Book review     

Jane Banks  Mary Beth Oliver  Dhyana Ziegler  Kara Jolliff Gould  Robert G. Finney  Mallory Wober 《广播与电子媒介杂志》2013,57(3):416-439

Douglas, S. J. (1994). Where the girls are: Growing up female with the mass mediay. New York: Times Books. 340 pages.

Lang, A. (Ed.). (1994). Measuring psychological responses to media messages. Hillsdale, NJ: Lawrence Erlbaum. 244 pages.

Cosby, C. O. (1994). Television's imageable influences: The self‐perceptions of young African Americans. Lanham, MD: University Press of America. 172 pages.

Kern‐Foxworth, M. (1994). Aunt Jemima, Uncle Ben, and Rastus: Blacks in advertising, yesterday, today, and tomorrow. Westport, CT: Greenwood Press. 205 pages.

Fiske, J. (1994). Media matters: Everyday culture and political change. Minneapolis, MN: University of Minnesota Press. 253 pages.

Johnson, L. L. (1994). Toward competition in cable television. Cambridge, MA & Washington, DC: MIT Press & AEI Press. 214 pages.

Krattenmaker, T. G., & Powe, L. A., Jr. (1994). Regulating broadcast programming. Cambridge, MA & Washington, DC: MIT Press & AEI Press. 369 pages.

Moores, S. (1993). Interpreting audiences: The ethnography of media consumption. London: Sage. 140 pages.  相似文献   

The preservation of digital information     

Deanna B. Marcum  President of Comission on Preservation  Access  Council on Library Resources 《The Journal of Academic Librarianship》1996,22(6):451-454

The emergence of digital libraries and publication is still in its infancy, but is racing towards a maturity which just five years ago would have seemed impossible. The principal problems which must be solved to make digital information a routine part of the information landscape fall into two domains— technological problems and social problems. It is probably not too much to suggest that a solution to most current technological obstacles to this networked world of information can be found in the next five years. Many of these problems have been addressed over the last two years in this column. At the same time the social problems, which are principally institutional and economic—such as, property rights and infrastructure (e.g., responsibility for access over time)—are not so close to resolution and may be harder to solve than those which are technologically based. Similarly, we are just beginning to consider the issues of preservation of digital information. Here the problems reflect not only technical issues but also the social ones which makes them doubly difficult to solve. For libraries and archives to manage digital information successfully over the long-term, these problems must be emphatically solved. If they are not resolved at the outset the legacy of digital information will be enormously more complex than print and the problems of preserving print materials—acid papers and embrittlement—will seem trivial by comparison. The complexity of this domain is reflected in Deanna B. Marcum's column— CBL, University of Maryland, College Park, Maryland.  相似文献   

Laboratory Approach to Secondary Teacher Professional Development: Impacting Teacher Behavior and Student Engagement     

Carolyn A. Haug  Deanna Iceman Sands 《Clearing house (Menasha, Wis.)》2013,86(6):197-206

Abstract

The Literacy Lab Professional Development provided a laboratory approach to professional development for 42 high school teachers in two schools. Three main activities included: (1) planning and professional development days, (2) lab and professional development days, and (3) individual coaching. The targets of the Literacy Lab Professional Development and its associated guiding questions focused on student engagement and understanding, teaching students how to make meaning from text, teaching students to write, and the structures, systems, routines, and rituals needed to create a classroom culture of thinking and learning. Results from this study point to positive differences between participating and matched-nonparticipating teachers in their instruction, student grouping, nature of tasks, task demands, types of knowledge expectations, personalization, tone, and authority structures.  相似文献   

Teaching the Middle Years Learner     

Deanna D. Winn  Paula Regan  Sandy Gibson 《Clearing house (Menasha, Wis.)》2013,86(4):265-267

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Postgraduate coursework in Australia: issues emerging from university and industry collaboration     

H. Forsyth  R. Laxton  C. Moran  J. van der werf  R. Banks  R. Taylor 《Higher Education》2009,57(5):641-655

Coursework masters degrees in Australia have experienced rapid, decentralised growth since deregulation at the end of the 1980s. The result is an extraordinarily high level of diversity and some confusion as to standards, strategic positioning, purpose and educational approaches. Throughout this period of growth, a sense that large-scale (often distance-education based) collaboration between universities and with industry would be beneficial has not always led to successful outcomes. Using a new collaborative, industry-funded postgraduate coursework program as a case study, this paper describes the issues that decision-makers need to address and evaluates the challenges and benefits of the coursework masters in higher education. The outcomes of industry surveys, student interviews and action research suggest that postgraduate coursework can facilitate technology transfer and aid capacity building, through mechanisms similar to ‘mode 2’ research. With some additional systems to ensure sustainability and standards, this could position coursework masters to be uniquely valuable nationally.

