Lower-Division Class size at U.S. Postsecondary Institutions     

Chatman  Steve 《Research in higher education》1997,38(5):615-630

The 1992—93 National Survey of Postsecondary Faculty (NSOPF) provides a unique opportunity to examine class size and the institutional and academic factors associated with class size differences. The institutional characteristics examined in this paper include public or private control, Carnegie classification, and institutional size. The course academic characteristics considered include academic discipline as described by Biglan (1973a), student level, and principal method of instruction. The results support the formation of comparative distributions for class size comparison and better understanding of institutional and course characteristics associated with class size differences.  相似文献   

Youth rising? The politics of youth in the global economy     

Laura Harvey  Steve Roberts  Jo-Anne Dillabough 《British Journal of Sociology of Education》2016,37(3):465-480

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Imagining and Moving Beyond the ESL Bubble: Facilitating Communities of Practice Through the ELL Ambassadors Program     

Steve Daniel Przymus 《Journal of Language, Identity & Education》2016,15(5):265-279

When educators do not facilitate English language learners’ (ELLs) social integration in schools, this can perpetuate ELLs’ marginalized status and the plateauing of ELLs’ English language development. This study highlights a program for secondary ELLs called the ELL Ambassadors program, which partnered ELLs with non-ELLs based on shared extracurricular interests. Comparing the stories, perspectives, and test scores of five newcomer ELLs from varied countries of origin, this article shows how program participants strengthened their English language skills and achieved academic success, demonstrating tremendous agency as they gained access to, and were socialized within, interest-based communities of practice. Further, this article documents how youth imagined and claimed new identities, moving beyond the insulation and isolation of the ESL bubble to gaining confidence through interest-based learning with other peers. Findings suggest that interest-based peer programs at schools may create important opportunities for ELLs’ academic, language, and identity formation.  相似文献   

Social Media References in Newspapers     

Steve Paulussen 《Journalism Practice》2014,8(5):542-551

Social media are increasingly being used as sources in mainstream news coverage. Yet, while the research so far has focused mainly on the use of social media in particular situations, such as breaking news coverage, during crisis news events or in times of elections, little attention is paid to journalists' routine, day-to-day monitoring of social media platforms. The aim of this study is to examine the use and selection of social media as sources in routine newspaper coverage. First, it presents a quantitative overview of all the articles published between January 2006 and December 2013 in the print editions of two Flemish (north Belgian) quality newspapers, De Standaard and De Morgen, that explicitly refer to Facebook, Twitter or YouTube. Next, a content analysis is conducted of a sample of newspaper articles published in 2013 that explicitly mention Facebook, Twitter or YouTube as sources of information. The goal of this content analysis is to examine the different appearances and functions of social media references in the news. The study thus provides a first insight into Belgian newspaper journalists' regular sourcing routines in relation to social media.  相似文献   

Introduction: The prospects for mobile learning     

John Traxler  Steve Vosloo 《Prospects》2014,44(1):13-28

The issue that this article introduces grew out of an event, the UNESCO Mobile Learning Week, but also out of a wider and growing movement of people and organisations exploiting mobile technologies, as they pursue varied educational missions. The UNESCO Mobile Learning Week represented by contributions here was a focus for contributions from across the field. This article provides a wider discussion of these contributions, first by looking at the achievements of UNESCO and then by considering these achievements more critically. In particular, it highlights several sets of inherent challenges facing UNESCO and other organisations engaging in mobile learning: those around evidence, evaluation, and sustainability; the problematic tension between large-scale interventions, based on scale and content delivered by national governments, and the language and culture of marginal or indigenous people; the absence of appropriate ethics procedures to manage educational interventions delivered by a powerful and ubiquitous technology; and the absence of learners in the forums that address all these various issues.  相似文献   

The relationship between inhibition and working memory in predicting children's reading difficulties     

Josephine N. Booth  James M.E. Boyle  Steve W. Kelly 《Journal of Research in Reading》2014,37(1):84-101

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Teaching writing to middle school students: a national survey     

Steve Graham  Andrea Capizzi  Karen R. Harris  Michael Hebert  Paul Morphy 《Reading and writing》2014,27(6):1015-1042

A random sample of language arts, social studies, and science middle school teachers from the United States were surveyed about their preparation to teach writing, beliefs about responsibilities for teaching writing, use of evidence-based writing practices, assessment of writing, use of technology, and adaptations for struggling writers. The findings from this survey raised concerns about the quality of middle school writing instruction. Many teachers believed their preservice and inservice preparation to teach writing was inadequate. Middle school students spend little time writing or being taught how to write. While most teachers used a variety of evidenced-based writing practices and made adaptations for struggling writers, such methods were applied infrequently. Most teachers did not appear to use assessment data to shape how they taught writing, and computers played a relatively minor role in middle school writing instruction. Even though teachers generally agreed that writing was a collective responsibility, language arts teachers placed a greater emphasis on writing instruction than social studies and science teachers.  相似文献   

Does spelling instruction make students better spellers,readers, and writers? A meta-analytic review     

Steve Graham  Tanya Santangelo 《Reading and writing》2014,27(9):1703-1743

Despite the importance of spelling for both writing and reading, there is considerable disagreement regarding how spelling skills are best acquired. During this and virtually all of the last century, some scholars have argued that spelling should not be directly or formally taught as such instruction is not effective or efficient. We conducted a comprehensive meta-analysis of experimental and quasi-experimental studies to address these claims. The corpus of 53 studies in this review included 6,037 students in kindergarten through 12th grade and yielded 58 effect sizes (ESs) that were used to answer eight research questions concerning the impact of formally teaching spelling on spelling, phonological awareness, reading, and writing performance. An average weighted ES was calculated for each question and the quality of included studies was systematically evaluated. Results provided strong and consistent support for teaching spelling, as it improved spelling performance when compared to no/unrelated instruction (ES = 0.54) or informal/incidental approaches to improving spelling performance (ES = 0.43). Increasing the amount of formal spelling instruction also proved beneficial (ES = 0.70). Gains in spelling were maintained over time (ES = 0.53) and generalized to spelling when writing (ES = 0.94). Improvements in phonological awareness (ES = 0.51) and reading skills (ES = 0.44) were also found. The positive outcomes associated with formal spelling instruction were generally consistent, regardless of students’ grade level or literacy skills.  相似文献   

Books of the Month     

Steve Coll  Harold L. Vogel  James R. Beniger 《Communication Booknotes Quarterly》2013,44(11-12)

THE DEAL OF THE CENTURY: THE BREAKUP OF AT&T by Steve Coll (New York: Atheneum, 1986—$18.95)

ENTERTAINMENT INDUSTRY ECONOMICS: A GUIDE FOR FINANCIAL ANALYSIS by Harold L. Vogel (New York: Cambridge University Press, 1986—$24.95)

THE CONTROL REVOLUTION: TECHNOLOGICAL AND ECONOMIC ORIGINS OF THE INFORMATION SOCIETY by James R. Beniger (Cambridge, MA: Harvard University Press, 1986—$25.00)  相似文献   

Determinants of repeat viewing to prime‐time public television programming     

Steve M. Sherman 《广播与电子媒介杂志》2013,57(4):472-481

This study explores the relationship between several structural level variables and repeat viewing of prime‐time public television programming. A strong positive correlation was found between audience ratings and repeat viewing. Analyses of variance were performed on repeat viewing using program scheduling, presence/absence of continuing dramatic story line, and household cable status, and significant effects for repeat viewing occurred for all. A regression model utilizing these variables accounted for a moderate degree of variance in repeat viewing.  相似文献