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Paula Rohrlick Jason E. Squire Gregory Goodell James Curtis William Schelly 《Communication Booknotes Quarterly》2013,44(4):45-49
George Rehrauer, THE MACMILLAN BIBLIOGRAPHY: A CRITICAL GUIDE TO THE LITERATURE OF THE MOTION PICTURE (New York: Macmillan, 1982 2 vol. —the first volume is the bibliography itself, $90.00; the second is the index, $50.00). Paula Rohrlick, EXPLORING THE ARTS: FILM AND VIDEO PROGRAMS FOR YOUNG VIEWERS (New York: R. R. Bowker, 1982—$24.95, paper, plus shipping and handling). Jason E. Squire, THE MOVIE BUSINESS BOOK (Englewood Cliffs, N.J.: Prentice-Hall, 1983—$13.95, paper). Gregory Goodell INDEPENDENT FEATURE FILM PRODUCTION: A COMPLETE GUIDE FROM CONCEPT TO DISTRIBUTION (New York: St. Martins's Press, 1982—$17.95). James Curtis, JAMES WHALE, (Metuchen, N.J.: The Scarecrow Press—$16.50 and $16.00, respectively). William Schelly, HARRY LANGDON (Metuchen, N.J.: The Scarecrow Press—$16.50 and $16.00, respectively). Bruce Cook, BRECHT IN EXILE (New York: Holt, Rinehart & Winston, 1983—$16.50). Marsha McCreadle, WOMEN ON FILM: THE CRITICAL EYE (New York: Praeger, 1983—$21.95). William Luhr RAYMOND CHANDLER AND FILM (New York: Frederick Ungar, 1982- $14.95/7.95). Allen L. Woll, THE HOLLYWOOD MUSICAL GOES TO WAR (Chicago: Nelson-Hall, 1983—no price given). Norma Kagan, AMERICAN SKEPTIC: ROBERT ALTMAN'S GENRE-COMMENTARY FILMS (Ann Arbor: Pierian Press, 1982—$17.95). David Wilson, SIGHT AND SOUND: A FIFTIETH ANNIVERSARY SFIECTION (London: Faber and Faber, distributed in the United States by Harper dc Row, 1982—$19.95). Nicholas Pronay and D. W. Spring, PROPAGANDA, POLITICS AND FILM, 1918-45 (London: The Macmillan Press, 1982—$40.00; order in the United States from Humanities Press, Atlantic Highlands, N.J.). Ina Bertrand and Diane Collins, GOVERNMENT AND FILM (Sydney: Currency Press, 1982- A$14.95). John Tulloch, LEGENDS OF THE SCREEN: THE NARRATIVE FILM IN AUSTRALIA, 1919-1929 (Sydney: Currency Press, 1981—A$19.95) (order from The Currency Press, 87 Jersey Road, Woollahra NSW 2025). Roy Armes, THE FILMS OF ALAIN ROBBE-GRILLET (Amsterdam: John Benjamins B. V., 1981) (order in the United States from John Benjamins North America, Inc., One Buttonwood Square, 202, Philadelphia, Pennsylvania 19130—$25.00). Bruce F. Kawin, FAULKNER'S MGM SCREENPLAYS (Knoxville: University of Tennessee Press, 1982—$32.50/14.95). Peter Rollins, HOLLYWOOD AS HISTORIAN: AMERICAN FILM IN A CULTURAL CONTEXT (Lexington: University of Kentucky Press, 1983—no price given, paper). Susan Myrick WHITE COLUMNS IN HOLLYWOOD: REPORTS FROM THE GWTW SETS (Mercer, Ga.: Mercer University Press, 1982—$14.95). Frank Beaver of the University of Michigan: ON FILM: A HISTORY OF THE MOTION PICTURE and DICTIONARY OF FILM TERMS (both New York: McGraw-Hill, 1983—no price given). 相似文献
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Joanne E. Goodell 《Journal of Mathematics Teacher Education》2006,9(3):221-248
In this paper, I report the results of a 4-year study into how my students learn to become mathematics teachers during the combined 15-week methods and field placement course I teach. At the start of most weekly methods class meetings, groups of three or four students reported their critical incidents to each other, and then chose one incident to report to the whole class. Each student then submitted a written report of 10 critical incidents for grading. At the end of each semester, I administered a questionnaire about the usefulness of each of the elements of the course. Using these two main data sources, along with my own personal reflections on the course, this paper answers the question “What are the critical incidents preservice teachers encounter during their field experience, and what do they learn about teaching for understanding through reflecting on those critical incidents?” My analysis of the students’ incident reports found that the issues raised focused on four main areas: teaching and classroom management; student factors such as pre-requisite knowledge, understanding, resistance and motivation; issues concerning relationships with colleagues, students and parents; and school organizational issues such as policies and access to resources. Their learning about teaching for understanding focused on three broad areas: the conditions necessary to teach for understanding; facilitators of teaching for understanding; and barriers to teaching for understanding. The paper concludes with a discussion of the lessons learned about fostering reflection in novice teachers, and suggestions for further research. 相似文献
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