Extreme Democracy. Edited by Jon Lebkowsky and Mitch Ratcliffe. Retrieved August 15, 2006, from: http://extremedemocracy.com. 371 pp.     

Reviewed by Mark Longaker 《Technical Communication Quarterly》2013,22(3):353-359

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Cognitive development of intellectually gifted: A Piagetian perspective     

Kyle R. Carter 《Roeper Review》2013,35(3):180-184

This article explores some of the materials prepared for parents of gifted children and examines the explanatory language and concepts used in terms of their potential for shaping parental attitudes and affecting the adjustment of gifted children. The author argues that the conceptual frameworks used to explain giftedness, nongiftedness and the nature of differences have powerful effects on societal and educational attitudes, including the willingness to provide differentiated services for gifted children. A strong plea is made for professional sensitivity and responsibility in describing giftedness in ways that do not isolate gifted children or their parents and which potentiate shared advocacy with other educational advocacy groups.  相似文献   

Letters to the editor     

Alex L. Savitz  Kyle R. Carter Ph.D.  Susan Kontos Ph.D.  Dorothy Dodd Ed.D. 《Roeper Review》2013,35(3)

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McAlpine Lynn and Cheryl Amundsen (Eds.) (2011) Doctoral Education: Research‐Based Strategies for Doctoral Students,Supervisors and Administrators. London: Springer. 226 pp. ISBN 978‐94‐007‐05067; £103.50. e‐ISBN 978‐94‐007‐0507‐4; £71.00.     

Susan Carter 《Higher Education Quarterly》2013,67(4):438-440

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Teaching Social Studies     

Mark C. Schug 《Teaching Education》2013,24(2):60-63

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A research note: further evidence of sports records in the middle ages     

John Marshall Carter 《国际体育史杂志》2013,30(3):417-419

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Poser,an Online Review Tool in Java     

Mark Lattanzi  Dan Cosley 《Computer Science Education》2013,23(3):251-264

This paper presents an online reviewing tool, Poser, written in the Java programming language. Online quizzing tools have proliferated lately, but most are not so well-suited for reviewing. Poser's basic functionality is to provide students with a convenient, interactive way to review course materials in a question/answer format. Incorrect responses are corrected, along with an optional explanation. The program keeps usage statistics and information on responses to questions. Poser can be an important part of any course, because it gives students an easy way to test their understanding of the course materials from any Internet computer. We used Poser in two introductory Computer Science courses and gathered some formative data which was used to modify and evaluate the program. Over 100 students used the program and they answered over 38,000 questions while reviewing for their final exams. Student comments indicate that the program was very helpful. Overall, we feel that Po ser was a huge success and are planning a controlled study in the coming semesters to measure how much the use of the program facilitates student learning and understanding.  相似文献   

Complicity and control in the workplace: a critical case study of TQM,learning, and the management of knowledge     

Fred M. Schied  Vicki K. Carter  Judith A. Preston  Sharon L. Howell 《International Journal of Lifelong Education》2013,32(3):157-172

This article analyses how a Total Quality Management process with an embedded workplace literacy programme was implemented in an industrial manufacturing plant. Designed as an insider/outsider team research project, data were collected through interviews with management personnel, education and training providers, and hourly workers. Findings reveal that the Total Quality Management process and the literacy programme were implemented under the guise of providing education and training for workers, but were driven by corporate policy to reduce labour costs. The study also examines the way in which adult education was complicit in controlling workplace knowledge.  相似文献   

Adult education as a technology of the self     

Mark Tennant 《International Journal of Lifelong Education》2013,32(6):364-376

Adult education has a long history of interest in the development and transformation of the self. As such it is useful to consider a range of adult education programs as belonging to and extending the lineage of ‘technologies of the self’ identified by Foucault (1988). In all such programmes, even the most individualistic, there are implicit or explicit theorizations concerning the nature of the self and the way the self relates to others or to society more generally. The purpose of this paper is to explore the postmodern critique of the dominant theorizations of the self in adult education: the psychological/humanistic and the sociological/critical; and to comment on the ‘solution’ proferred by a postmodern theorization. The postmodern critique is valuable in drawing attention to the difficulties of theorizing some kind of originary, core, true, stable, or ahistorical self. Nevertheless it is important to acknowledge that in many of the sites in which adult educators work, the pursuit of a coherent, continuous self is indispensable to transformative (and thereby resistant) adult education practice.  相似文献   

Conference Report: the International Council for Distance Education World Conference ‐‐ ‘Developing distance education’, Oslo,August 1988     

Ruth Carter  Gill Kirkup 《Open Learning》2013,28(1):56-58

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