Reviews     

Davida Charney  Barbara Mirel  Helen J. Schwartz  Joseph F. Ceccio  Sherry Burgus Little 《Technical Communication Quarterly》2013,22(3):87-106

The Development of Scientific Thinking Skills. Deanna Kuhn, Eric Amsel, and Michael O'Loughlin, Academic Press, 1988. 249 pp.

Understanding the Representational Mind, Josef Perner, MIT Press, 1991. 348 pp.

Literacy as Involvement: The Acts of Writers and Readers, and Texts. Deborah Brandt. Carbondaie: Southern Illinois, 1990. 159 pp.

Dialogue, Dialectic, and Conversation: A Social Perspective on the Function of Writing. Gregory Clark. Carbondale: Southern Illinois, 1990. 93 pp.

Hypermedia and Literary Studies. Ed. Paul Delany and George P. Landow. Cambridge: MIT P, 1991. 352 pp.

Writing Space: The Computer, Hypertext, and the History of Writing. Jay David Bolter. Hillsdale: Lawrence Erlbaum, 1991. 258 pp. Also from Erlbaum, Writing Space: A Hypertext for Macintosh.

Writing and Speaking in Business. Gretchen N. Vik, Clyde W. Wilkinson, and Dorothy C. Wilkinson. 10th ed. Homewood: Irwin, 1990. 636 pp.

Communication for Management and Business. Norman B. Sigband and Arthur H. Bell. 5th ed. Glenview: Scott, 1989. 783 pp.

Business Communication Today. Courtland L. Bovee and John V. Thill. 2nd ed. New York: Random, 1989. 680 pp.

Guidelines for Preparing Proposals: A Manual on How to Organize Winning Proposals. Roy Meador. Chelsea: Lewis, 1985. 116 pp.  相似文献   

Service coordination between correctional and public school systems for handicapped juvenile offenders     

K A Lewis  G M Schwartz  R N Ianacone 《Exceptional children》1988,55(1):66-70

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The ‘making of men’: the idea and reality of Newman’s university in Oxford and Dublin     

Robert A. Schwartz 《History of education》2016,45(6):853-855

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Aristotle on Education and Choice*     

Adina Schwartz 《Educational theory》1979,29(2):97-107

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The role of university-based induction in beginning elementary teacher enactment of effective mathematics teaching     

Catherine Stein Schwartz  Anne Swenson Ticknor 《Teacher Development》2018,22(3):394-407

The purpose of this paper is to describe the school-based contextual constraints perceived by beginning elementary teachers as they attempted to enact their visions of effective mathematics teaching and the components of a mathematics-specific, university-based induction program designed to support elementary teachers in their teaching of mathematics. A significant number of beginning teachers in the program indicated that curriculum pacing guides and grade level teachers often discouraged their enactment of effective mathematics teaching. We describe the components of the induction program in general and then discuss the specific ways that program mentors, who were elementary teachers with expertise in mathematics teaching, supported beginning teachers in navigating the constraints identified. Data suggest that supporting teachers’ pedagogical agency to navigate local school contexts should be an additional consideration in teacher preparation and induction programs.  相似文献   

Maintenance of keypecking in pigeons by a food avoidance but not by a shock avoidance contingency     

Barry Schwartz 《Learning & behavior》1973,1(3):164-166

Response key illuminations were followed by food delivery or shock, and keypecks were programmed to prevent the occurrence of whichever stimulus was scheduled. At high shock intensity, pigeons did not peck: at low shock intensity, pigeons pecked in about half of the trials. When different key colors signaled food and shock trials, pigeons pecked on food trials, thus preventing food delivery, but not on shock trials, thus failing to avoid shock delivery. That pecks occurred despite the fact that they avoided food but did not occur when they avoided shock is taken as evidence that the keypeck is frequently governed by biological predispositions, and not by its consequences.  相似文献   

Reactive attachment disorder: Implications for school readiness and school functioning     

