Review of Ofcom policy investigation: “The future of children's television programming”     

Alessandro D'Arma  Jeanette Steemers 《Cultural Trends》2009,18(1):77-82

The review looks at the recent review of children's television broadcasting by the governmental regulator in the UK, Ofcom. It suggests that the research represents a valuable addition to the policy literature by filling the gap in previous research, particularly by providing an in-depth analysis of the economics of the sector. However, it questions the direct impact of the report on the subject matter if it is integrated (as proposed) into the more general review of Public Service Broadcasting.  相似文献   

Evidence for Common Etiological Influences on Early Literacy Skills in Kindergarten     

Brooke Soden-Hensler  Jeanette Taylor  Christopher Schatschneider 《Scientific Studies of Reading》2013,17(5):457-474

Understanding how the etiology of print awareness and phonological awareness are related to the etiology of decoding can provide insights into the development of word reading. To address this issue, we examined the degree of overlap among etiological influences of prereading skills in 1,252 twin pairs in kindergarten. Genetic, shared environmental, and nonshared environmental factors were significant for all three literacy phenotypes. The majority of genetic and shared environmental influence on decoding was due to common factors that included print awareness and phonological awareness. Notably, only a single genetic factor contributed to all three literacy phenotypes, but there was additional shared environmental influence common to phonological awareness and decoding. Findings suggest commonalities in the etiology of prereading literacy skills that could inform work on the development of reading skill.  相似文献   

Teacher Classroom Management Skills and Pupil Behavior   总被引：1，自引：1，他引：0  

Walter R. Borg  Philip Langer  Jeanette Wilson 《Journal of Experimental Education》2013,81(2):52-58

An experimental group of 20 in service elementary teachers was trained using the Utah State University Classroom Management Protocol Modules, and compared before and after training with a control group of 9 teachers. Although the experimental teachers received more favorable post-training scores on all 13 classroom management behaviors covered in the modules, the differences were generally small and nonsignificant. The level of work involvement and deviant behavior of pupils of the experimental group teachers was also compared before and after the teachers had been trained. In recitation situations, pupil work involvement increased and deviant behavior decreased significantly. In seat work situations, pupil work involvement increased significantly, but no significant changes occurred in deviant behavior.  相似文献   

Overcoming MSW Students' Reluctance to Engage in Research   总被引：2，自引：2，他引：0  

Jeanette Harder 《Journal of Teaching in Social Work》2013,33(2):195-209

Social work students are typically reluctant to engage in research. The research partnership model takes a service-learning approach, allowing students to work with data from a community agency and resulting in a final paper with all the sections of an empirical journal article. Use of this model in teaching social work research enhances student motivation, learning, and skills through hands-on activities within an authentic context, and by using group support with individual accountability, structured and incremental learning opportunities, and teaching from a strengths-based perspective.  相似文献   

The Development of Experimentation and Evidence Evaluation Skills at Preschool Age     

Jeanette Piekny  Dietmar Grube  Claudia Maehler 《International Journal of Science Education》2013,35(2):334-354

Researchers taking a domain-general approach to the development of scientific reasoning long thought that the ability to engage in scientific reasoning did not develop until adolescence. However, more recent studies have shown that preschool children already have a basic ability to evaluate evidence and a basic understanding of experimentation. Data providing insights into when exactly in the preschool years significant gains in these abilities occur are scarce. Drawing on a sample of 138 preschool children, this longitudinal study therefore examined how children's ability to evaluate evidence and their understanding of experimentation develop between the ages of four and six. Findings showed that the ability to evaluate evidence was already well developed at age four and increased steadily and significantly over time as long as the pattern of covariation was perfect. In the case of imperfect covariation, the proportion of correct answers was low over the period of observation, but showed a significant increase between the ages of four and five. If the data did not allow relationship between variables to be inferred, the proportion of correct answers was low, with a significant increase between the ages of five and six. The children's understanding of experimentation increased significantly between the ages of five and six. The implications of these findings for age-appropriate science programs in preschool are discussed.  相似文献   

A Survey and Empirical Study of Virtual Reference Service in Academic Libraries     

Xiangming Mu  Alexandra Dimitroff Jeanette Jordan  Natalie Burclaff 《The Journal of Academic Librarianship》2011,37(2):120-129

Virtual Reference Services (VRS) have high user satisfaction. The main problem is its low usage. We surveyed 100 academic library web sites to understand how VRS are presented. We then conducted a usability study to further test an active VRS model regarding its effectiveness.  相似文献   

English elsewhere: Glocalization,assessment and ethics   总被引：1，自引：1，他引：0  

Jeanette Rhedding-Jones 《课程研究杂志》2013,45(4):383-404

This paper explores standardized English curriculum practice in a globalizing world. It uses one particular site of formative/summative assessment to show how colonial and modernist trajectories are carried in these times. The argument is that an ethical evaluative practice would allow for local hybridizations. To represent and theorize from a locally-situated account of cultural globalization, a consideration of teaching and assessment of English (in Norway) deals with homogenizing effects. Thus, the paper considers how Englishes elsewhere might vary within given contexts of difference and today's complex immigrations and diasporas. This would call for a reflexive reshaping of the evaluation of English in non-Anglo locations. Specifically, it would request that local differences be recognized by teachers and examiners as concrete manifestations of new forms of globalization or glocalization. In these ways, students and teachers would act more as agents of globalization than as its objects.  相似文献   

BISG’s Field Guide to Fixed Layout for Ebooks     

Jeanette?ZwartEmail author 《Publishing Research Quarterly》2015,31(1):84-86

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BOOK REVIEWS     

Sally A. C. Galman  Jennifer Redmond  Jeanette Morris  Jae Parsons  Stephanie Jones  Carol Taylor 《Gender and education》2006,18(6):687-697

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Grad students—take the high tech road to a higher education     

Jeanette Cates 《TechTrends》1987,32(6):17-19

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