New books     

Ray H. Sandefur  Donald K. Smith  Robert C. Martin  Don Olson  John Keltner  Edd Miller 《Communication Studies》2013,64(1):34-43

PUBLIC SPEAKING: PRINCIPLES AND PRACTICE. By Giles Wilkeson Gray and Waldo W. Braden. New York: Harper and Brothers, 1951; pp. xiv + 581. $4.00.

THE FUNDAMENTALS OF SPEAKING. By Wilbur E. Gilman, Bower Aly, and Loren D. Reid. New York: The Macmillan Co., 1951; pp. vx + 608. $4.00.

BASIC EXPERIENCES IN SPEECH. By Seth A. Fessenden and Wayne N. Thompson. New York: Prentice‐Hall, Inc., 1951; pp. xii + 427. $3.75.

ARGUMENTATION AND DEBATE: TECHNIQUES OF A FREE SOCIETY. By James H. McBurney, James M. O'Neill, and Glen E. Mills. New York: The MacMillan Company, 1951; pp. vii + 336. $3.50.

GROUP LEADERSHIP AND DEMOCRATIC ACTION. By Franklyn S. Haiman. Boston: Houghton Mifflin Company, 1951; pp. vii + 309. $2.50.

DISCUSSION AND DEBATE. By Henry Lee Ewbank and J. Jeffry Auer. Second Edition. New York: Appleton‐Century‐Crofts, 1951; pp. x + 492. $3.50.

DISCUSSION METHODS: By J. V. Garland. Third Edition Revised. New York: H. W. Wilson Co., 1951; pp. 376. $3.00.

CREATIVE BROADCASTING With Twelve Scripts for Broadcast. By H. J. Skornia, Robert H. Lee, and Fred Brewer. New York: Prentice‐Hall, Inc., 1950; pp.x + 407. $4.50.

TEACHING SPEECH IN THE SECONDARY SCHOOL. By Karl F. Robinson. New York: Longmans, Green and Co., 1951; pp. vii + 438. $4.00.

GERRIT J. DIEKEMA, ORATOR. By William Schrier. Grand Rapids: Wm. B. Eerdmans Publishing Company, 1950; pp. xix + 269. $3.50.

A TREASURY OF THE THEATRE: From Agamemnon to A Month in the County. Edited by John Gassner. New York: Simon and Schuster, 1951; pp. xvii + 718. $4.50.  相似文献   

Telecommunications and an Alternative Practicum: collaborative entrepreneurship in teacher education     

Katy Campbell  Sharon I. Jamieson  Alton T. Olson  David A. Mappin 《Technology, Pedagogy and Education》2013,22(3):289-306

ABSTRACT

As in many schools of education, the Faculty of Education at the University of Alberta has initiated a number of collaborative projects with partnership schools in an attempt to remove the gap between the traditional, university‐based component of practicum courses, and the practice of the school‐based component. One model, described in this paper, uses telecommunications technology to deliver field‐based experiences. Technology‐based, inter‐institutional collaborative projects contain elements of innovation, that are usually managed with reference to change strategy processes described by Fullan (1982), Havelock (1973), Rogers (1983, 1986) ‐and others. However, these processes take time and planning and may actually mitigate against adoption and implementation of rapidly evolving technologies. In this paper, we argue that telecommunications technology‐based, collaboratively developed models of teacher education may be better served by entrepreneurial thinking than by carefully planned change strategies. One such project is described from initiation through implementation, and components of entrepreneurial partnering are suggested.  相似文献   

Production Texts     

Gerald Millerson  Kenneth Kenecht  Harry F. Olson  Daniel M. Costigan  Edmund C. Arnold  David L. Grey 《Communication Booknotes Quarterly》2013,44(3):12-14

Gerald Millerson's The Technique of Lighting for Television and Motion Pictures (New York: Hastings House, 1972—$17.95)

Kenneth Kenecht's Designing & Maintaining the CATV & Small TV Staio (Blue Ridge Summit, Pa.: Tab Books, 1972—$12.95

Harry F. Olson's Modern Sound Reproduction (New York: Van Nostrand Reinhold Co., 1972—$17.50)

Daniel M. Costigan's FAX: The Principles and Practice of Facsimile Communication (Philadelphia: Chilton Book Co., 1971—$10.00)

Edmund C. Arnold's Ink on Paper 2: A Handbook of the Graphic Arts (New York: Harper & Row, 1972—$10.95)

David L. Grey's The Writing Process: A Behavioral Approach to Communicating Information and Ideas Belmont, Calif: Wadsworth, 1972—$2.95, paper)

Hadley Read's Communication: Methods for All media (Urbana: University of Illinois Press, 1972—$6.95)  相似文献   

