The Law of Mass Communications     

David G. Clark  Earl R. Hutchinson  John M. Kittross  Kenneth Harwood  Paul W. MacAvoy  Eric Moon 《Communication Booknotes Quarterly》2013,44(1)

David G. Clark and Earl R. Hutchinson, Mass Media and the Law: Freedom and Restraint (Wiley-Interscionco, $12.95)

John M. Kittross and Konnoth Harwood, Free & Fair: Courtroom Access and the Fairness Doctrino (Journal of Broadcasting, Temple University, $3.95)

Paul W. MacAvoy's The Crisis of the Regulatory Commissions: An Introduction to a Current Issue of Public Policy (Norton, $5.95; paper, $2.95)

Eric Moon, Book Selection and Consorship in the Sixties (Hawker, $10.95)

Edward De Grazia's Censorship Landmarks (Hawker, $19.75)  相似文献   

Popular Illustration     

Jim Kalett  W.H. Hutchinson  hilippe Garner  Colin Naylor  Genesis P- Orridge 《Communication Booknotes Quarterly》2013,44(8):151-153

Jim Kalett People and Crowds: A Photographic Album for Artists and Designers (New York: Dover Publications, 1978—$5.00, paper)

W.H. Hutchinson The World, The Work & the West of W.H.D. Koerner (Norman: University of Oklahoma Press, 1978—$35.00)

Philippe Garner, ed. The Encyclopedia of Decorative Arts: 1890-1940 (New York: Van Nostrand Reinhold, 1979—$35.00)

Colin Naylor and Genesis P-Orridge, eds. Contemporary Artists (London: St. James Press/New York: St. Martin's Press, 1977—E25.00/$50.00)  相似文献   

Who's testing what for whom?     

Barry Hutchinson. 《British journal of educational technology : journal of the Council for Educational Technology》1994,25(3):220-221

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The Productivity of Collegiate Research     

Lt. Col. Robert W. Burton 《College Teaching》2013,61(3):239-240

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Understanding parent advocacy during the transition to school of children with developmental disabilities: three Canadian cases     

Nancy L. Hutchinson  Michelle Villeneuve  Jennifer Dods  C.J. Dalton  Patricia Minnes 《Early Years: An International Journal of Research and Development》2014,34(4):348-363

Research has shown the benefits of parent involvement for student participation in education. Parent advocacy is a critical form of involvement by parents for children who are young, have disabilities, and are making transitions. Studies have classified forms of parent advocacy but have not illuminated the components necessary for effective parent advocacy. In this study of three families of children with developmental disabilities making the transition to kindergarten, we examined the applicability of Test’s conceptual framework of self-advocacy (CFSA) for guiding research and interventions for parent advocacy. The four components of CFSA were all reported in the parents’ experiences of advocacy. These cases highlight how parent advocacy is similar to, and more complex than, self-advocacy and suggest that parent advocacy is also influenced by the parent’s perceptions of the child’s needs and is context specific. In these cases, advocacy during transition reflects the parent’s priorities for the child’s inclusion.  相似文献   

Division,result and score margin alter the physical and technical performance of elite wheelchair tennis players     

Barry S. Mason  Rienk M.A. van der Slikke  Michael J. Hutchinson  Vicky L. Goosey-Tolfrey 《Journal of sports sciences》2020,38(8):937-944

ABSTRACT

This study determined the physical and technical demands of elite wheelchair tennis (WT) match-play, how the demands differed between divisions (Men, Women, Quad) and the effect that set result and score margin had on these demands. Seventeen WT players were monitored during a singles competition. Physical measures of performance were analysed using an indoor tracking system and inertial measurement units. Technical measures of performance were examined using video analysis. Physical measures of performance differed by division (Men > Women > Quad) for most parameters. Rallies were longer during Men’s (P = 0.027) and Women’s (P = 0.004) matches compared to Quad’s and fewer shots were hit off 2 bounces in Men’s matches compared to Women’s and Quad’s (P ≤ 0.026). High-speed activity (HSA) increased during losing sets (P = 0.043). Most physical measures of performance increased by moderate to large effects during sets with a small score margin (≤3 games differential). Mean speed and HSA were similar during losing sets, regardless of margin, but decreased (large effects) when winning by a large margin. This study demonstrated the physical and technical demands that elite WT players need to be prepared for and how situational factors can influence these demands.  相似文献   

Mean or Median for Exponential Data?     

Paul Hutchinson 《Teaching Statistics》1998,20(3):92-93

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Educational Research     

Jo Hutchinson 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):114-115

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The reflection integration model: A process for facilitating reflective learning     

Cynthia J. Hutchinson  Kay W. Allen 《The Teacher Educator》2013,48(4):226-234

Abstract

One of the goals of teacher education is to develop each preservice teacher into a reflective educator. A reflective educator is a lifelong learner who perceives every experience as an opportunity for growth, change, and development of understanding. As a result of our teaching experiences in the College of Education, we have developed a process that helps students become reflective learners. In this article we discuss this process, the Reflection Integration Model (RIM). The four components of the model are (a) pre‐experience, (b) experience, (c) reflection, and (d) integration. While the model is germane to any experiential‐based learning, in this article it is applied to a field experience for preservice teachers.  相似文献   

Boundaries and bricolage: examining the roles of universities and schools in student teacher learning   总被引：1，自引：1，他引：0  

Steven Andrew Hutchinson 《欧洲师范教育杂志》2011,34(2):177-191

The literature shows that an active exploration of difference between university‐ and school‐based perspectives can provide important opportunities for student teacher learning in initial teacher education. This paper presents a study that looks at the learning opportunities presented to student teachers as they talk about teaching and learning with their school‐based mentor and part‐time university‐based tutor on a distance education course in initial teacher education in the UK. The study adopts an activity theoretical approach complemented by a broader social learning theory perspective. Content analysis is used in four separate cases to examine and report on conversations that centre around one taught lesson. The study reveals understandings about the way that learning opportunities are presented to student teachers and argues that it can be enhanced by looking at student teacher learning systemically, with a focus on dissonant perspectives.  相似文献