Health information support provided by professional associations in Canada     

T Chatterley  D Storie  T Chambers  J Buckingham  A Shiri  M Dorgan 《Health information and libraries journal》2012,29(3):233-241

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Establishing an online community of inquiry at the Distance Education Centre,Victoria     

Luke C. Jackson  Alun C. Jackson  Dianne Chambers 《Distance Education》2013,34(3):353-367

This pilot intervention focused on three courses that were redesigned to utilize the online environment to establish an online community of inquiry (CoI). The setting for this research study was the Distance Education Centre, Victoria (DECV), an Australian co-educational school with approximately 3000 students who, for a variety of reasons, are studying one or more subjects via distance education. Despite the availability of information and communications technology, many students at the DECV remain socially isolated from their peers. The DECV recognizes that online student collaboration has the potential to bridge this divide. Results of this study suggest that the adaptation of these courses had led to improvements in students’ perception of their educational experience. These findings may be of use to other P–12 education providers who are attempting to promote online collaboration and student connectedness.  相似文献   

Seeing a World in a Grain of Sand: Science Teaching in Multicultural Context     

Chambers  David Wade 《Science & Education》1999,8(6):633-644

This paper briefly describes two unusual curriculum plans: the Imagining Nature Project at Deakin University in Geelong, Victoria, Australia and the Native Eyes Project at the Institute of American Indian Art in Santa Fe, New Mexico Among other things, both projects entail the teaching of science and technology studies to non-science majors of highly diverse cultural origin. Both projects also incorporate innovative strategies designed to make science and technology more credible and relevant to indigenous people.  相似文献   

An examination of deaf students' Wechsler performance subtest scores.     

W F Vonderhaar  J F Chambers 《American annals of the deaf》1975,120(6):540-544

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Between a “ROC” and a School Place: The Role of Racial Opportunity Cost in the Educational Experiences of Academically Successful Students of Color     

Terah Venzant Chambers  Kristin S. Huggins  Leslie A. Locke  Rhonda M. Fowler 《Educational Studies A Journal of the American Educational Studies Association》2014,50(5):464-497

Despite numerous reform efforts, schools have not achieved equitable academic outcomes for all students. To better identify where schools have failed, research has sought to understand the complex role the school environment plays in mediating academic success, particularly for students of color. In this article, we forward the concept of racial opportunity cost and then use it as a lens to encapsulate the price academically successful students of color pay in their pursuit of school success. Through individual and focus group interviews, 18 African American and Latina/o students revealed nuances of the costs their academic achievement brought in the racialized, White-normed spaces that often permeated their school cultures. The purpose of this article is to provide theoretical support for the racial opportunity cost concept using existing interdisciplinary scholarship and to describe the racial opportunity costs that emerged from our analysis of student interviews.  相似文献   

Book review     

Todd Chambers  Eric Kodjo Ralph  Philip M. Napoli  Benjamin J. Bates  Kai Borrmann  Martin Cave 《媒体管理杂志》2013,15(1):68-81

Handbook of telecommunications economics, volume I. structure, regulation & competition. Cave, M., Majumdar; S. & Vogelsang (eds.). Elsevier Science, B.V., 2002, 726 pages, ISBN 0–444–50389–7, www.elsevier.com

Cost proxy models and telecommunications policy. Farid Gasmi, D. Mark Kennett, Jean‐Jacques Laffont, William W. Sharkey. MIT Press: Cambridge, MA, 2002, 275 pages, ISBN 0–262–7237–8

Media institutions and audiences: Key concepts in media studies by Nick Lacey. MIT Press: Cambridge, MA, 2002, 275 pages, ISBN 0–262–7237–8. Palgrave, 2002, 235 pages, ISBN 0–333–65870–1, www.palgrave.com

Copyright in the cultural industries edited by Ruth Towse. Edward Elgar, 2002, 263 + xxii pages, ISBN 1–84064–661–6, www.e‐elgar.co.uk

Telecommunications management. Industry structures and planning structures. by Richard A. Gershon. 365 pages, ISBN 0–8058–3002–2, www.erlbaum.com

Understanding media economics by Gillian Doyle. Sage Publications, 2002, vii +184 pages, ISBN 07619 6874

Media and power by James Curran. Routledge, London and New York, 2002, 308 pages, ISBN 0–415–07740–0, www.routledge.com  相似文献   

The Media Buying Process: Perceptions of Media Sales Representatives     

Shannon L. Bichard  Todd Chambers  Padmini Patwardhan 《媒体管理杂志》2013,15(1):28-39

This three-wave e-mail/Web-based survey examined current perceptions of media sales representatives. Media departments from small, medium, and large advertising agencies across the United States answered questions related to the general perception, influence, and role of media sales representatives across media types. Overall, the findings suggested a favorable opinion about media sales representatives with magazine representatives rated as most influential. Trust emerged as a critical component in the buyer–seller relationship. In addition, providers of reliable knowledge and information were found to be critical roles of media sales representatives. The findings are noteworthy and emphasize the importance of educating industry sales representatives regarding the value of relationship building in the media sales process.  相似文献   

‘Teaching could be a fantastic job but …’: three stories of student teacher withdrawal from initial teacher preparation programmes in England     

Gary N. Chambers  Andrew J. Hobson  Louise Tracey 《Teachers and Teaching》2013,19(1):111-129

Retention in initial teacher preparation (ITP) and the teaching profession, in England and elsewhere, has been the subject of numerous articles in academic and professional journals. Whilst a number of common findings are beginning to emerge from research on this subject, notably on the causes of student teacher withdrawal, studies have tended to neglect the difficulties experienced by the individuals who have lived through the process of embarking upon and withdrawing from ITP programmes. Having conducted in‐depth interviews, the authors attempt in this paper to understand the experiences, emotions and decisions of three people who committed themselves to ITP, invested much energy and time, but in the end withdrew. The reasons for their decision are numerous and complex. The impact on each individual was considerable. The experience was painful.  相似文献   

Interpreting inclusivity: an endeavour of great proportions     

Richard George Berlach  Dianne Joy Chambers 《International Journal of Inclusive Education》2013,17(5):529-539

Commencing with a historical account of how special needs education has informed the inclusivity debate, the authors consider the knotty problem of what is meant by inclusivity. An examination of the characteristics of inclusivity is then undertaken, and a functional school‐based inclusivity framework – a three‐faceted model – is proposed. The model commences with a philosophical underpinning designed to generate a number of emphases to be determined by the school. Once agreed upon, these are then operationalised for classroom practices. It is contended that the model is a defensible way of facilitating the development of an inclusivity ethos within the school milieu. Finally, impediments hampering the implementation are identified and discussed.  相似文献   

Preschoolers Flexibly Shift Between Speakers' Perspectives During Real-Time Language Comprehension     

Melanie Khu  Craig G. Chambers  Susan A. Graham 《Child development》2020,91(3):e619-e634

In communicative situations, preschoolers use shared knowledge, or “common ground,” to guide their interpretation of a speaker's referential intent. Using eye-tracking measures, this study investigated the time course of 4-year-olds’ (n = 95) use of two different speakers’ perspectives and assessed how individual differences in this ability related to individual differences in executive function and representational skills. Gaze measures indicated partner-specific common ground guided children's interpretation from the earliest moments of language processing. Nonegocentric online processing was positively correlated with performance on a Level 2 visual perspective-taking task. These results demonstrate that preschoolers readily use the perspectives of multiple partners to guide language comprehension and that more advanced representational skills are associated with the rapid integration of common ground information.  相似文献