, has frequently been interpreted as a contradiction of the evidence for the high heritability of intelligence. It is here shown that this is a misinterpretation of the Skodak and Skeels results, based on failure to consider the prediction made from a simple polygenic model of parent‐offspring resemblance. The Skodak and Skeels data, when analyzed properly in terms of a quantitative‐genetic model, are found to be not all improbable or contradictory of a broad heritability for IQ in the range of .70 to .80. Also, the common fallacy of generalizing the results of Skodak and Skeels as an environmental explanation of the cause of the approximately 1 σ mean white‐Negro IQ difference is explicated from the standpoint of genetic theory.  相似文献   

Child rearing and the neuroticization of parenting: the case of The Netherlands     

Leendert F. Groenendijk  Nelleke Bakker 《History of education》2013,42(6):571-588

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Fresh air and good food: children and the anti‐tuberculosis campaign in the Netherlands c.1900–1940     

Nelleke Bakker 《History of education》2013,42(3):343-361

As elsewhere in the Western world, between 1900 and 1940 the anti‐tuberculosis campaign in the Netherlands produced a wide range of initiatives to promote child health. In each of these the social and the medical were linked, as the hygienic ‘mood’ was encouraged by a child‐saving ethos that focused upon the poor. In this article the author discusses the choices that were made between anti‐tuberculosis interventions for children, the benefits projected on each of these and the categories of children for whom they were meant. Private and voluntary initiatives dominated the field, whereas the state turned out to be very reluctant to take responsibility. Medically controlled health camps for ‘weak’ children were a more important instrument than open‐air schools and mass medical examination. Medical surveillance produced new categories and data which in turn justified the continued growth of child hygiene after tuberculosis had become less of a threat during the 1930s.  相似文献   

The Public,The Media,and the Knowledge Gap     

George Arthur Bailey 《The Journal of environmental education》2013,44(4):3-8

Abstract

Academic wilderness education is separate from adventure and skills-oriented approaches. Though problems in logistics, academic expertise, and leadership place unusual demands on teachers and students, the qualitative benefits of field studies can be profound. Three programs are described ranging from short- to long-term immersion in backcountry environments. The University of Montana Wilderness and Civilization program focuses on the boundary between wildness and domesticity. The Outdoor Program of Hampshire College uses an individual-in-community approach that leads toward participatory empowerment. Sierra Institute programs, offered through the University of California Extension, Santa Cruz, challenge students with eight weeks in wilderness areas, probing the roots of ecology and attitudes toward nature. At the deepest level, wilderness studies direct participants toward reconnecting culture with nature through advocacy and cultivation of the ecological self.  相似文献   

ETV ‐ get out of that studio     

Arthur Hungerford 《Communication quarterly》2013,61(3)

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