Popular Culture and Advertising     

Martin Mayer  Sut Jhally  Timothy W. Ryback  Deanna Campbell Robinson  Elizabeth B. Buck  Marlene Cuthbert 《Communication Booknotes Quarterly》2013,44(5):116-117

WHATEVER HAPPENED TO MADISON AVENUE? ADVERTISING IN THE '90s by Martin Mayer (Boston: Little, Brown, 1991—$22.95, ISBN 0-316- 55154-6, 269 pp.)

THE CODES OF ADVERTISING: FETISHISM AND THE POLITICAL ECONOMY OF MEANING IN THE CONSUMER SOCIETY by Sut Jhally (New York: Routledge, 1990—price not given, paper, ISBN 0-415-90353-X, 225 pp.)

ROCK AROUND THE BLOCK: A HISTORY OF ROCK MUSIC IN EASTERN EUROPE AND THE SOVIET UNION by Timothy W. Ryback (New York: Oxford University Press, 1990—$21.95, ISBN 0-19-505633-7, 272 pp.)

MUSIC AT THE MARGINS: POPULAR MUSIC AND GLOBAL CULTURAL DIVERSITY by Deanna Campbell Robinson, Elizabeth B. Buck, and Marlene Cuthbert (Newbury Park, CA: Sage, 1991—$39.95/19.95, ISBN 0-8039- 3192-1 hard, 0-8039-3193-X paper, 312 pp.)

THE MANY LIVES OF THE BATMAN: CRITICAL APPROACHES TO A SUPERHERO AND HIS MEDIA edited by Roberta E. Pearson and William Uricchio (New York: Routledge, 1991—$39.95/13.95, ISBN 0-415-90346-7 hard, 0-415-90347-5 paper, 213 pp.)

BROADCAST ADVERTISING: A COMPREHENSIVE WORKING TEXTBOOK by Sherilyn K. Zeigler and Herbert H. Howard (Ames: Iowa State University Press, 1991—$34.95, ISBN 0-8138-0072-2, 358 pp.)

FUNDAMENTALS OF ADVERTISING RESEARCH by Alan Fletcher and Thomas Bowers (Belmont, CA: Wadsworth, 1991—price not given, ISBN 0-534-14778-X, 364 pp.)

THIS BUSINESS OF MUSIC by Sidney Shemel and M. William Krasilovsky (New York: Billboard/Watson-Guptill, 1991—$27.50, ISBN 0-8230-7706-3, 688 pp.)  相似文献   

The Strategic Rhetoric of an “At-Risk” Educational Identity: Interviewing Jane     

Deanna L. Fassett  John T. Warren 《传播与批判/文化研究》2013,10(3):238-256

This essay explores how communication research on “at-risk” students relies on under-theorized understandings of identity as seemingly stable traits and characteristics. In this sense, “at-riskness,” as a cultural identity, is dangerous precisely because it encourages researchers to link identity difference with failure, rather than to explore the presence and perpetuation of particular ideologies. We illuminate such ideological tensions through our analysis of a complex educational identity—an in-depth interview with an “at-risk” student—where we locate strategic rhetorics (i.e., discursive constructions that reify normalized assumptions about educational success and failure) that demonstrate how ideology constitutes the phenomenon of educational risk.  相似文献   

Arguing on the computer: a microgenetic study of developing argument skills in a computer-supported environment     

Kuhn D  Goh W  Iordanou K  Shaenfield D 《Child development》2008,79(5):1310-1328

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Dialogic argumentation as a bridge to argumentative thinking and writing / La argumentación dialógica como puente para el pensamiento y la escritura argumentativa     

Deanna Kuhn  Laura Hemberger  Valerie Khait 《Infancia y Aprendizaje》2016,39(1):25-48

Abstract

Argumentation has been claimed to be ‘the more general human process of which more specific forms of reasoning are a part’. The educational context in which argument is most often practised and assessed is individual expository writing — a skill that teachers routinely report as their most challenging to teach and one in which students typically perform poorly. It becomes increasingly important with advancing grade and by the post-secondary level is crucial to academic success. We describe the dialogic method we have developed to foster young adolescents’ argument skills. Its essence is to engage students in rich and extended dialogues with one another on significant topics. We review evidence that the method, implemented in extended form over two or more years, produces positive outcomes in argumentative discourse, in individual writing and in meta-level understandings of argumentative discourse and evaluations of argument. In this study, we elaborate on these results and on the promise and challenges the method poses.  相似文献   

Implementing Intensive Vocabulary Instruction for Students At Risk for Reading Disability   总被引：1，自引：0，他引：1  

Paige C. Pullen  Elizabeth D. Tuckwiller  Kristen Ashworth  Shelly P. Lovelace  Deanna Cash 《Learning disabilities research & practice》2011,26(3):145-157

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Expanding the Scope of Instructional Communication Research: Looking Beyond Classroom Contexts     

Deanna D. Sellnow  Anthony Limperos  Brandi N. Frisby  Timothy L. Sellnow  Patric R. Spence  Edward Downs 《Communication Studies》2015,66(4):417-432

The bulk of instructional communication research to date examines communication among teachers and students in conventional classroom contexts. Although past and present research is prolific and informative, it is also somewhat limiting. With a specific unifying focus on affective, cognitive, and behavioral learning as outcome variables, we begin this article with a brief history of instructional communication research, as well as examples of research and practice in conventional classroom settings. We then outline, review, and explain four distinct contexts where we believe future instructional communication research and practice is likely to be fruitful: risk and crisis situations, technology-enhanced environments, digital games, and forensics education.  相似文献   

Policy and Perspectives     

Deanna L. Fassett  Daniel Liston  Richard A. Quantz  Francis Schrag 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3-4):284-300

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Books for the children textless books     

Dorothy S. Strickland  Barbara Sands Worth 《Early Childhood Education Journal》1981,8(4):32-33

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The Development of Self‐Determination and Implications for Educational Interventions with Students with Disabilities     

Michael L. Wehmeyer  Deanna J. Sands  Beth Doll  Susan Palmer 《International Journal of Disability, Development & Education》1997,44(4):305-328

Self‐determination is, increasingly, recognised as an important educational outcome if students with disabilities are to succeed both in and out of school. This article presents a definitional framework of self‐determination, describes the development of this outcome, and discusses the implications of this research for educators.  相似文献   

Interpreting National Criteria for Initial Teacher Education: creative curriculum development∗     

Margaret Sands  Pam Bishop 《Cambridge Journal of Education》1993,23(2):199-209

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