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L. R. Sarett 《Quarterly Journal of Speech》2013,99(4):428-433
THE LANGUAGE OF CHANGE: ELEMENTS OF THERAPEUTIC COMMUNICATION. By Paul Watzlawick. New York: Basic Books, Inc., 1978; pp. xi + 172. $11.00. OF SPEECH AND TIME. Edited by Aron W. Siegman and Stanley Feldstein. Hillsdale, New Jersey: Lawrence Erlbaum, 1979; pp. x + 230. LANGUAGE AND COMMUNICATION IN THE ELDERLY. Edited by Loraine K. Obler and Martin L. Albert. Forward by Carl Eisdorfer. Lexington Books, 1980; pp. xi + 220. $22.95. CHILDREN'S ORAL COMMUNICATION SKILLS. Edited by W. Patrick Dickson. New York: Academic Press, 1981; pp. xviii + 394. $29.95. DEVELOPING AN INTERDISCIPLINARY SCIENCE OF ORGANIZATIONS. By Karlene Roberts, Charles Hulin and Denise Rousseau. San Francisco: Jossey‐Bass, 1978; pp. xiii + 171. $13.95. POWER AND POLITICS IN ORGANIZATIONS. By Samuel Bacharach and Edward Lawler. San Francisco: Jossey‐Bass, 1980; pp. xiii + 249. $15.95. POLITICS AS COMMUNICATION. By Robert G. Meadow. Norwood, N.J.: Alex Publishing Co., 1980; pp. xvi + 269. $24.95. POLITICS, CULTURES AND COMMUNICATION. By Roland S. Homet, Jr. Forward by Joseph E. Slater. New York: Praeger Publishers, 1979; pp. xvi + 109. $19.95. THE GREAT DEBATES: CARTER VS. FORD, 1976. Edited by Sidney Kraus Bloomington: Indiana University Press, 1979; pp. xi + 553. Paper $19.50, cloth $29.95. THE PRESIDENTIAL DEBATES: MEDIA, ELECTORAL, AND POLICY PERSPECTIVES. Edited by George F. Bishop, Robert G. Meadow, and Marilyn Jackson‐Beeck. New York: Praeger Publishers, 1980; pp. xxii + 324. $25.00. CARTER VS. FORD: THE COUNTERFEIT DEBATES OF 1976. By Lloyd Bitzer and Theodore Rueter. Madison: The University of Wisconsin Press, 1980; pp. xii + 428. Paper $9.95, cloth $27.50. SUBLIMINAL POLITICS: MYTHS AND MYTHMAKERS IN AMERICA. By Dan Nimmo and James E. Combs. Englewood Cliffs, N. J.: Prentice‐Hall, Inc., 1980; pp. xiii + 256. Paper $4.95. PLAYING TO WIN: AN INSIDER'S GUIDE TO POLITICS. By Jeff Greenfield. New York: Simon and Schuster, 1980; pp. 286. $11.95. THE VOICES OF HISTORY: MOMENTS FROM THE GREAT SPEECHES OF THE ENGLISH LANGUAGE. Selected and Introduced by Lord George‐Brown. New York: Stein &; Day, 1980; pp. xxiv + 262. $12.95. PLATO: TRUE AND SOPHISTIC RHETORIC. Edited by Keith V. Erickson. Studies in Classical Antiquity: Band 3. Amsterdam: Rodopi, 1979; pp. 427. Paper $68.50. JUSTICE, LAW, AND ARGUMENT: ESSAYS ON MORAL AND LEGAL REASONING. By Chaim Perelman. Dordrecht, Holland: D. Reidel Publishing Co., 1980; xiii + 181. Paper $10.50, cloth $28.50. THE ACT OF BEING. By Charles Marowitz. New York: Taplinger, 1978; pp. x + 196. Paper $4.95, cloth $9.95. METAPHORS WE LIVE BY. By George Lakoff and Mark Johnson. Chicago: University of Chicago Press, 1980; pp. xiii + 242. $13.50. MASS COMMUNICATION AND EVERYDAY LIFE: A PERSPECTIVE ON THEORY AND EFFECTS. Dennis K. Davis and Stanley J. Baran. Belmont, Cal.: Wadsworth Publishing Company, 1981; pp. v + 217. $7.95. DISENCHANTMENT: MEANING AND MORALITY IN THE MEDIA. By John M. Phelan. Foreward by George N. Gordon. New York: Hastings House, 1980; pp. 191. Cloth $12.95, paper $8.95. REVOLUTIONS AND RECONSTRUCTIONS IN THE PHILOSOPHY OF SCIENCE. By Mary Hesse. Bloomington, Indiana: Indiana University Press, 1980; pp. xxvi + 271. $22.50. THE NEW RHETORIC AND THE HUMANITIES: ESSAYS ON RHETORIC AND ITS APPLICATIONS. By Chaim Perelman. Introduction by Harold Zyskind. Dordrecht, Boston, and London: D. Reidel Publishing Co., 1979; pp. xxiii + 167. Cloth $28.95; Paper $10.55. WILLIAM PITT, EARL OF CHATHAM: THE GREAT COMMONER. By Peter Douglas Brown. London: George Allen &; Unwin, 1978; pp. 448, $32.50. THOMAS BABINGTON MACAULAY. By Margaret Cruikshank. Boston, Massachusetts: Twayne Publishers/G. K. Hall, 1978; pp. 175. $9.95. PATRIOT‐HEROES IN ENGLAND AND AMERICA: POLITICAL SYMBOLISM AND CHANGING VALUE OVER THREE CENTURIES. By Peter Karsten. Madison: University of Wisconsin Press, 1978; pp. ix + 257. Illus. $25.00. THE JEFFERSONIAN PERSUASION: EVOLUTION OF A PARTY IDEOLOGY. By Lance Banning. Ithaca and London: Cornell University Press, 1978; pp. 307. $15.00; paper $5.95. HITLER: A STUDY IN PERSONALITY AND POLITICS. By William Carr. New York: St. Martin's Press, 1979; x + 200. $12.95. PRESIDENTIAL POWER: THE POLITICS OF LEADERSHIP FROM FDR TO CARTER. By Richard E. Neustadt. New York: John Wiley and Sons, Inc., 2nd ed., 1980. pp. 286. $8.20. JUSTICE DOUGLAS AND FREEDOM OF SPEECH. Compiled and with an Introduction by Haig Bosmajian. Metuchen, New Jersey: The Scarecrow Press, Inc., 1980. pp. xli + 377. $17.50. COMMUNICATION UNDER LAW Volume I: Free Speech. By Joseph J. Hemmer, Jr. Metuchen, New Jersey: The Scarecrow Press, Inc., 1979; pp. ix+307. $15.00. 相似文献
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Joseph Smith 《School Leadership & Management》2013,33(3):333-341
Regretting the absence of training instruments directly applicable to education, the author presents a questionnaire on change for use by primary heads, in which several school scenarios inviting different responses are set out. From this questionnaire four constructs or orientations are derived and subsequently evaluated for their potential merits in the promotion of change. 相似文献
