Religious Worship in the Life of the Catholic Child     

J. Elliott Ross 《Religious education (Chicago, Ill.)》2013,108(9):714-718

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Developing Relationships: significant episodes in professional development     

Bob Elliott 《Teachers and Teaching》2013,19(2):247-264

Abstract

Mentoring as a practice in initial teacher education has been adopted at a rate which has exceeded the conceptual development of the phenomenon itself. This paper seeks to address this gap between practice and conceptual development by reporting on a study of six student teachers in which significant instances of learning to teach in mentoring relationships are explored. The analysis concludes that the triggers for development in the proteges are often unanticipated and signal periods where the protege is ill at ease. Development, in these terms, involves moving to more comfortable states. It is argued that, in many ways, such conclusions are not consonant with current policy directions in the field of teacher development. Further, the study uses a Vygotskian framework to argue for the centrality of the relationship between mentor and protege in the cognitive development of the novices. To this end a research agenda is proposed.  相似文献   

Introduction to the Special Issue on “The Legacy of Rob Kling: Social Informatics as a Research Discipline”     

Margaret S. Elliott  Kenneth L. Kraemer 《The Information Society》2007,23(4):203-204

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Who owns scientific data? The impact of intellectual property rights on the scientific publication chain     

Roger Elliott 《Learned Publishing》2005,18(2):91-94

Intellectual property rights have become increasingly important in scientific research. As the legal regime has been tightened and attitudes of funders, employers and researchers have changed, serious challenges are emerging to the free flow of ideas and information on which the scientific enterprise rests. It is important that individual scientists are aware of their rights and convinced to use them in the public good.  相似文献   

Building Validity Evidence for Scores on a State-Wide Alternate Assessment: A Contrasting Groups, Multimethod Approach     

Stephen N. Elliott  Elizabeth Compton  rew T. Roach 《Educational Measurement》2007,26(2):30-43

The relationships between ratings on the Idaho Alternate Assessment (IAA) for 116 students with significant disabilities and corresponding ratings for the same students on two norm-referenced teacher rating scales were examined to gain evidence about the validity of resulting IAA scores. To contextualize these findings, another group of 54 students who had disabilities, but were not officially eligible for the alternate assessment also was assessed. Evidence to support the validity of the inferences about IAA scores was mixed, yet promising. Specifically, the relationship among the reading, language arts, and mathematics achievement level ratings on the IAA and the concurrent scores on the ACES-Academic Skills scales for the eligible students varied across grade clusters, but in general were moderate. These findings provided evidence that IAA scales measure skills indicative of the state's content standards. This point was further reinforced by moderate to high correlations between the IAA and Idaho State Achievement Test (ISAT) for the not eligible students. Additional evidence concerning the valid use of the IAA was provided by logistic regression results that the scores do an excellent job of differentiating students who were eligible from those not eligible to participate in an alternate assessment. The collective evidence for the validity of the IAA scores suggests it is a promising assessment for NCLB accountability of students with significant disabilities. The methods of establishing this evidence have the potential to advance validation efforts of other states' alternate assessments.  相似文献   

Screenplay: Children and Computing in the Home     

Anne Elliott 《Education and Information Technologies》2005,10(1-2):125-127

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Use of Lecture Capture in Higher Education - Lessons from the Trenches     

Genevieve Newton  Trent Tucker  John Dawson  Elliott Currie 《TechTrends》2014,58(2):32-45

Lecture capture, defined here as the capturing of some or all elements of a live lecture in digital format, is becoming increasingly popular in higher education. Despite this increase in popularity, fewer than 10% of institutes of higher education globally have adopted comprehensive lecture capture systems. So, the majority of instructors wanting to use lecture capture technology will find themselves having to acquire their own technology and do the capture themselves. There are several factors that influence the use of lecture capture, including the instructor’s level of comfort with technology, their budget, and the context in which they will be using the tool. Using case studies of our own experiences, we hope to illustrate a variety of ways in which lecture capture can be appropriately used in higher education in this way. Following this, we outline several challenges that we faced and provide recommendations for how to overcome these. Lastly, we describe some issues that should be considered and addressed before getting started using lecture capture technology in a way that is customized to suit the needs of both professor and student. We hope that by following the guidelines outlined in this paper, and by seeing practical examples of how lecture capture can be used in a variety of contexts, the transition from idea to implementation will be an easier one.  相似文献   

Reality Bites: Rhetoric and the Circulation of Truth Claims in U.S. Political Culture     

Paul Elliott Johnson 《Quarterly Journal of Speech》2013,99(3):357-360

INTERNATIONAL STUDIES OF NATIONAL SPEECH EDUCATION SYSTEMS: VOLUME 1. CURRENT REPORTS ON TWELVE COUNTRIES. Edited by Fred Casmir and L. S. Harms, Foreword by William S. Howell. Minneapolis: Burgess Publishing Company, 1970; pp. xxviii+226. $7.50.

