Talking     

Connie  Harold Rosen 《The Urban Review》1974,7(1):16-27

  相似文献   

Print Media and PR     

Sidney L. Jackson  Barbara Nykoruk  Doug Newsom  Alan Scott  Richard Weiner 《Communication Booknotes Quarterly》2013,44(9):110-111

Sidney L. Jackson's Libraries and Librarianship in the West: A Brief History (New York: McGraw-Hill, 1974---price not given, hardback)

Barbara Nykoruk (ed.) Authors in the News (Detroit, Mich.: Gale Research Co., 1976---$24.00)

Doug Newsom and Alan Scott's This is PRI The Realities of Public Relations (Belmont, Calif.: Wadsworth, 1976---$12.95 1 with an instructor's manual available as well)

Richard Weiner's Professional's Guide to Publicity (Richard Weinter, Inc., 888 Seventh Ave., New York 10019---$6.95, paper)

Richard Weiner's Syndicated Columnists (hardbound, 154 pages, $20.00)  相似文献   

History of Broadcasting     

Philip T. Rosen  Laurence Bergreen  C. Joseph Pusateri  Alex McNeil 《Communication Booknotes Quarterly》2013,44(5):52-53

Philip T. Rosen, The Modern Stentors: Radio Broadcasting and the Federal Government, 1920-1934 (Westport,Conn.: Greenwood Press, 1980— $25.00).

Laurence Bergreen Look Now, Pay Later: The Rise of Network Broadcasting (New York: Doubleday, 1980 with paperback reprint by Mentor Books, 1981—$14.95/ 3.95).

C. Joseph Pusateri, Enterprise in Radio: WWL and the Business of Broadcasting it America (University Press of America, 4720 Boston Way, Lanham, Md. 20801— $19.50/11.75)

Alex McNeil, Total Television: A Comprehensive Guide to Programming from 1948 to 1980 (New York: Penguin Books, $9.95, paper)  相似文献   

Modified Reciprocal Teaching in a Regular Classroom     

C. Dean Miller  Larry F. Miller  Lee A. Rosen 《Journal of Experimental Education》2013,81(4):183-186

This study was designed to increase reading comprehension and academic achievement of students through the use of a modified reciprocal teaching program. Modified reciprocal teaching involved small groups of students working together to read and comprehend a portion of text. The students took turns “teaching” these groups by assisting the rest of the group in selecting key words and phrases, summarizing, questioning, clarifying, and predicting. Students were randomly assigned to one of three seventh-grade regular education social studies classes. One class used modified reciprocal teaching twice a week for 8 weeks. The other two classes received a traditional instructional program. All classes were taught by the same teacher. Significant differences included higher scores on comprehension tests and writing samples, improvement in second-quarter social studies grades, and better conduct records for students who participated in modified reciprocal teaching. Several explanations for the superior performance of the modified reciprocal teaching group are hypothesized.  相似文献   

Short report Further efforts in validating a 'spurning scale' for teachers     

Wai H. Cheuk  Kwok S. Wong  Sidney Rosen 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):219-225

The present study represents our continuing effort to validate a 'spurning scale' for teachers, based on a model on spurned helpers' reactions. Three approaches were used to examine the validity of the scale: the spurning scores of teachers working with more achieving students vs the scores of teachers teaching less achieving students. The relationships between the spurning scores and job satisfaction and turnover scores; and the relationships between the spurning scores and scores indicative of stress arising from interactions with one's students and supervisor. Serving teachers in Hong Kong responded to a questionnaire that contained the variables of interest. The results provided further evidence for the validity of the scale.  相似文献   

Developmentally Appropriate Technology Use and Early Childhood Teacher Education     

Dina B. Rosen  Candace Jaruszewicz 《Journal of Early Childhood Teacher Education》2013,34(2):162-171

Early childhood teacher education methods classes often emphasize the application of developmentally appropriate practices (DAP). In today's digital age, it is important for teacher educators and their students to think about how to extend DAP to technology use. In this article, two contrasting classroom scenarios are provided to illustrate developmentally appropriate technology use (DATU), a new educational term coined by the authors. Briefly, DATU is defined as use that both respects the unique challenges presented by children's levels of development and capitalizes on children's natural desire to actively, collaboratively construct knowledge and solve problems. A five-element framework for guiding teachers toward DATU is explained.  相似文献   

Benefits of collaborative action research for the beginning teacher   总被引：1，自引：0，他引：1  

Sidney N. Mitchell  Rosemary C. Reilly  Mary Ellin Logue 《Teaching and Teacher Education》2009

Beginning teachers are confronted with many issues as they begin their teaching careers, issues, such as classroom management, individual differences, behaviour problems, dealing with parents, and so on. Many beginning teachers take professional development seminars in an attempt to deal with these and other issues. Professional development seminars, however, may not address the specific issues faced by beginning teachers but rather focus on approaches that are more global. In this paper, we argue that the best approach to professional development is through a collaborative action research model. By extending the partnerships established between student teachers, mentor teachers and university supervisors during student teaching into the beginning teachers' career, many of the everyday problems can be confronted within a supportive network. Several recommendations are offered for beginning and maintaining productive CAR relationships.  相似文献   

Non-physical approaches to counteract age-related functional deterioration: Applications for rehabilitation and neural mechanisms     

Uros Marusic  Sidney Grosprêtre 《European Journal of Sport Science》2018,18(5):639-649

Normal and pathological ageing are associated with several motor impairments that reduce quality of life and represent a general challenge for public healthcare systems. Consequently, over the past decades, many scientists and physiotherapists dedicated their research to the development and improvement of safe and costless methods to counteract the progressive decline of motor functions with age. The urgency of finding new and easy to implement methods is even more paramount in case of acute pathologies (e.g. stroke or hip surgery). The frailty of older population makes it difficult or even impossible to use traditional physical therapy at an early stage after the occurrence of a pathology. To that purpose, non-physical approaches such as cognitive training (e.g. memory, attention training) and mental techniques (e.g. motor imagery) have grown in popularity for the elderly. Such methods, involving individual and/or group exercises, have shown particular effects on increasing or maintaining cognitive functions, as well as physical performances. Improving the motor function (especially in older age) requires an improvement of motor execution, i.e. the pathway from the brain motor areas to the muscle but also higher cognitive control. The present work reviews different non-physical interventions that can be used as a complementary approach by asymptomatic or frail older adults, and the effects thereof on functional performance. The use of cognitive training or motor imagery protocols is recommended when physical practice is limited or not possible. Finally, insights into the underlying neurophysiological mechanisms are proposed.  相似文献   

Modifying prejudice: Attitude change as a function of the race of the communicator     

Sidney Kraus 《Educational technology research and development : ETR & D》1962,10(1):14-22

  相似文献   

The role of the hospital in education: Do we practice what we teach?     

Jesus J. Pena  Melvin Cohen  Bernard Rosen  James E. Ramseur  Daniel Donohue 《The Urban Review》1981,13(3):139-145

  相似文献