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Andy Convery 《Cambridge Journal of Education》1998,28(2):197-205
A teacher‐researcher questions whether Schon's Reflective Practitioner is an appropriate text for ensuring change in teaching practices. It is argued that teachers’ perspectives prompt a particular interpretation of ‘reflection‐in‐action’ that justifies individualistic, immediate and limited change strategies. Schon's rhetorical appeals can be interpreted as offering tacit approval for the existing craft culture; for the inhibiting effects of this craft culture to be effectively challenged, individual teachers need the supportive insights which collaboration can provide. 相似文献
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ABSTRACT Two‐year public colleges are known to experience the lowest retention rates of all colleges and universities. In addition, the lowest rate of consecutive‐term retention within the two‐year college occurs from students’ first to second term. The literature on factors related to retention in two‐year colleges, however, is strikingly inconclusive. The purpose of this study was to determine demographic and academic factors associated with first‐to‐second‐term retention at a regional campus of a two‐year public technical institution. The interaction between these factors was also studied. Those demographic variables found to be significantly related to retention included educational objective, full‐time/part‐time enrollment status, employment status, and age. The only academic factor found to be related significantly to retention was first‐term GPA. No significant interaction effects between these variables were found. A list of target groups for retention strategies was developed from the results of the study. 相似文献
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Seamus Hegarty 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):243-257
The National Foundation for Educational Research (NFER) is now in its 50th year. Its mission and structure are outlined. The research programme is reviewed, and work in three illustrative areas — testing, programme evaluation and integration of pupils with special educational needs — summarized. Its information and dissemination activities are described. Finally, issues for future concern are addressed. 相似文献
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Uriah Zevi Engelman 《Journal of Jewish Education》2013,79(3):44-47
In some respects this article is redundant. Af ter all, a growing number of Jewish schools, both day schools and supplementary schools, have included Israel in their curricula in a prominent way. We mention Israel in our prayers. We teach the history of the Land of Israel. We recruit teenagers for Israel summer programs. Why then should the Gulf War have any impact on how we portray Israel in our schools? Has this war opened an educa tional window of opportunity? My question is rhetorical and the answer affirmative. Seeing Scud missiles fall live on Tel Aviv via CNN has temporarily transformed the perception of and the relation to the Jewish State. Maybe at long last we have the chance to make a very illusive Jewish symbol into a concrete reality for Jewish students around the world. Let me explain why this is so necessary and how I propose to make it happen. 相似文献
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David Collins 《Educational Media International》2013,50(2):76-80
Abstract It can be argued that media studies has already defined itself too narrowly in terms of the communications media and that it takes too little account of the impact of new technologies on the lives and activities of young people. Here David Collins, a Research Fellow of the University of Sheffield, who is investigating the uses of information technology in relation to special educational needs, considers the potential of microcomputers in the context of music teaching. 相似文献
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Abstract This study takes the perspective of an equipment vendor that is providing training on its equipment. The study shows that the total cost of Remote Access Distance Learning (RADL), training provided over a voice and data network, is higher than the total cost of classroom‐based training (CBT). However, the profits from RADL are higher than the profits from CBT, since it is possible to charge students a higher price for RADL than for CBT. 相似文献
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David Passig 《Religious education (Chicago, Ill.)》2013,108(2):190-214
This article describes an effort of a Hebrew school and its Jewish community to facilitate interaction among parents, teachers, and teenagers. The interaction aimed at helping the community confront communal Jewish trends in order to generate new thoughts and solutions. Prior research has shown that when people are encouraged to think and speak about their future, their thoughts become more positive and solution‐oriented. In the curriculum of this Hebrew school we have implemented a procedure to improve participants’ ability to enact change and to develop future‐images. This article describes the curricular procedure and the images that emerged. 相似文献
