Book reviews     

D. G. Mulcahy  Walter Little  Joyce Skinner  Ulrich Teichler  Sally Tomlinson  Kathryn Moore  Beverly Lindsay  Patti M. Peterson  E. D. Duryea  Peter Chambers 《Higher Education》1979,8(5):585-600

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The analytical determination of friction for flow through conical converging dies     

Keith J. Barker  Betzalel Avitzur  Walter C. Hahn 《Journal of The Franklin Institute》1976,301(3):263-277

The effects of friction upon the intermediate and final distorted grids for wire drawing and/or extrusion were analytically studied for an assumed triangular velocity field. An upper-bound solution for the process was used. This solution predicted that the shape of the final and intermediate distorted grids were functions of the process geometry and of friction. Initially, combinations of reduction and semi-cone angle (α) were found for which the triangular velocity field was energetically preferred over an existing spherical velocity field. The analytical final distorted grids were then compared to experimentally obtained final distorted grids to determine the experimental friction. This was done by plotting calibration curves for distortion where friction served as the parameter and by comparing the actual distortion with the family of calibration curves.  相似文献   

Love in a “Glocal” World: Living and Learning to Teach Through Study Abroad     

Kenneth J. Fasching-Varner  R. Kenton Denny  Michaela P. Stone  Lindsay M. Stewart  Carla F. Albornoz  Roberto Mora 《Multicultural Perspectives》2013,15(3):135-147

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Treasurer's report – first quarter, 1978-1979     

Lindsay Robinson 《Performance Improvement》1978,17(8):2-2

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Development and validation of the Classroom Observation Protocol for Engineering Design (COPED)     

Lindsay B. Wheeler  Shannon L. Navy  Jennifer L. Maeng  Brooke A. Whitworth 《科学教学研究杂志》2019,56(9):1285-1305

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Infant Gaze Following During Parent–Infant Coviewing of Baby Videos     

Lindsay B. Demers  Katherine G. Hanson  Heather L. Kirkorian  Tiffany A. Pempek  Daniel R. Anderson 《Child development》2013,84(2):591-603

A total of 122 parent–infant dyads were observed as they watched a familiar or novel infant‐directed video in a laboratory setting. Infants were between 12–15 and 18–21 months old. Infants were more likely to look toward the TV immediately following their parents' look toward the TV. This apparent social influence on infant looking at television was not solely due to the common influence of the television program on looking behavior. Moreover, infant looks that were preceded by parent looks tended to be longer in length than those that were not preceded by parent looks, suggesting that infants assign greater value to media content attended to by their parents. Thus, parental patterns of attention to television may influence early viewing behavior.  相似文献   

“Let Me Be Direct”: Using Direct Assessments With Student Leaders     

Nathan Lindsay  Aimee Hourigan  Jennifer Smist  Larry Wray 《About Campus》2013,17(6):30-32

Nathan Lindsay, Aimee Hourigan, Jennifer Smist, and Larry Wray discuss the benefits of direct assessment of student learning in a variety of co‐curricular programs.  相似文献   

Fathers’ Role in Play: Enhancing Early Language and Literacy of Children with Developmental Delays     

Nancy Stockall  Lindsay Dennis 《Early Childhood Education Journal》2013,41(4):299-306

Fathers and paternal role models make a unique contribution to children’s development. There is some research to suggest that the types of play males engage in with children is typically more active and thus offers unique possibilities for embedding activities for language and literacy development. In this article, we offer suggestions for how preschool special education teachers can assist fathers and paternal role models as they work and play to enhance the language and literacy skills of their children through reading activities, dramatic play, and pretend or free play.  相似文献   

Investigating Elementary Students' Scientific and Historical Argumentation     

Leslie Rupert Herrenkohl  Lindsay Cornelius 《学习科学杂志》2013,22(3):413-461

This article examines the relationship between epistemic cognition and classroom argumentation practices in elementary science and history. Literature highlights argumentation as a critical epistemic practice for science and history learning (Duschl & J. Osborne, 2002; National Research Council, 2007, 2012). Although there is ample support for argumentation in the teaching of history and science, the specific epistemic issues that students address through this practice are not always empirically documented. We draw on the work of Chinn, Buckland, and Samarapungavan (2011 Chinn, C. A., Buckland, L. A. and Samarapungavan, A. 2011. Expanding the dimensions of epistemic cognition: Arguments from philosophy and psychology. Educational Psychologist, 46(3): 141–167. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) to examine argumentation practices in science and history in 2 fifth-grade and 2 sixth-grade urban classrooms. Students' and teachers' emergent argumentation practices were coded and analyzed and epistemic reasoning was examined using the 5 components of the Chinn et al. model. Findings highlight that students engaged in complex argumentation practices that were consistent across classrooms. The classroom case examples demonstrate that students addressed all 5 epistemic components in the Chinn et al. model through their argumentation practice. Further research to better understand the relationship between teacher epistemic commitments, pedagogical practices, and student epistemic commitments and learning is suggested.  相似文献   

The Impact of a Summer Bridge Program on Nontraditional Student Development: Teacher Care Matters     

Leah D. Hoops  Lindsay Kutrybala 《Community College Journal of Research & Practice》2013,37(11):1039-1051

Summer bridge programs (SBPs) improve the likelihood that students will succeed in postsecondary education. The majority of SBP research has focused on programs designed for underprepared high school graduates rather than nontraditional populations (i.e., older, [General Education Diploma] GED-holders, parents, etc.). This study sought to address this literature gap by taking a qualitative approach to discover how nontraditional students felt they had developed, both academically and personally, during their respective experiences with a technical and vocational SBP. Results showed that students reported growing personally and affectively (64%) more than academically (36%), and they attributed the majority of growth to instructors (77%) rather than program content (23%). Findings are discussed in terms of SBP curriculum and instructional practices that may promote nontraditional students’ college preparation and persistence to award attainment.  相似文献