Minutes of the ACES General Assesmbly     

Peg Olson 《Counselor Education & Supervision》2004,43(3):235-236

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The enemy without — A review of E.V. Sullivan'sA Critical Psychology     

David R. Olson 《Interchange》1985,16(2):39-44

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The Role of Informal Support Networks in Teaching the Nature of Science     

Herman  Benjamin C .  Olson  Joanne K.  Clough  Michael P. 《Research in Science Education》2019,49(1):191-218

This study reports the participation of 13 secondary science teachers in informal support networks and how that participation was associated with their nature of science (NOS) teaching practices 2 to 5 years after having graduated from the same science teacher education program. The nine teachers who participated in informal support networks taught the NOS at high/medium levels, while the four non-participating teachers taught the NOS at low levels. The nine high/medium NOS implementation teachers credited the informal support networks for maintaining/heightening their sense of responsibility for teaching NOS and for helping them navigate institutional constraints that impede effective NOS instruction. Several high/medium NOS instruction implementers initially struggled to autonomously frame and resolve the complexities experienced in schools and thus drew from the support networks to engage in more sophisticated forms of teacher decision-making. In contrast, the NOS pedagogical decisions of the four teachers not participating in support networks were governed primarily by the expectations and constraints experienced in their schools. Implications of this study include the need for reconsidering the structure of teacher mentorship programs to ensure they do not promote archaic science teaching practices that are at odds with reform efforts in science education.

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Longitudinal twin study of early reading development in three countries: Preliminary results     

Brian Byrne  Cara Delaland  Ruth Fielding-Barnsley  Peter Quain  Stefan Samuelsson  Torleiv Høien  Robin Corley  John C. DeFries  Sally Wadsworth  Erik Willcutt  Richard K. Olson 《Annals of dyslexia》2002,52(1):47-73

We have initiated parallel longitudinal studies in Australia (Byrne, PI), the United States (Olson, PI), and Norway (Samuelsson, PI) of identical and fraternal twins who are being tested in preschool for prereading skills, and in kindergarten, first grade, and second grade for the development of early reading, spelling, and related cognitive skills. Comparisons of the similarities of identical and fraternal twins will reveal the relative influence of genetic, shared family environment, and nonshared environment on individual differences at and across different stages of development. Family and twin-specific environmental information is also being directly assessed through parent questionnaires and observations by testers. Most of the data collected so far have been from preschool twins (146 in Australia, 284 in the United States, and 70 in Norway). Preliminary analyses for the preschool cognitive measures showed reliable genetic influences on phonological awareness and several measures of memory and learning. In contrast, vocabulary, grammar, and morphology showed significant shared environment and negligible genetic effects. A print knowledge composite showed both genetic and shared environment influence.  相似文献   

Science Teacher Preparation in a North American Context     

Joanne K. Olson  Christine D. Tippett  Todd M. Milford  Chris Ohana  Michael P. Clough 《Journal of Science Teacher Education》2015,26(1):7-28

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Institutional and technical constraints on faculty gross productivity in American doctoral universities     

Jeffery E. Olson DAIL 《Research in higher education》1994,35(5):549-567

Scholars disagree about the manner and extent of environmental structuring of university activities. This study supports arguments that the environment highly structures the relationships between faculty and the academic products of undergraduate instruction, graduate instruction, and research. Multiple correlation coefficients exceeded 90 percent for regressions of faculty size on counts of undergraduate and graduate enrollments and published articles for all universities classified as Research I or II or Doctoral I or II, demonstrating how constrained is doctoral faculty gross productivity in doctoral universities in the United States. Possible institutional and technical constraints are discussed. The regressions reveal economies of scale and economies of scope for some mixes of faculty academic activities, but not for others. Implications on productivity are explored for university type, control, and science emphasis. A typology for productivity studies is also outlined.  相似文献   

Linking logo,levels and language in mathematics     

A. T. Olson  T. E. Kieren  S. Ludwig 《Educational Studies in Mathematics》1987,18(4):359-370

In his book Mindstorms (1980) Papert discusses Turtle Geometry as ego-syntonic or fitting the ways of thinking of the child as a geometric knowledge builder. The van Hiele theory (Wirzup, 1976) looks at geometric knowledge building as occuring through a necessary sequence of levels. Thus if Turtle Geometry is ego-syntonic it would seem that one could apply these van Hiele levels to better describe and understand this form of geometry. It is the first purpose of this paper to provide such an analysis.Using Logo to do Turtle Geometry requires that a child (or learner at any level) do geometry through the deliberate use of language. Thus one ought also to be able to relate theoretically levels of language use to Turtle Geometry. It is a second purpose of this paper to relate a language use framework suggested by the work of Frye (1982) to the language activities of Turtle Geometry.  相似文献