Regulation     

Bill F. Chamberlin  Charlene J. Brown  Marc A. Franklin 《Communication Booknotes Quarterly》2013,44(9-10):109-110

Bill F. Chamberlin and Charlene J. Brown, eds., THE FIRST AMENDMENT RECONSIDERED: NEW PERSPECTIVES ON THE MEANING OF FREEDOM OF SPEECH. AND PRESS (New York: Longman, 1982---$27.95)

Marc A. Franklin, CASES AND MATERIALS ON MASS MEDIA LAW (Mineola, N.Y.: The Foundation Press, 1982---$26.00)

LEGAL AND BUSINESS ASPECTS OF THE ADVERTISING INDUSTRY 1982 (Practicing Law Institute, 810 7th Avenue, New York, N.Y. 10019---$30.00, paper)

PRIVACY (Social Issues Resources Inc., P.O. Box 2507, Boca Raton, Fla. 33432---two loose-leaf volumes containing a total of 180 articles, $117.00, also available separtately at $65.00 and $52.00 respectively)  相似文献   

The Use of Simulators in Teaching Computer Science     

Bill Janeway 《Computer Science Education》2013,23(2):155-160

Should a computer science student be able to write a simple interrupt‐answering routine? Can we have students write simple interrupt‐answering routines? What programming assignment can be given to help students understand how “system service calls” work (i.e., how do we get from nonprivilege mode to privilege mode)? Our machines with vendor‐supplied operating systems limit our assignments in some areas. Hence, we must use a “virtual machine.” Virtual machines can be produced using simulators and can be used to reinforce basic concepts by giving programming assignments on them.  相似文献   

Attitude of Kindergarten Children Toward Specially Prepared Story Materials     

Bill Snider 《Journal of Experimental Education》2013,81(3):207-218

  相似文献   

Nonresponse in Survey Research as a Function of Psychological Characteristics and Time of Response   总被引：1，自引：0，他引：1  

Robert G. Cope 《Journal of Experimental Education》2013,81(3):32-35

The increasing use of simulation and other role playing activities as teaching devices prompted this study. It was designed to evaluate changes in cognitive learning and attitudes that could be attributed to participation in a simulation unit. Two junior college political science classes (N = 67) were used for the study. Treatment was randomly assigned. The simulation group participated in a 4-hour unit; the control group received instruction in a “lecture-question-answer” manner.

There was no statistically significant difference in cognitive learning between students in the simulation group and students taught by the “lecture-question-answer” method. Within the limitations of the study design, the analyses showed that simulation produced desirable attitudes and resulted in polarization of feelings toward government.  相似文献   

SOME TEXT‐BOOKS ON ETHICS AND MORALS     

Henry F. Cope 《Religious education (Chicago, Ill.)》2013,108(6):575-581

  相似文献   

ICT Policy and Implementation in Education: cases in Canada,Northern Ireland and Ireland     

Roger Austin  Bill Hunter 《European Journal of Education》2013,48(1):178-192

Countries with similar levels of economic development often implement different education ICT policies. Much of the existing research attributes such differences to economic and political factors. In this paper, we examine the development of ICT policy and implementation in the two parts of Ireland and in two Canadian provinces and find that historical, social and cultural differences also play an important role in the way ICT policies develop. In particular, we see differing historical perceptions of the role of the state and church in education playing a more important role than has hitherto been recognized.  相似文献   

Muslim schools and education in Europe and South Africa     

Bill Gent 《British Journal of Religious Education》2013,35(1):115-118

  相似文献   

Holistic Media Education: An Assessment of the Effectiveness of a College Course in Media Literacy     

Robert L. Duran  Bill Yousman  Kaitlin M. Walsh  Melanie A. Longshore 《Communication quarterly》2013,61(1):49-68

The general purpose of this study was to test the effectiveness of a college course in media literacy. Specifically, the course took a holistic approach to media literacy and was designed to heighten college students' awareness of media structures, content, and impact, as well as to encourage students to become more critical/informed participants in the media environment. A pre-test, post-test, control group post-test only, quasi-experimental design was employed to assess the effectiveness of this approach to media literacy education. Overall, students' responses produced significant differences between the control group and the experimental groups' post-test scores on most (but not all) dependent measures. The implications of these results and suggestions for future research were discussed.  相似文献   

Re-reading the reading lesson: episodes in the history of reading pedagogy     

Bill Green  Phillip Cormack  Annette Patterson 《牛津教育评论》2013,39(3):329-344

Reading pedagogy is constantly an object of discussion and debate in contemporary policy and practice but is rarely a matter for historical inquiry. This paper reports from a recent study of the history of reading pedagogy in Australia and beyond. It focuses on a recurring figure in the historical record—the ‘reading lesson’. Presented as a distinctive trope, the reading lesson is traced in its regularity in and through the discourse of reading pedagogy, starting in 1930s Australia and moving back into 19th-century Europe, and with specific reference to the UK and the USA. Teaching reading is expressly identified as a moral project—something that, it can be argued, clearly continues into the present.  相似文献   

Violent Youth Crime: Rhetoric,research and the responsibilities of government     

Kevin Downing  Paul Stepney  Bill Jordan 《Educational studies》2000,26(1):67-82

  相似文献