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101.
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
102.
Carlos Becerra-Labra Albert Gras-Martí Joaquín Martínez Torregrosa 《International Journal of Science Education》2013,35(8):1235-1253
A model of teaching/learning is proposed based on a ‘problem-based structure’ of the contents of the course, in combination with a training in paper and pencil problem solving that emphasizes discussion and quantitative analysis, rather than formulae plug-in. The aim is to reverse the high failure and attrition rate among engineering undergraduates taking physics. A number of tests and questionnaires were administered to a group of students following a traditional lecture-based instruction, as well as to another group that was following an instruction scheme based on the proposed approach and the teaching materials developed ad hoc. The results show that students following the new method can develop scientific reasoning habits in problem-solving skills, and show gains in conceptual learning, attitudes and interests, and that the effects of this approach on learning are noticeable several months after the course is over. 相似文献
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Albert Grant 《Journal of Experimental Education》2013,81(1):87-88
Thirty-four seven-year-old children who could not coordinate perspectives were divided randomly into your groups. The first group underwent a teacher-directed training sequence based on factors identified by Piaget and Inhelder. The second group received an automated training program in sighting, based on points, line segments, and line segment extensions. The third group received a combination of the two programs; the fourth served as a control group. Posttests revealed overall gain among the subjects. The improvement was differential, however, and involved an interaction of method, and sex of the subject. Further analyses indicated non-significant differences among the girls, but among the boys the teacher-directed program was superior at the 05 level. The combination program closely approached statistical significance, while the automated program resulted in some loss of ability to coordinate perspectives. 相似文献
105.
This study examined outcomes of a supervision practicum in which graduate students supervised under-graduates in teacher education during microteaching activities and studied their supervisory behavior using videotape replays of conferences with teacher-trainees. Pre- and post-measures were used to assess changes in conference style as reflected by verbal behavior, and changes in the relationship between conference dialogues and subsequent teaching behavior. Supervisors shifted toward more indirect-supportive conference styles. Conclusions were that videotaped microteaching can be adapted to improve supervisor education by 1.) providing realistic supervisory experience, 2.) serving as a vehicle to modify the conference behavior of potential supervisors, and 3.) serving as a research vehicle for accumulating new knowledge and testing current theories concerning the process of supervision. 相似文献
106.
Albert R. Klemer 《Religious education (Chicago, Ill.)》2013,108(3):196-202
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