REDETECHNIK. EINFUEHRUNG IN DIE RHETORIK. By Herbert Biehle. Berlin: Walter de Gruyter &; Co., 1968; pp. 212. Paper DM5.80.

MODERNE RHETORIK: REDE UND GES‐PRAECH IN DER WIRTSCHAFT UND IM OEFFENTLICHEN LEBEN. By Heinz Elertsen. Heidelberg: Sauer‐Verlag, 1969; pp. 152. DM13.50.

REDE IN DER OEFFENTLICHKEIT: EINE EINFUEHRUNG IN DIE RHETORIK. By Hellmut Geissner. Stuttgart: W. Kohlhammer Verlag, 1969; pp. 103. Paper DM7.50.

LEHRBUCH DER RHETORIK. By Heinz Lemmermann. München and Wien: Günter Olzog Verlag, 1968; pp. 232. DM16.80.

THE LANGUAGE OF HISTORY IN THE RENAISSANCE: RHETORIC AND HISTORICAL CONSCIOUSNESS IN FLORENTINE HUMANISM. By Nancy S. Struever. Princeton: Princeton University Press, 1970; pp. vii+212. $6.95.

THE COLONIAL IDIOM. Edited by David Potter and Gordon L. Thomas. (Landmarks in Rhetoric and Public Address.) Carbondale: Southern Illinois University Press, 1970; pp. xiii+639.

A HISTORY OF THE AMERICAN REVOLUTION. By John R. Alden. New York: Alfred A. Knopf, 1969; pp. xii+541+xvi. $10.00.

THE FOUNDING OF A NATION: A HISTORY OF THE AMERICAN REVOLUTION 1763–1776. By Merrill Jensen. New York: Oxford University Press, 1968; pp. xiii‐+ 735. $13.50.

THE BIRTH OF THE NATION: A PORTRAIT OF THE AMERICAN PEOPLE ON THE EVE OF INDEPENDENCE. By Arthur M. Schlesinger. Introduction by Arthur M. Schlesinger, Jr. New York: Alfred A. Knopf, 1968; pp. ix+258+xi. $7.95.

HARD TIMES: AN ORAL HISTORY OF THE GREAT DEPRESSION. By Studs Terkel. New York: Random House, 1970; pp. xiii+ 462. $8.95.

THE SHATTERED DREAM. By Gene Smith. New York: Wiliam Morrow, 1970; pp. iii+278. $6.95.

IMAGEMAKER: WILL ROGERS AND THE AMERICAN DREAM. By William R. Brown. Columbia: University of Missouri Press, 1970; pp. 304. $10.00.

AMERICA'S HEROES: THE CHANGING MODELS OF SUCCESS IN AMERICAN MAGAZINES. By Theodore P. Greene. New York: Oxford University Press, 1970; pp. ix+387. $8.50.

AN ARMED AMERICA: ITS FACE IN FICTION. By Wayne Charles Miller. New York: New York University Press, 1970; pp. xvi+294. $7.95.

THE SYSTEM OF FREEDOM OF EXPRESSION. By Thomas I. Emerson. New York: Random House, 1970; pp. ix+754. $20.00.

THE POLITICS OF FEAR: JOSEPH R. MCCARTHY AND THE SENATE. By Robert Griffith. Lexington: University Press of Kentucky, 1970; pp. xi+362. $8.50.

FORERUNNERS OF BLACK POWER: THE RHETORIC OF ABOLITION. Edited by Ernest G. Bormann. Englewood Cliffs, N. J.: Prentice‐Hall, 1971; pp. viii+248. $8.50; paper $4.50.

HARRY EMERSON FOSDICK'S ART OF PREACHING: AN ANTHOLOGY. Edited by Lionel Crocker. Springfield, Ill.: Charles C Thomas, 1971; pp. xii+283. $13.75.

BLACK PREACHING. By Henry H. Mitchell. New York: Lippincott, 1970; pp. 248. $4.95.

VOICES OF THE NEW FEMINISM. Edited by Mary Lou Thompson. Boston: Beacon Press, 1970; pp. 246. $5.95.

RALPH McGILL, EDITOR AND PUBLISHER: VOL. II‐RALPH McGILL SPEAKS. Compiled by Calvin McLeod Logue. Durham, N.C.: Moore Publishing Company, 1969; pp. 517. $9.95.  相似文献   

‘Improvement,always and everywhere’: William George Spencer (1790–1866) and mathematical,geographical and scientific education in ninesteenth‐century England     

Paul Elliott 《History of education》2013,42(4):391-417