Learning through experience and learning through media   总被引：1，自引：0，他引：1  

Jerome S. Bruner  David R. Olson 《Prospects》1973,3(1):20-38

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Benefits of assistive reading software for students with attention disorders     

Linda Hecker  Liza Burns  Lynda Katz  Jerome Elkind  Kenneth Elkind 《Annals of dyslexia》2002,52(1):243-272

This study investigated how assistive reading software affected the reading performance of a group of 20 post-secondary students who had a primary diagnosis of attention disorder. These students used assistive reading software for most of a semester to read assignments for an English class and in testing sessions in which comparisons were made between normal, unassisted reading, and reading assisted by the soft ware. This software provides a synchronized visual and auditory presentation of text, and incorporates study skills tools for highlighting and note taking. Attention measures, reading speed, comprehension scores, and attitude questionnaire responses were obtained during these sessions. The principal findings were that the assistive software allowed the students to attend better to their reading, to reduce their distractibility, to read with less stress and fatigue, and to read for longer periods of time. It helped them to read faster and, thereby, to complete reading assignments in less time. It did not have a significant effect on comprehension, but it helped some students whose comprehension was very poor. The study results indicate that assistive reading software should be considered as a significant intervention to assist students who have attention disorders and as an accommodation to help them compensate for their disabilities.  相似文献   

Experiences of instructors in online learning environments: Identifying and regulating emotions     

Kelley Regan  Anna Evmenova  Pam Baker  Marci Kinas Jerome  Vicky Spencer  Holly Lawson  Terry Werner 《The Internet and Higher Education》2012,15(3):204-212

In an effort to expand existing research on the barriers of instructors experience in online learning environments (OLEs), a qualitative study was conducted at a large mid-Atlantic university. Six instructors teaching in different OLE formats (e.g., asynchronous, hybrid, and synchronous via videoconferencing) participated in two focus groups in order to explore their emotional experiences and ways to regulate the emotions when teaching in OLEs. The overarching themes included emotions of feeling (a) restricted, (b) stressed, (c) devalued, (d) validated, and (e) rejuvenated. The article also provides practical strategies on how participating instructors attempted to manage the challenging emotions. A consensus among all participants is that continuous dialog in a community of practice about strategies to enhance OLEs is imperative.  相似文献   

Reprints of Interest     

Parker Tyler  Jerome Agel 《Communication Booknotes Quarterly》2013,44(6)

Parker Tyler, The Hollywood Hallucination (originally published in 1944) and The Magic and Myth of the Movies (originally published in 1947)

Jerome Agel's The Making of Kubrick's 2001 (Signet Books, $1.50)  相似文献   

Journalism     

George E. Stevens  John B. Webster  Jerome L. Nelson  Bruce Buschel  Albert Robbins  William Vitta 《Communication Booknotes Quarterly》2013,44(6):106-109

George E. Stevens and John B. Webster's Law and the Student Press (Ames: Iowa State University Press, 1973---price not given, paper)

Jerome L. Nelson's Libel. A Basic Program for Beginning Journalists (Ames: Iowa State University Press, 1973---price not given, paper)

Art of the Printed Book: 1455-1955 (New York: Pierpont Morgan Library, 1973---$20.00/11.00)

Bruce Buschel, Albert Robbins, William Vitta, and Rod Nordland's The Watergate File (New York: Quick Fox Inc., 33 West 60th St., 1973---$3.95, paper)  相似文献   

Debating debating: a reflection on the place of debate within secondary schools     

Lee Jerome  Bhavini Algarra 《Curriculum Journal》2013,24(4):493-508

This article is based on the authors' reflections on observations and interviews with students and staff involved in a debate competition in London secondary schools. Taking the data we collected as our starting point, we seek to draw on research from a range of perspectives, including political education, political philosophy and debate as a teaching method, to clarify the role of debate within a pedagogy for democracy. We consider the case for promoting debate in general terms, and then go on to discuss the role and form debate should take in such a pedagogy. Here we contrast models based on adversarial and deliberative democracy and consider the need for teachers to be aware of the benefits and shortcomings of each. We then draw on the concept of students' public voice to discuss some of the issues that need to be borne in mind when developing these strategies in class. Finally we pose a number of questions for future investigation, which may help teachers reflect on their own practice as well as inform our own ongoing research in this area.  相似文献   

