Media Policy     

William B. Ray  W. Wat Hopkins  Marc A. Franklin  David A. Anderson  Donald Gillmore  Jerome Barron 《Communication Booknotes Quarterly》2013,44(4):75-76

FCC: THE UPS AND DOWNS OF RADIO-TV REGULATION by William B. Ray (Ames: Iowa State University Press, 1989—$24.95, ISBN 0-8138-0227-X, 214 pp.)

ACTUAL MALICE: TWENTY-FIVE YEARS AFTER TIMES v. SULLIVAN by W. Wat Hopkins (New York: Praeger, 1989—$39.95, ISBN 0-275-93246-X, 226 pp.)

CASES AND MATERIALS ON MASS MEDIA LAW by Marc A. Franklin and David A. Anderson (Westbury, NY: Foundation Press, 1990 price not given, ISBN 0-88277-778-5, 951 pp.)

MASS COMMUNICATION LAW: CASES AND COMMENT by Donald Gill mor, Jerome Barron.Todd Simon and Herbert Terry (St. Paul, MN: West Publishing, 1990 $52.00, ISBN 0-314-56267-2, 947 pp.)

THE COPYRIGHT BOOK: A PRACTICAL GUIDE by William S. Strong (Cambridge, MA: MIT Press, 1990 $17.95, ISBN 0-262-19292-6, 249 pp.)

SOCIAL RESEARCH IN COMMUNICATION AND LAW by Jeremy Cohen and Timothy Gleason (Newbury Park, CA: Sage, 1990—$9.95, paper, ISBN 0-8039-3267-7, 140 pp.)  相似文献   

The early prevention of mathematics difficulty: its power and limitations   总被引：1，自引：0，他引：1  

Fuchs LS  Fuchs D  Compton DL 《Journal of learning disabilities》2012,45(3):257-269

In this article, the authors consider the power and limitations of responsiveness-to-intervention (RTI) for reducing the need for ongoing and intensive services for the segment of the school population traditionally identified as having a learning disability in mathematics. To assess the robustness of RTI, the authors describe four studies with strong demonstrations of efficacy, as they considered the percentage of students who failed to respond, the post-tutoring achievement gap between tutored and not-at-risk students, and the extent of transfer across components of the mathematics curriculum. The authors then discuss implications and additional research questions pertaining to mathematics intervention generally and within the context of RTI. They conclude with a proposal for an expanded conceptualization of RTI.  相似文献   

Psychopathy among pedophilic and nonpedophilic child molesters     

Strassberg DS  Eastvold A  Wilson Kenney J  Suchy Y 《Child abuse & neglect》2012,36(4):379-382

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The Effects of a Strategic Writing Program for Students with and without Learning Disabilities in Inclusive Fifth‐Grade Classes     

Yvonne N. Bui  Jean B. Schumaker  Donald D. Deshler 《Learning disabilities research & practice》2006,21(4):244-260

The purpose of this study was to test the effects of a comprehensive writing program for students with and without learning disabilities (LD) in inclusive general education classrooms. The program incorporated research‐based components including instruction in a prewriting planning strategy, narrative text structure, writing strategies, and the process approach to writing. The study was conducted in five fifth‐grade inclusive classrooms with 113 students (including 14 students with LD). A quasi‐experimental comparison‐group design was utilized, whereby three intact experimental classes received the writing intervention, and two intact comparison classes received traditional writing instruction. Measures included several writing indicators as well as state writing competency test scores. Results indicated that the students with and without LD in the experimental group made significant gains from pretest to posttest on several writing measures. Although students in the comparison group made some gains, the gains were related to fewer measures than the measures associated with experimental‐group gains, and the effect sizes were smaller.  相似文献   

WHY SHOULD PHILOSOPHERS AND EDUCATORS SPEAK TO EACH OTHER? THERE ARE MORE SERIOUS PROBLEMS TO FACE AND MORE IMPORTANT JOBS TO BE DONE     

Donald G. Arnstine 《Educational theory》2002,52(3):303-313

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Editorial     

Donald McIntyre 《Cambridge Journal of Education》2004,34(1):3-6

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THE ROLE OF TEACHER RESEARCH IN CONTINUING PROFESSIONAL DEVELOPMENT     

Margaret  Kirkwood  Donald  Christie 《British Journal of Educational Studies》2006,54(4):429-448

ABSTRACT:  This article sets out to examine the role of teacher research and enquiry in the professional development of teachers. The context derives from the initiative of the Scottish Executive to enhance the status and working conditions of teachers. We consider the extent to which continuing professional development activities arising out of the Chartered Teacher Programme encourage teachers to value research, equip them to become research-minded and support them to engage in research and enquiry in their own professional contexts.  相似文献   

Religion and educational progress: Response to Professors Hallman and Stamp     

Donald Weeren  Francis R. Phillips 《Interchange》1995,26(3):293-295

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Equivalence of Free-Response and Multiple-Choice Items     

Randy Elliot Bennett  Donald A. Rock  Minhwei Wang 《Journal of Educational Measurement》1991,28(1):77-92

This study examined the relationship of multiple-choice and free-response items contained on the College Board's Advanced Placement Computer Science (APCS) examination. Confirmatory factor analysis was used to test the fit of a two-factor model where each item format marked its own factor. Results showed a single-factor solution to provide the most parsimonious fit in each of two random-half samples. This finding might be accounted for by several mechanisms, including overlap in the specific processes assessed by the multiple-choice and free-response items and the limited opportunity for skill differentiation afforded by the year-long APCS course.  相似文献   

Identity Politics, Existentialism and Harry Broudy's Educational Theory     

Donald  Vandenberg 《Educational Philosophy and Theory》2001,33(3-4):365-380

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