The Manufacture of Social Incompetence in a Young Black Child     

Marijean Suelzle  Matthew Katz 《Equity & Excellence in Education》2013,46(5-6):65-71

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Induction and Mentoring of Beginning Researchers at Academic Colleges of Education in Israel     

Eva Katz  Marianne Coleman 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):223-239

This study focuses on similarities and differences in expectations of cooperating teachers and student teachers in the initial stage of the mentor relationship in the context of an Israeli practicum program for pre‐service student teachers. These expectations, particularly when they conflict, can serve as major obstacles to the formation of contexts for learning. A focus group technique was used to bring the expectations of the participants concerning the role of the cooperating teacher to awareness and articulation. The theoretical framework of Calderhead and Shorrock (1987) was used to analyze the participants’ expectations into categories of educational orientations. Expectations of a practical and technical nature were found to be prevalent among members of both groups, whereas the student teacher group held more expectations for a personal relationship than the cooperating teacher group. Suggestions are given for bridging the gap in expectations between cooperating teachers and student teachers in the initial stage of the practicum program.  相似文献   

Staging peace: Televised ceremonies of reconciliation     

Tamar Liebes  Elihu Katz 《The Communication Review》2013,16(2):235-257

The visit of Egypt's President Anwar Sadat to Jerusalem was the model for Dayan and Katz's conceptualization of the genre of media events, as live programs which have the power to transform history. Fifteen years later, a series of televised reconciliation ceremonies, which marked the stages of the peace process between Israel and its Arab neighbors (the Palestinians and the Jordanians), are used to re‐examine the model. We demonstrate (1) how the effectiveness of these ceremonies depends on the type of contract among the three participants—leaders, broadcasters and public—each of whom displays different kinds of reservations, and (2) how the aura of the ceremonies draws on the prior status of the participants (Hussein), but also confers status (Arafat).  相似文献   

Research methods and Guides     

Le Roy Ladurie  Frank Freidel  Witham Katz  Alan E. Thompson 《Communication Booknotes Quarterly》2013,44(6):125-126

The Territory of the Historian by E.. Le Roy Ladurie(Chicago: University of Chicago Press,1979 —S21.00)

Harvard Guide to American History edited by Frank Freidel, (Cambridge, Mass.: Harvard Universiry Press, 1974 with 1479 as first date for this paperback edition—$12.50 (on tne book cover) or 39.95 (in the slip inside from the publisher)

Witham Katz Your Library: A Reference Guide (New: York: Holt. Rinehart & Winston, 1919—price not given, gaper)

Alan E. Thompson, Understanding Futurology: An Introduction. to Futures Study (Newton Abbot, U.R /North Pomfret, Vt. : David & ,1979 —$12.50)  相似文献   

The effect of multipart prompts on children's testimonies in sexual abuse investigations     

Carmit Katz  Irit Hershkowitz 《Child abuse & neglect》2012,36(11-12):753-759

ObjectiveThe current study aimed to explore the frequency and effects of multipart prompts on the testimonies of children who were alleged victims of sexual abuse and were interviewed using the National Institute of Child Health and Human Development (NICHD) Investigative Protocol. The effects of the multipart prompts were studied by considering the type of prompt given to the children and examining the richness of the children's testimonies (e.g., the number of words and the number of forensic details) and the ways the children contended with these prompts (e.g., which demand they answered, whether they signaled misunderstanding).Method71 Israeli children aged 4–9 years were interviewed after a complaint of single incident of sexual abuse by a perpetrator who was not a family member. All of the interviews that met the specified criteria and were conducted within a specified period were included in this study. Two raters identified simple versus multipart prompts and analyzed the children's responses.ResultsThe results clearly showed that multipart prompts were used in most interviews, regardless of the child's age. An average of 5.58 multipart prompts per interview was given. The effects of the multipart prompts were destructive and harmed the length and the richness of the children's testimonies. Children of all ages failed to signal their lack of understanding of multipart prompts, and 24% of their responses were unintelligible. When the children did produce a relevant and substantive answer, they primarily responded to the last demand in the multipart prompt and rarely provided an answer to both demands.ConclusionsThe study clearly indicates that even well-trained investigative interviewers present inappropriate multipart prompts to children. The findings contribute to the existing knowledge about the adverse effect that multipart prompts have on children's narratives, indicating that children of all ages provided poorer testimonies in response to multipart prompts. The systematic knowledge accumulated in both laboratory and field studies indicates that it is necessary to eliminate the use of multipart prompts by updating existing practical guidelines and training courses.  相似文献   

