Labels DO Matter! A Critique of AECT’s Redefinition of the Field     

Patrick Lowenthal  Brent G. Wilson 《TechTrends》2010,54(1):38-46

AECT has recently (yet again!) redefined our field, reverting back to the use of the term educational technology. We believe this recent change is problematic for a number of reasons, but primarily because of the weak rationale offered for the change. This change affects how external audiences view our profession and is likely to confuse practitioners in corporate and higher education settings in particular. We offer a review of job postings, program titles, and listserv discussions to support our case. The labels we use to define ourselves are critically important - and we hope to see a stronger case made for changes for our foundational definitions in the future.  相似文献   

An Interview with Roger Bruning     

L. Brent Igo 《Educational Psychology Review》2008,20(2):207-216

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General Mass Communication     

Richard W. Budd  Brent D. Ruben  Robert F. Rich  James Morrow  Jean Morrow  Charles U. Larson 《Communication Booknotes Quarterly》2013,44(8):147-151

Richard W. Budd and Brent D. Ruben, Beyond Media: New Approaches to Mass Communication (Rochelle Park, N.J.: Hayden Book Company, 1979—$9.95, paper)

Robert F, Rich,"Knowledge Production and Utilization," a special issue of American Behavioral Scientist 22:3 (January/February 1979)

James and Jean Morrow The Grammar of Media Kit (Rochelle Park, N.J.: Hayden Book Company, 1978—$295 for the complete set which includes 5 super-8mm films, 4 LP records, 20 comic books, 20 student workbooks, and one teacher's handbook, all available on a 30-day examination basis).

Charles U. Larson Persuasion: Reception and Responsibility (Belmont, Calif.: Wadsworth Publishing, 1979– S9.95, paper)

Frank Brady and Joann Lawless' Brady & Lawless's Favorite Bookstores (Mission, Kansas: Sheed Andrews and McMeel, 1978—$12.95)

Alan Wells, Mass Media and Society (Palo Alto, Calif.: Mayfield Publishing Co., 1979—price not given, paper)

John L. Hulteng The News Media: What Makes Them Tick? (Englewood Cliffs, N.J.: Prentice-Hall, 1979—$7.95, paper)

Patrick Williams and Joan Thornton Pearce, The Vital Network: A Theory of Communication and Society (Westport, Ct.: Greenwood Press, 1978—$13.95)

Jack Nachbar, Deborah Weiser, and John L. Wright, eds. The Popular Culture Reader (1978, 323 pp.—S14.95/7.95)

Susan S. Tamke and William H. Cohn, History and Popular Culture (1977, 151 pp.—$3.00, paper)

Daryl Jones, The Dime Novel Western (1978, 186 pp.—$8.95/3.95)

C. David Mortensen, ed. Basic Readings in Communication Theory (New York: Harper & Row, 1978—$7.95, paper)  相似文献   

SENIOR TO SENIOR: LIVING LESSONS     

Kathy Goff 《Educational gerontology》2013,39(3):205-217

Senior to Senior: Living Lessons is a program created to provide meaningful horticulture therapy activities for community minority elders (60 years of age and older) and senior college students (20 years of age and older) from an Historically Black University. The program's objectives were to promote positive intergenerational relationships and to build life-long learning skills with members of different generations. Senior gerontology students who enrolled in the required Seminar in Gerontology during Fall 2002 participated in the Senior to Senior program. Elders from Logan and surrounding counties and the Metropolitan Better Living Center met on the Langston University campus and at the Langston Elderly Nutrition Site for 10 Mondays from 11a.m.—1p.m. Each weekly session focused on horticulture principles and plant science followed by a lunch session for reflection. At the end of the semester participants sold the plants they had raised to generate revenue for the program activities to continue to benefit elders. The activities that carried out over the Spring semester 2003 included a recognition lunch for the Senior to Senior participants, development and establishment of a Senior to Senior website (http://seniortosenior.lunet.edu) and a faculty development mini-conference on intergenerational service learning.  相似文献   

Influencing the College Attendance Rates of Hispanics in Texas     

Brent D. Cejda  Matt Short 《Community College Journal of Research & Practice》2013,37(4-6):347-361

A number of policymakers have shifted their attention from the participation rates of Hispanics in postsecondary education to the percentage of this population that completes a baccalaureate degree. Several reports stress that while participation rates have increased, there are continued disparities in outcomes between Hispanic and White college students (President's Advisory Commission on Educational Excellence for Hispanic Americans, 2003 President's Advisory Commission on Educational Excellence for Hispanic Americans . ( 2003 ). From risk to opportunity: Fulfilling the educational needs of Hispanic Americans in the 21st Century . Washington , DC : Author . Retrieved December 14, 2006, from http://www.yic.gov/paceea/final.html  [Google Scholar]; Council of Economic Advisers, 2000 Council of Economic Advisers. (2000). Educational attainment and success in the new economy: An analysis of challenges for improving Hispanic students' achievement . Washington , DC : Author. (ERIC Document Reproduction Service No. ED442890)  [Google Scholar]; Fry, 2002 Fry , R. ( 2002 ). Latinos in higher education: Many enroll, too few graduate . Washington , DC : Pew Hispanic Center . Retrieved December 12, 2006, from http://pewhispanic.org  [Google Scholar]; Vernez & Mizell, 2001 Vernez , G. & Mizell , L. ( 2001 ). Goal: To double the rate of Hispanics earning a bachelor's degree . Santa Monica , CA : RAND . (ERIC Document Reproduction Service No. ED453771)  [Google Scholar]). Although many states have experienced increases in Hispanic postsecondary attendance, such is not the case in Texas—a state with one of the largest Hispanic populations in the country. Figures for 2003 show that 3.9% of Hispanics in Texas were enrolled in some type of postsecondary institution compared to 5.2% of African Americans and 5.6% of Caucasians (Haurwitz, 2005 Haurwitz , R. K. M. ( 2005 , January 25 ). State falling short on college enrollment: Lagging rates for Hispanics a special challenge . Austin American-Statesman . Retrieved January 2, 2007, from http://www.uh.edu/ednews/2005/aas/200501/20050125enrollment.html  [Google Scholar]).  相似文献   

