Media and Media Related     

Katherine Shervis  Dianne Weber  Edmund M. Midura  Scott M. Cutlip  Allen H. Center  John S. Wright 《Communication Booknotes Quarterly》2013,44(11):1-3

Ronald Gottesman and Harry Geduld (eds.) Guidebook to Film: An Eleven-in-One Reference (New York: Holt, Rinehart &; Winston, 1972 – ,$6.95/3.95)

C. Edward Wall (ed.) Multi Media Reviews Index: 1970 (Ann Arbor, Mich.: Pierian Press, 1971 – $19.50)

Dorothy I. Weil's (ed.) The American Film Institute's Guide to College Film Courses 1971-72 (Chicago: American Library Association, 1972 – $3.50, paper)

Raymond Fielding's The Technique of Special Effects Cinematography (New York: Hastings House, 1972 – $18.50)  相似文献   

Learning design in diverse institutional and cultural contexts: suggestions from a participatory workshop with higher education professionals in Africa     

Jenna Mittelmeier  Dianne Long  Firdevs Melis Cin  Katharine Reedy  Ashley Gunter  Parvati Raghuram 《Open Learning》2013,28(3):250-266

Learning design approaches, such as those adopted by the Open University, provide a set of tools and resources for purposefully-designing modules with a focus on student experiences. However, many of the current learning design strategies have been situated within specific institutions in Europe and North America. This means that there are several issues worth considering around if and how established learning design approaches make sense in diverse institutional and cultural contexts. To critically assess the relevance and appropriateness of learning design strategies in new contexts, this article describes an in-depth participatory workshop with 34 education professionals from five African countries. Altogether, 10 suggestions for learning design practices were derived from the consensus of workshop participants, which provide a foundation for the development of learning design practices moving forward.  相似文献   

Competency-based training and beyond: action research and reflective practice in vocational education and training     

Pauline James  Dianne Mulcahy 《Educational Action Research》2013,21(3):515-532

This article [1] analyses data from a national research project evaluating the contribution of competency-based training (CBT) to outcomes in vocational education and training (VET) in Australia. In the light of this analysis, it is argued that practitioners have an important and developing role as practitioner-researchers in industry settings, engaging in reflective practice and, indeed, in forms of action research. Moreover, it is argued that CBT provides opportunities for practitioners to develop and incorporate different models of education and training, often alongside the ‘standard’ CBT model for the benefit of trainees and the enterprises in which they work. Some implications for VET policy, practice and practitioner education are explored.  相似文献   

Date violence and date rape among adolescents: associations with disordered eating behaviors and psychological health     

Ackard DM  Neumark-Sztainer D 《Child abuse & neglect》2002,26(5):455-473

OBJECTIVES: The goal of the study was to assess the prevalence of date violence and rape in adolescents, to examine associations between date violence and rape and disordered eating behaviors and psychopathology, and to determine if these associations remain significant after controlling for sociodemographic characteristics and other physical and sexual abuse by an adult. METHOD: A Minnesota school-based sample of 81,247 boys and girls in 9th and 12th grades completed the 1998 Minnesota Student Survey. RESULTS: Overall, approximately 9% of girls and 6% of boys had experienced date violence or rape. Significant differences across race and grade were found. Date violence and rape is associated with higher rates of disordered eating behaviors and suicidal thoughts and attempts, and lower scores on measures of emotional well-being and self-esteem. Over 50% of youth reporting both date violence and rape also reported attempting suicide. Controlling for race and age, adolescents who have experienced both date violence and rape were more likely to use laxatives (OR: girls = 5.76; boys = 28.22), vomit (OR: girls = 4.74; boys = 21.46), use diet pills (OR: girls = 5.08; boys = 16.33), binge eat (OR: girls = 2.15; boys = 5.80), and have suicidal thoughts or attempts (OR: girls = 5.78; boys = 6.66) than their nonabused peers. These odds were weakened but remained significant after controlling for other abuse by an adult. Furthermore, a greater percentage of girls and boys who reported an abusive dating experience also reported repeat victimization (physical or sexual abuse perpetrated by an adult) when compared to their peers without an abusive dating experience. DISCUSSION: Abusive experiences during dating relationships may disrupt normal developmental processes, including the development of a stable self-concept and integrated body image during adolescence. This disruption manifests itself through thoughts, feelings, and behaviors. Further research should explore effects of adverse adolescent dating experiences.  相似文献   

Comparing the phonological and double deficit hypotheses for developmental dyslexia     

