Book reviews     

M. J. Dunkin  E. C. Wragg  R. P. Tisher  Norma F. Furst  George A. Jeffs  Erkki Komulainen  P. H. Taylor  Alfons Otto Schorb 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1972,18(1):238-279

  相似文献   

Marketing strategies for increasing symphony season ticket purchases among college students     

Norman Kangun  Gordon Otto  Dana C. Randall 《Journal of Cultural Economics》1992,16(1):25-40

  相似文献   

Das „Europäische Forum Alpbach”     

Otto Molden 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1956,2(3):376-379

Ohne Zusammenfassung  相似文献   

Book reviews     

C. K. Oberholzer  W. Koelle  M. J. Langeveld  N. Hans  W. Schulenburg  E. Jeangros  C. H. Dobinson  Hans Kirchhoff  René Dellaert  A. C. F. Beales  G. Geyer  Otto Völcker  Peter Kuenstler 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1956,2(2):215-233

  相似文献   

Nostalgic for What? The Epidemic of Images of the mid 20th Century Classroom in American Media Culture and What it Means     

Stacy Otto 《Discourse: Studies in the Cultural Politics of Education》2005,26(4):459-475

Within this paper the author examines the current nostalgia for a never-present past through critical analysis of images of the mid 20th century American classroom in media culture. The author uses theories of nostalgia and the history of the photographic image to trouble the numerous equity issues surrounding the unchallenged canonization of the 1950s classroom by asking: "Who is reproducing this time in media culture and why?"; "Is the American public being asked to be nostalgic for these images, or is society somehow creating a desire for this narrow and inequitable educational past?" The author examines such nostalgia by looking at the primary role and power of vision in Western popular culture, the theoretical nature of historic preservation, the assumed innocence of the child and the similar innocence of the immediate post-World War II decade, and the role which modern technology plays in the reproduction of that decade. As an affect, nostalgia is fueled by those things that are wholly in the past-or that never were. The author looks to images of television programs and advertisements, reading them as cultural texts, and concludes that it is vitally important to the landscape of educational theory and reform to reconcile such nostalgia for another epoch in education with the pedagogical theory and practice of the present.  相似文献   

Intended Consequences: Challenging White Teachers’ Habitus and Its Influence in Urban Schools Implementing an Arts-Based Educational Reform     

Susan Woollen  Stacy Otto 《The Urban Review》2014,46(1):86-111

Reform efforts like the urban, arts-based initiative Project ARTS are designed to provide intentional, equitable methods of improving students’ learning, yet few urban educators have been sufficiently trained to recognize differences in habitus between themselves and their students. For equitable reform to occur teachers must understand their own habitus and the habitus-forming experiences of their students. In this paper, we analyze qualitative project data using Bourdieu’s theoretical concepts of cultural capital, field, habitus, symbolic violence and misrecognition to explore teachers’ and students’ experiences in order to determine the extent to which power and privilege begin to be challenged within participating schools. We explore the ways in which teacher habitus has shifted to recognize, include or become empathetic to student habitus as a result of Project ARTS curricula, co-teaching and professional development while also considering the possibility the program produces unintended consequences at odds with the project’s mission: reproducing the status quo by advancing the cultural capital of teachers rather than that of students. Finding markedly fewer teacher narratives confirming the social reproduction of inequitable power relationships than when the project began, we conclude by discussing the transformation of teacher habitus, student outcomes, and school climate after 5 years of Project ARTS participation, proposing implications for urban teachers and leaders, their communities, and policymakers intent upon implementing equitable educational reform and the social transformation reform intends.  相似文献   

Influence of shaft length on golf driving performance     

Ian C. Kenny  Eric S. Wallace  Steve R. Otto 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):322-332

The aim of this study was to determine how shaft length affects golf driving performance. A range of drivers with lengths between 1.168 m and 1.270 m, representing lengths close to the 1.219 m limit imposed by R&;A Rules Limited (2008 R&;A Rules Limited. 2008. Rules of golf, St. Andrews: R&;A Rules Limited, The Royal and Ancient Golf Club of St. Andrews.  [Google Scholar]), were assembled and evaluated. Clubhead and ball launch conditions and drive distance and accuracy were determined for seven category 1 golfers (handicaps 0.21 ± 2.41) who performed shots on a purpose-built practice hole. As shaft length increased from 1.168 m to 1.270 m, initial ball velocity increased (+1.8 m/s, P < 0.01). Ball carry (+4.3 m, P = 0.152) also increased, although not significantly so. Furthermore, as shaft length increased, for all club comparisons there was no decrease in accuracy. Ball launch conditions of spin components and launch angle remained unaffected by shaft length. Launch angle increased (0.8°, F = 1.074, P = 0.362) as driver shaft length increased. Our results show that clubhead and ball velocity together with ball carry tended to increase with no loss of accuracy.  相似文献   

Book reviews     

M. J. Langeveld  Otto Völcker  Nicholas Hans  Karl Mierke  J. Bijl  Ernst Simon 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1957,3(2):217-230

  相似文献   

Does ratemyprofessor.com really rate my professor?     

James Otto  Douglas A. Sanford Jr  Douglas N. Ross 《Assessment & Evaluation in Higher Education》2008,33(4):355-368

This article explores the usefulness and validity of self‐selected online student ratings of faculty. These ratings appear to be increasing in importance, particularly as students utilize them as guides in their choice of instructors. Validity is investigated by analyzing the pattern of relationships of online ratings for 399 randomly selected faculty. Analysis suggests that online ratings in their current form may be useful, even though possible abuses could limit validity in specific instances.  相似文献   

Are there leaders lurking in your organization?     

Mark E. Otto 《Performance Improvement》1995,34(1):3-7

  相似文献