Dimensions of concern over telecommunications privacy in the United States     

James E. Katz  Merton M. Hyman 《The Information Society》2013,29(3):251-275

Abstract

Analyses of attitudes and concerns about privacy from a national survey sample of 1,532 adult Americans in 1988 revealed several separate dimensions. A modification of Tryon's method of clustering variables (third‐order correlations) yielded groups of variables whose meanings were much more interpretable than they had been when factor analysis was initially used. We tested the validity of the clustering by a highly comprehensive system of item analyses. The main findings were that (1) respondent concerns over telephone privacy were not related to other aspects of privacy, (2) interest in devices like Caller ID that enable recipients to know the number of the caller were not related to other aspects of telephone privacy, and (3) general privacy concerns under conditions where the respondent and the other party know each other were independent of those conditions where they do not know each other. Implications for telecommunications policy and new services are discussed.  相似文献   

Humanizing the high school     

Blanche K. Katz 《The Urban Review》1972,5(4):25-31

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Stages in the History of Algebra with Implications for Teaching     

Victor J. Katz  Bill Barton 《Educational Studies in Mathematics》2007,66(2):185-201

In this article, we take a rapid journey through the history of algebra, noting the important developments and reflecting on the importance of this history in the teaching of algebra in secondary school or university. Frequently, algebra is considered to have three stages in its historical development: the rhetorical stage, the syncopated stage, and the symbolic stage. But besides these three stages of expressing algebraic ideas, there are four more conceptual stages which have happened along side of these changes in expressions. These stages are the geometric stage, where most of the concepts of algebra are geometric ones; the static equation-solving stage, where the goal is to find numbers satisfying certain relationships; the dynamic function stage, where motion seems to be an underlying idea, and finally, the abstract stage, where mathematical structure plays the central role. The stages of algebra are, of course not entirely disjoint from one another; there is always some overlap. We discuss here high points of the development of these stages and reflect on the use of these historical stages in the teaching of algebra. Commentary from a Mathematics Educator Bill Barton. See also the last page. Commentary from a Mathematics Educator  相似文献   

Phonological and semantic factors in the object-naming errors of skilled and less-skilled readers     

Robert B. Katz 《Annals of dyslexia》1996,46(1):187-208

Children who read poorly have difficulty naming objects, and their errors usually bear a semantic or a phonetic resemblance to the correct words. Excessive semantic and phonetic naming errors could both be due to underlying phonological deficiencies in poor readers. When children cannot name an object because its name is not represented well in long-term memory or cannot be processed well, semantic information as well as partially available phonological information may be used in selecting an alternative response. This hypothesis was tested by looking for the joint influence of semantics and phonology in the naming errors of third-grade children. The same children were asked to name a set of pictured objects, repeat the object names after being spoken by the examiner, and recognize the objects from their spoken names. A separate group of children produced associative responses to the same pictures. First, it was found that, compared with skilled readers, less-skilled readers who named objects without any time pressure had a deficit that could not be attributed to repetition difficulty or limited vocabulary. Second, the naming errors showed a semantic relationship to the correct words that was as strong as that of the associative responses. Third, the naming errors also showed a phonetic relationship to the correct words, whereas the associative responses did not. Finding a joint semantic and phonetic effect in the naming errors of children suggests that the errors may be attributable to phonological deficiencies.  相似文献   

Trends and Issues in the Dissemination of Child Development and Early Education Knowledge     

Lilian G. Katz Ph. D. 《International Journal of Early Years Education》1993,1(2):7-18

Drawing upon the experience gained from 25 years as director of the ERIC Clearinghouse on Elementary and Early Childhood Education this paper is presented in two parts. First some observations on current trends in the environment to which the dissemination of child development and early education knowledge is directed. Included within these trends are the expansion of the information environment as an increasing number of specialist journals emerge and the collision in some countries between these specialised professionals and experts and public and political sentiment. Second, some issues related to the dissemination of knowledge are presented ending with the suggestion that those in advisory and training positions have an important role to play in helping the scientific and practitioner cultures understand each other. The paper concludes with a discussion of some implications of the trends and issues.

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