Being Black, Male, and Gifted in Miami: Prevalence and Predictors of Placement in Elementary School Gifted Education Programs     

Adam Winsler  Deepti Gupta Karkhanis  Yoon Kyong Kim  Jerome Levitt 《The Urban Review》2013,45(4):416-447

Although it is well established that Black male students are underrepresented in gifted educational programs in the United States, due to a scarcity of longitudinal prospective research, little is known about the protective factors at the child, family, and school level that increase the probability of Black male students being identified as gifted during early elementary school. Using data from the Miami School Readiness Project, we followed 6,926 low-income Black males from preschool through 5th grade to describe trajectories for the 453 Black males (6.5 %) who were identified as gifted, and examined child, family, and preschool variables associated with gifted classification. Boys were most commonly identified as gifted in first and second grade, and 15 % of the identified boys did not appear to be receiving gifted courses. Hierarchical multiple logistic regression analyses revealed that being classified as gifted in early elementary school was more likely for Black males who (a) attended public school pre-K programs at age four, (b) had higher cognitive, language, fine motor, behavioral, and emergent literacy school readiness skills before entering kindergarten, (c) spoke a language other than English at home, (d) were older upon entering kindergarten, (e) received higher grades in school, and (f) scored higher on standardized tests of math and reading. Predictors of gifted identification in the kindergarten year were different and weaker compared to identification in later years. Implications for early identification and intervention for talented Black males are discussed.  相似文献   

Poverty and Childhood∗     

Jerome S. Bruner 《牛津教育评论》2013,39(1):31-50

ABSTRACT

The child‐centred theme of natural development in Rousseau's Emile has exercised a powerful and benign influence on education. Rousseau's proposed curriculum for girls, however, seems extraordinarily illiberal, requiring as it does a rigorous preparation for playing the traditional female role in a male‐dominated society.

It is argued here that such a conservative policy on the education of girls is inevitable in an educational theory which makes a virtue of its empirical foundations. Observational studies of the female's nature and of her needs and interests portray her as society permits or requires her to be rather than as she could or should be. This is a dangerous weakness in influential twentieth‐century versions of child‐centred theory which have embraced a scientific approach in the hope of enhancing their credibility. The full educational development of girls, however, requires a distinctive vision of how things ought to be, a willingness to defend such value judgments, and a determination to intervene positively in the classroom.  相似文献   

Government programs and the growth of high-technology industries     

Jerome E. Schnee 《Research Policy》1978,7(1):3-24

The research reported in this article was carried out as part of a larger prefect investigating the impact of the US Space Program on the American economy. The author describes the influence of governmental programs in space and defense on the growth of the computer and semiconductor industries. Three types of economic impacts are analyzed: the role of the federal government in financing research and development; the importance of the government as a market, particularly in the early stages of an industry's growth; and the extent to which government policy encouraged the entrance of new firms and permitted the survival of companies that might otherwise have failed. The paper also deals with the contribution of Defense and NASA to the acceleration of technological changes and the development of specialized manpower on which the progress of the industry largely depended.The author concludes that large government programs can play an essential role in the growth of high technology industries. The significance of space-defense programs for US semiconductor and computer firms can only be perceived by reviewing each type of impact-economic, technological and manpower. The government's early R & D support, assured demand during startup periods, encouragement of competition, acceleration of technological progress and its facilitating of professional mobility, are the separate impacts which together greatly aided US firms in their rise to a dominant position in the world semiconductor and computer industries.  相似文献   

Improved methods for the purification of sewage and water,as shown in the operation of the municipal plant at Reading,PA     

John Jerome Deery 《Journal of The Franklin Institute》1899,148(4):279-290

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