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Dwight Bolinger Sydney W. Head Barbara Moore Leonard L. Chu Phyllis Zagano 《广播与电子媒介杂志》2013,57(3):725-738
The network tone of voice Mass Communication in China, John Howkins (New York: Longman, 1982). Television and Radio in the United Kingdom, Burton Paulu (Minneapolis: University of Minnesota Press, 1981). Mass Media and Social Change, ed. Elihu Katz and Tamas Szecsko (Beverly Hills, CA: Sage Publications Inc., 1981). Electronic Colonialism: The Future of International Broadcasting and Communication, Thomas L. McPhail (Beverly Hills, CA.: Sage, 1981). The First Amendment Under Seige: The Politics of Broadcast Regulation, Richard E. Labunski (Westport, Conn: Greenwood Press, 1981). 相似文献
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Stephanie R. Logan Dwight C. Watson Yolanda Hood Terri A. Lasswell 《Equity & Excellence in Education》2016,49(3):380-393
This article provides a rationale for and methods to assist elementary educators in creating spaces where the enhancement of awareness of lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ)-themed literature could be explored in elementary schools and classrooms. The authors assert that an approach to providing gender and sexuality diversity in the elementary grades is part of multicultural practice in elementary classrooms. Through document analysis, the authors discovered the existing theories, practices, and evidence available in the literature that would provide elementary educators support to use LGBTQ-themed children's literature in academic spaces. The authors then provide a set of guidelines for educators to modify their existing instructional practices in order to empower young learners with the critical literacy attributes necessary in order to gain access to knowledge, power, and opportunities. 相似文献
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KerryAnn?O’MearaEmail author Lorilee?R.?Sandmann John?Saltmarsh Dwight?E.?GilesJr. 《Innovative Higher Education》2011,36(2):83-96
Community engagement is one of the major innovations that has occurred in higher education over the last 20 years. At the
center of this innovation are faculty members because of their intimate ties to the academic mission. This article examines
the progress that has been made in understanding this critical area of faculty work. It builds on past research to consider
how the conceptualization of faculty community engagement influences the kinds of questions we ask about it and the kinds
of recruitment, support, and professional growth we provide. Implications of the study and for the practice of faculty community
engagement are provided for researchers, administrators, and faculty members. 相似文献
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Jane M. Danielewicz Dwight l. Rogers George Noblit 《International journal of qualitative studies in education》2013,26(3):311-331
This study investigates children's language and interaction patterns during sharing time in a first grade classroom. When sharing time shifted from a teacher‐led to a child‐led event, corresponding changes appeared in children's language, including in discourse routines, style, content, and frequency of verbal interactions. In child‐led formats, peer culture flourished. Several linguistic routines were developed and used by children as a means of social control, as an agent for group bonding, and as expressions of care and concern. Two different child‐led formats revealed how the event's structure regulated participation and length of turn during sharing sessions. We suggest that teachers create speech situations that children are allowed to control. Such occasions encourage children's language development, learning through language, and the kind of collaboration essential for growth of peer culture. 相似文献
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Dwight L. Rogers 《Early Childhood Education Journal》1987,15(1):23-27
It is largely through conversations with more experienced adults that children come to learn about the world outside their
own personal experiences. 相似文献
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Rats were trained to forage for food on a four-arm radial maze. Each arm of the maze was defined as a patch and contained four feeding stations. Each patch contained a total of 20 45-mg food pellets, with the first feeding station in each patch baited with 1 pellet and the remaining stations baited with 1, 5, or 13 pellets. In Experiment 1, one group of rats was tested with feeders open and food readily accessible, and another group was tested with metal covers on the feeders, which necessitated extra time to gain access to food. With open feeders, the rats visited each feeder in a patch in the order in which they encountered the feeders, from the center of the maze to the end of the arm. The rats in the group with the covered feeders often visited the feeders containing 5 or 13 pellets first and the feeders containing 1 pellet last. In Experiment 2, it was found that the rats switched readily between these two foraging strategies when tested with covered and open feeders on alternate sessions. The extra time and effort required to uncover food appeared to produce selective foraging in rats. 相似文献
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Based on several recent demonstrations of a directed forgetting effect in pigeons, three experiments were carried out in an attempt to demonstrate directed forgetting in three squirrel monkeys. During initial training with a delayed matching-to-sample procedure, retention tests were always given for sample stimuli followed by remember cues (R-cues) and were always omitted for sample stimuli followed by forget cues (F-cues). Retention of F-cued items was tested on probe trials after initial training. The first two experiments examined the effects of R- and F-cues on memory for slide-projected pictures, with different pictures used on each trial of a session. In Experiment 1, a complex design was used in which one or two sample pictures were presented on each trial; when two pictures were presented, both could be R-cued or F-cued, or one could be R-cued and the other F-cued. A simpler design was used in Experiment 2, with only single pictures presented as sample stimuli and half the trials within a session R-cued and the other half F-cued. In both of these experiments, no differential retention of R- and F-cued stimuli was found, even at a retention interval as long as 16 sec. In Experiment 3, a series of studies was performed to test for directed forgetting when only two sample stimuli were used repeatedly throughout training and testing. With two pictures as sample stimuli, clear evidence of directed forgetting was found in Experiment 3b. It is suggested that the directed forgetting effect may arise only when a small set of sample stimuli is used. 相似文献
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The intent of this study was to investigate possible relationships among the constructs of attitudes toward science, interest in science, science curiosity, and self-concept of science ability. Data were collected from 228 sixth-grade students by way of four Likert-type instruments, each of which measured a given attribute. Statistical procedures included univariate and multivariate analysis of variance, product-moment correlations, canonical correlations, multiple regression analysis, and factor analysis. The results indicated that attitudes toward science, interest in science, and science curiosity are highly related. Implications for classroom science teaching and suggestions for future research have also been discussed. 相似文献