H. ForsythEmail:

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Do students need to be taught how to reason?     

Deanna Kuhn 《Educational Research Review》2009,4(1):1-6

In this theoretical essay, the author addresses the existence of divergent evidence, portraying both competence and lack of competence in a fundamental realm of higher order thinking - causal and scientific reasoning - and explores the educational implications. Evidence indicates that these higher order reasoning skills are not ones that can be counted on to develop naturally among students exposed to a traditional curriculum. Instead, it is argued, such skills warrant attention in their own right as legitimate and significant educational objectives.  相似文献   

Common misconceptions of suspension: Ideas and alternatives for school leaders          下载免费PDF全文

Ambra L. Green  Deanna K. Maynard  Sondra M. Stegenga 《Psychology in the schools》2018,55(4):419-428

The use of exclusionary discipline practices in schools has been well documented since the 1970s with the passing of the Safe Schools Act and implementation of zero‐tolerance policies. Despite research indicating the ineffectiveness of exclusionary practices, students continue to receive suspensions and expulsions at alarming rates. Additional research highlights that there may be misconceptions regarding the application of suspensions and their perceived functions and effectiveness on students and their families. The purpose of this article is to discuss common misconceptions regarding the effects of suspension and provide teachers, school psychologists, and administrators with proactive strategies for implementation in local systems to create positive school climates and optimize successful outcomes for all students and staff.  相似文献   

Testing the usability of a portable DVD player and tailored photo instructions with older adult veterans     

Christine E. Gould  Aimee Marie L. Zapata  Deanna N. Shinsky  Mary K. Goldstein 《Educational gerontology》2018,44(1):64-73

DVD-delivered behavioral skills training may help disseminate efficacious treatments to older adults independent of internet access. The present study examined the usability of a portable DVD player alongside iterative revisions of accompanying instructions to be used by older adults in a DVD-delivered behavioral skills treatment study. The sample comprised 20 older adults with a mean age of 69.5 years (SD = 7.3). Behavior observations revealed that three of five steps to play the DVD were completed by more than 90% of participants. Quantitative ratings revealed that 75% could play the DVD easily. Qualitative content analysis further elucidated the usability of the player and the clarity of the instructions. Findings suggest user-centered design of instructional support in DVD-delivered treatments for older adults may be critical to minimizing user error and frustration and increase user experience.  相似文献   

One of the gang? Peer relations among students with special educational needs in Irish mainstream primary schools     

Joanne Banks  Selina McCoy  Denise Frawley 《欧洲特需教育杂志》2018,33(3):396-411

Internationally and in Ireland, the adoption of inclusive education frameworks have been broadly welcomed, particularly by parents of children with special educational needs (SEN). Mainstreaming these children is generally viewed as positive primarily because of the social factors associated with attending mainstream schools for children with SEN. Despite this commonly held view, there is increasing evidence to show that children with SEN have difficulties participating in mainstream environments. Using data from the Growing Up in Ireland study of 8,578 nine year olds, this paper examines whether peer relations differ among typically developing students and students with different types of SEN. We focus on the quantity and quality of peer relations using data on the child’s number of friends and, using the Strengths and Difficulties Questionnaire, the quality of relations with their peers. These measures are examined by controlling for a range of individual, home and school-level factors simultaneously in a regression model. Our findings show that, all else being equal, students with SEN, particularly those with emotional and behavioural difficulties (EBD), are more likely to have fewer friends and experience negative peer relationships compared to their peers without any additional needs. Based on these findings, we argue that specific interventions may be needed to promote positive peer experiences for children with SEN in mainstream education.  相似文献   

Automated opinion detection: Implications of the level of agreement between human raters     

Deanna Osman  John Yearwood  Peter Vamplew 《Information processing & management》2010

The ability to agree with the TREC Blog06 opinion assessments was measured for seven human assessors and compared with the submitted results of the Blog06 participants. The assessors achieved a fair level of agreement between their assessments, although the range between the assessors was large. It is recommended that multiple assessors are used to assess opinion data, or a pre-test of assessors is completed to remove the most dissenting assessors from a pool of assessors prior to the assessment process. The possibility of inconsistent assessments in a corpus also raises concerns about training data for an automated opinion detection system (AODS), so a further recommendation is that AODS training data be assembled from a variety of sources. This paper establishes an aspirational value for an AODS by determining the level of agreement achievable by human assessors when assessing the existence of an opinion on a given topic. Knowing the level of agreement amongst humans is important because it sets an upper bound on the expected performance of AODS. While the AODSs surveyed achieved satisfactory results, none achieved a result close to the upper bound.  相似文献