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Lillian S. Calhoun 《Equity & Excellence in Education》2013,46(2):4-20
On November 21, 1988, the University of Massachusetts held a convocation for its School of Education to celebrate its new dean, Marilyn Haring‐Hidore. David C. Berliner delivered the keynote address, “The Transformation of the Teaching Profession,” based on this article, originally published with the above title in 1987 as Chapter One in Talks to Teachers: A Festschrift for N.L. Gage, which Berliner co‐edited with Barak V. Rosenshine; this is the book to seek out if you want to follow up references in the text such as “Chapter 2” or “Chapter 4.” The original article is being reprinted with the permission of both David Berliner and McGraw‐Hill; the latter purchased the rights to the book from Random House about the time that Berliner was concluding his address. 相似文献
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《Journal of Further & Higher Education》2012,36(3):22-26
Summary This article explores the rationale for, and means by which, an effective response to the implications of the Single European Market might be achieved in further and higher education. Using the most recent research in the area it suggests that an effective response to this challenge is an economic imperative and that it can best be achieved by empowering the individual learner to take ownership of his or her own learning. 相似文献
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David Palmer 《International Journal of Science Education》2013,35(15):1853-1881
Constructivist and conceptual change perspectives on learning have given rise to a number of models of constructivist classroom teaching. Motivation has been recognized as an important factor in the construction of knowledge and the process of conceptual change, so one could expect that motivation strategies would be integral components of constructivist‐informed teaching. The purpose of this paper was to examine, by literature review, the extent to which motivation strategies have been included in extant models of constructivist‐informed teaching. The study involved the development of a list of motivation strategies, based on current motivation constructs. Several constructivist‐informed teaching models were then analysed. It was found that these models were rather limited in the extent to which they had explicitly integrated motivation. It was also found that some aspects of the models were not entirely in accord with current views of motivation. Finally, a motivational model of constructivist‐informed teaching was developed and its three components were described. 相似文献
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Tapio Aittola 《Higher Education in Europe》1988,13(4):5-13
This article is based on a series of studies of students at the University of Jyväskylä conducted by the author in 1981, 1984, and 1986. The series focussed on the life‐stages of students, asking such questions as what the basic life‐world structures of students are, how the ability of students to think scientifically develops, and what characterizes the period of university studies as a stage of life. The data were collected by interviewing a total of 204 students who had reached different stages in their studies and represented different disciplines. The method used was that of the semi‐structured thematic interview; the data were analysed using both qualitative and quantitative methods.
The life‐styles of students and their problems change during the courses of their individual academic experiences. A freshman's problems centre around the loosening of home ties and the learning of independent responsibility. During the next two years, the studies themselves and student‐life assume a central position, while questions relating to the founding of a family, entering work‐life, and the risk of experiencing financial difficulties come to the fore at the end of the undergraduate period. The development of the scientific thinking of students lines up with the life‐stages sketched above. The initial emphasis on the learning of facts gives way to a relativistic and critical way of appraising science and research. This more sophisticated approach to knowledge can lead to a personal theoretical point of view and to individual commitments at the end of the academic experience. 相似文献
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This article identifies strengths and weaknesses in the introductory course sequence in computing, 1 and proposes an alternative sequence using a “breadth‐first” approach. This approach integrates theoretical material, includes scheduled laboratory work, and covers a broad range of subject matter in the discipline of computing. We also summarize our early experience teaching the first course in this sequence. 相似文献