Eric Schwartz  Andrew S. Davis 《Psychology in the schools》2006,43(4):471-479

School readiness and functioning in children diagnosed with Reactive Attachment Disorder (RAD) are important issues due to the dramatic impact RAD has on multiple areas of development. The negative impact of impaired or disrupted early relationships, characterized by extreme neglect, abuse, parental mental illness, domestic violence, and repeated changes in caregivers is examined. A key component of social and emotional development is self‐regulation, which is a critical variable in school readiness and is often impaired in children with RAD. Highlighted topics include the academic and school areas which may exacerbate attachment disturbances as well as ways in which teachers and other school professionals can encourage the development of more productive relationships. Interventions are provided which lead to greater success in school for these children. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 471–479, 2006.  相似文献   

Teachers’ Lives in Context: A Framework for Understanding Barriers to High-Quality Teaching Within Resource Deprived Settings     

Kate Schwartz  Elise Cappella  J. Lawrence Aber 《Journal of research on educational effectiveness》2019,12(1):160-190

There is a profound for more effective schools, especially within resource-poor communities in low- and middle-income countries. A wide range of literature identifies teachers as the most critical component of schools in regards to student learning. Despite this, there is a dearth of literature on how teachers' experiences influence their ability to attend school, remain in the teaching profession, and provide high quality teaching within the classroom. This study presents a theoretical framework for understanding the role of teachers' lives in context (skills, knowledge, and attitudes; poverty and health; contextual supports/barriers to teaching) in influencing teacher effectiveness. This framework builds upon Tseng and Seidman's (2007) systems framework for understanding youth social settings in order to incorporate teachers' lives into a larger model of educational effectiveness. This synthesis reveals significant gaps in our understanding of teachers' experiences and how they affect teaching. At the teacher attendance, attrition, and pedagogical quality and a key moderator of educational interventions. Implications for research, practice, and policy are discussed.  相似文献   

The basis of feeling-of-knowing judgments in patients with schizophrenia     

Elisabeth Bacon  Marie Izaute  Bennett L. Schwartz 《Metacognition and Learning》2018,13(1):91-108

We examined the basis of feeling-of-knowing judgments (FOK) in patients with schizophrenia. Such patients typically have impaired memory and awareness, but not metamemory-accuracy deficits. The magnitude of FOKs are lower for patients with schizophrenia than for healthy participants, but judgments equally predict memory performance. In healthy participants, FOK is based on accessible information, including retrieval of partial-target (e.g., retrieving the first letter) and contextual information (e.g., related facts). In Experiment 1, we examined if accessible information predicts FOKs for episodic memory in patients with schizophrenia. Patients and healthy controls learned names paired with drawings of imaginary animals. The results showed that patients’ FOK increased with the retrieval of partial-target and contextual information. In Experiment 2, using semantic-memory general-information questions, accessible partial-target information predicted FOKs in patients with schizophrenia. The accessibility model of FOK applies to patients with schizophrenia, and it is important to determine what occurs in other memory-impaired populations.  相似文献   

‘Is it because I’m a woman?’ Gender-based attributional ambiguity in higher education administration     

Rebecca L. Brower  Robert A. Schwartz  Tamara Bertrand Jones 《Gender and education》2019,31(1):117-135

This study examines gender-based attributional ambiguity among higher education administrators in the US, specifically academic deans. Attributional ambiguity involves situations in which members of underrepresented groups cannot determine whether interactions both negative and positive have occurred because of their minority status or for some unrelated yet plausible reason. A conceptual model of attributional ambiguity in higher education administration is presented highlighting the types of situations that produce this ambiguity, two variants of attributional ambiguity (i.e. cognitive and social), and the psychological and organizational consequences of such ambiguity. Reasons that attributional ambiguity is inherent to higher education administration are examined including the fluidity of gender roles, the culture of academia, and leaders’ minimization of discriminatory experiences. Implications for professional practice are also presented such as the need for curricula, trainings, mentoring, and coaching that addresses attributional ambiguity and greater publicity related to women’s underrepresentation in leadership roles in higher education.  相似文献