Pennington  Bruce F.  Cardoso-Martins  Cláudia  Green  Phyllis A.  Lefly  Dianne L. 《Reading and writing》2001,14(7-8):707-755

This study tested the predictions of thephonological and double deficit hypotheses byexperimentally examining speech perception,phoneme awareness, lexical retrieval (serialand discrete), articulatory speed, and verbalSTM in school age child (N = 35) and adolescent(N = 36) dyslexics, and both chronological age(CA) and reading age (RA) controls. Theresults confirmed the findings of previousstudies of a deficit in phoneme awareness indevelopmental dyslexia. At both age levels,dyslexics performed significantly more poorlythan both their CA and RA controls. Althoughdeficits in the other processes investigated,particularly in rapid serial naming, were alsoapparent, they were not as clear-cut as thedeficit in phoneme awareness. In general,definite evidence of a deficit in rapid serialnaming was limited to the more severelyimpaired dyslexics. Furthermore, although rapidserial naming contributed independent variationto various literacy skills, its contributionwas modest relative to the contribution ofphoneme awareness, regardless of whether theliteracy skill relied more or less heavily onphonological or orthographic coding skills. Further analyses suggested that variation inrapid serial skill is particularly importantfor fluent reading of text, whereas phonemeawareness is particularly important for thedevelopment of the ability to read byphonologically recoding letters or groups ofletters in words into their phonological codes.This explains the relatively strongcontribution of phoneme awareness to readingand spelling ability in general. In sum, thephonological hypothesis offers a moreparsimonious account of the present resultsthan the double deficit hypothesis.  相似文献   

Discretionary assessment practices: Professional judgments and principals' actions     

Ira E. Bogotch  Dianne L. Taylor 《The Urban Review》1993,25(4):289-306

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Exploring students’ calibration of self reports about study tactics and achievement     

Philip H. Winne  Dianne Jamieson-Noel 《Contemporary educational psychology》2002,27(4):284

When students self-regulate studying, they monitor achievement and study tactics. Proximal input to monitoring is perceptions that the student constructs based on experience. Productive self-regulation theoretically requires strong correspondence between (a) perceptions of achievement and actual achievement and (b) perceived use of study tactics and actual use of study tactics. That is, calibration should be high. Students studied using a software tool that traced study tactics they used. Subsequently their self-reports about study tactics and estimates of achievement were gathered, and a test was administered. Students were slightly positively biased (overconfident) about their achievement and moderately positively biased about (overestimated) their use of study tactics. An individual difference measure of calibration was very high for achievement but modest for study tactics. It is explained why calibration of self-reports about study tactics did not predict achievement, examine theoretical links between calibration and other prominent constructs, and discuss issues of self-regulated learning.  相似文献   

Directions for Integration in Australia: Overview of a Report to the Commonwealth Schools Commission. Part II.     

Lyn Gow  James Ward  John Balla  Dianne Snow 《International Journal of Disability, Development & Education》1988,35(1):5-22

Drawing upon information from a national survey, this paper examines the extent to which integration is being achieved for children with disabilities in Australian schools. Technical and organizational issues leading to identification of major barriers to integration together with possible strategies to overcome these are discussed. A need for policy‐oriented research in this field is identified, particularly the provision of accurate prevalence figures and other data to help monitor the impact of policy. Overall, there is evidence of a national movement towards integration but typically this is occurring within a context of inadequate policy formulation, organizational development and resource provision.  相似文献   

Shared leadership in the graduate classroom     

Dianne S. Peters  Gordon G. Scoville 《Innovative Higher Education》1984,8(2):124-133

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Examining trace data to explore self-regulated learning     

Allyson F. Hadwin  John C. Nesbit  Dianne Jamieson-Noel  Jillianne Code  Philip H. Winne 《Metacognition and Learning》2007,2(2-3):107-124

This exploratory case study examined in depth the studying activities of eight students across two studying episodes, and compared traces of actual studying activities to self-reports of self-regulated learning. Students participated in a 2-hour activity using our gStudy software to complete a course assignment. We used log file data to construct profiles of self-regulated learning activity in four ways: (a) frequency of studying events, (b) patterns of studying activity, (c) timing and sequencing of events, and (d) content analyses of students’ notes and summaries. Findings indicate that students’ self-reports may not calibrate to actual studying activity. Analyses of log file traces of studying activities provide important information for defining strategies and sequences of fine-grained studying actions. We contrast these analytic methods and illustrate how trace-based profiles of students’ self-regulated studying inform models of metacognitive monitoring, evaluation, and self-regulated adaptation.  相似文献