PROFILING CHIEF ACADEMIC OFFICERS IN PUBLIC COMMUNITY COLLEGES     

Cynthia B. McKenney  Brent D. Cejda 《Community College Journal of Research & Practice》2013,37(9):745-758

A survey of chief academic officers (CAOs) at public community colleges belonging to the American Association of Community Colleges was conducted in 1998-1999. The personal and professional characteristics of respondents are reported in this article. A profile shows the average CAO to be a married White man with a doctorate. He is 52 years old and has served in office for slightly more than 6 years. Women represented more than one third of the respondents. The average female CAO is a 51-year-old married White woman with a PhD. She has served in her current positionfor slightly more than 5 years. She has heldthree previous positions in higher education, two administrative and one faculty. The study indicated that female CAOs differ from male CAOs in four ways. The continued low representation of ethnic minority group members in the CAO position is noted. The importance of the CAO position to the community college and the community college to higher education in general calls for systematic inquiry regarding such profiles on a longitudinal basis.  相似文献   

From knowing to doing: assessing the skills used to teach reading and writing     

Phelps  Geoffrey  Bridgeman  Brent 《Reading and writing》2022,35(9):2023-2048

Reading and Writing - This study presents results from a project to develop and pilot a new type of performance assessment of the skills used when teaching reading and writing. To provide context...  相似文献   

Moments of social inclusion: asylum seekers,football and solidarity     

Brent McDonald  Ramón Spaaij  Darko Dukic 《Sport in Society》2019,22(6):935-949

Abstract

Established in 2012, ‘the Seekers’ are a football club in Melbourne, Australia. Initially set up to provide social recreation for various refugees and asylum seekers, the Seekers have more recently entered a team in the mainstream league competition. Based on ethnographic fieldwork, this paper considers how football facilitates forms of social inclusion for team members, both in relation to the action of the sport and the political and social context of Australian society more broadly. In many ways the field of sport is highly contested as players engage with the mainstream; however the solidarity forged through playing creates the possibility for moments of social inclusion in other ways. The capacity of sporting interactions to facilitate social inclusion for male team members is vexed, though there is evidence to suggest that, in the correct conditions, sport can contribute to an individual’s capacity to access employment and educational opportunities.  相似文献   

Experiences of amateur athletes’ non-participating entourage at participatory sport events     

Millicent Kennelly  Matthew Lamont  Peita Hillman  Brent Moyle 《Journal of Sport Tourism》2019,23(4):159-180

ABSTRACT

The proliferation of participatory sport events is attracting scholarly attention, with extant research primarily focusing on profiling participants, and understanding participants’ experiences. The experiences and perspectives of those who travel to participatory sport events to support competing athletes, the ‘non-participating entourage’ (NPE), have largely been overlooked. This stakeholder group is arguably under-recognised by those staging participatory sport events. The purpose of this study was to explore NPE experiences at participatory sport events, adopting a phenomenological approach and employing stakeholder theory as an interpretive lens. Qualitative interviews were conducted with 21 NPE of amateur athletes in Australia. Findings highlighted that NPE provide emotional and logistical support to their athlete at events. However, while providing support, NPE also experienced positive and negative emotions arising from contextual factors including their relationship to the athlete, group composition, athlete performance, and event design and conditions. This research highlights a vexed, though crucial stakeholder relationship between NPE and event management organisations, requiring unique stakeholder management strategies.  相似文献   

K-12 Science and Mathematics Teachers’ Beliefs About and Use of Inquiry in the Classroom     

Jeff C. Marshall  Robert Horton  Brent L. Igo  Deborah M. Switzer 《International Journal of Science and Mathematics Education》2009,7(3):575-596

A survey instrument was developed and administered to 1,222 K-12 mathematics and science teachers to measure their beliefs about and use of inquiry in the classroom. Four variables (grade level taught, content area taught, level of support received, and self-efficacy for teaching inquiry) were significantly correlated to two dependent variables, percentage of time that students are engaged in inquiry during a typical lesson and the perceived ideal percentage of instructional time that should be devoted to inquiry. Specifically, elementary school teachers reported using inquiry-based practices more than either middle-school or high-school teachers; similarly, elementary-school teachers believed such practices should be used more often. All groups, however, reported believing in an ideal percentage of time devoted to inquiry instruction that was significantly greater than their reported percentage of time actually spent on inquiry instruction. A disordinal effect was found between grade level taught and content area taught; at the elementary level, science teachers reported both an ideal and actual percentage of time on inquiry higher than those reported by the math teachers, while at the high school level math teachers reported both an ideal and actual percentage of time on inquiry higher than those reported by the science teachers. No correlations were found between typical and ideal percentage of time devoted to inquiry and subject matter content knowledge training, gender, years of teaching experience, or maximum degree earned.  相似文献