Curriculum change: An investigation and a proposal     

Melvin Schwartz 《The Urban Review》1972,5(5):30-36

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Academic Functioning and Peer Influences: A Short‐Term Longitudinal Study of Network–Behavior Dynamics in Middle Adolescence          下载免费PDF全文

J. Ashwin Rambaran  Andrea Hopmeyer  David Schwartz  Christian Steglich  Daryaneh Badaly  René Veenstra 《Child development》2017,88(2):523-543

In this study, the associations between peer effects and academic functioning in middle adolescence (N = 342; 14–15 years old; 48% male) were investigated longitudinally. Similarity in achievement (grade point averages) and unexplained absences (truancy) was explained by both peer selection and peer influence, net of acceptance, and connectedness. Friendships were formed and maintained when adolescents had low levels of achievement or high levels of truancy. Friends influenced one another to increase rather than decrease in achievement and truancy. Moreover, friends’ popularity moderated peer influences in truancy in reciprocal friendships but not in unilateral friendships, whereas friends’ acceptance moderated peer influences in achievement in both unilateral and reciprocal friendships. The findings illustrate the dynamic interplay between peer effects and academic functioning.  相似文献   

Multi-literate experience as a treasure chest for young learners of English as a foreign language     

Mila Schwartz  Raphiq Ibrahim  Janina Kahn-Horwitz 《Reading and writing》2016,29(7):1293-1315

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The effects of explicit timing on middle‐school students’ writing production across 5‐ and 15‐min sessions     

Peter L. Ignacio  Merilee McCurdy  Jada White  Madeline B. Auge  Christopher H. Skinner  Janet Schwartz‐Micheaux 《Psychology in the schools》2019,56(9):1482-1492

Enhancing rates of accurate, active, academic responding can enhance learning. Both temporal manipulations (i.e., reducing time to work on assignments) and providing multiple distributed temporal cues (MDTC), sometimes referred to as explicit timing, have been shown to enhance rates of accurate mathematics responding. The current study was designed to evaluate the effects of session length (i.e., 5 vs. 15 min to write) and temporal cues (i.e., a single initial temporal cue vs. MDTC) on seventh‐ and eighth‐grade students writing assignment rates and writing accuracy. Results showed that the 5 min writing sessions did result in significantly greater rates of accurate responding than the 15 min sessions; however, explicit timing did not significantly alter writing rates or accuracy. These findings suggest that educators can enhance rates of accurate writing by reducing writing session lengths. Discussion focuses on applied implications of providing briefer writing sessions and future research investigating the interaction between multiple temporal cues and assignments.  相似文献   

Editorial: Quality     

Peter Hernon  Candy Schwartz 《Library & information science research》2012

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A Pre-service Teacher Training Model with Instructional Technology Graduate Students as Peer Coaches to Elementary Pre-service Teachers     

Patricia J. Slagter van Tryon  Catherine Stein Schwartz 《TechTrends》2012,56(6):31-36

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Meaningful assessment of learners' understandings about scientific inquiry—The views about scientific inquiry (VASI) questionnaire     

Judith S. Lederman  Norman G. Lederman  Stephen A. Bartos  Selina L. Bartels  Allison Antink Meyer  Renee S. Schwartz 《科学教学研究杂志》2014,51(1):65-83

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Evolution and Diffusion of the Michigan State University Tradition of Organizational Communication Network Research     

Alex M. Susskind  Donald F. Schwartz  William D. Richards  J. David Johnson 《Communication Studies》2013,64(4):397-418

This article documents the 30‐year history of communication network research at Michigan State University (M.S.U.), providing a case study of the evolution and diffusion of an academic innovation. Three past and continuing issues for network scholars are identified: a lack of professional reward for developing user‐friendly computer programs, unresolved methodological problems, and a need for better theoretical and conceptual frameworks. The narrative also illustrates the difficulty communication as a discipline has in impacting broader intellectual traditions. The story begins with the first doctoral dissertation (Schwartz, 1968 Richards, W. D. and Barnett, G., eds. 1993. Progress in communication sciences: Advances in communication network analysis, Norwood, NJ: Ablex.  [Google Scholar]) and the first network analysis software program in 1970 (Richards’ Negopy), continuing to the last dissertation (Susskind, 1996 Susskind, A. M. 1996. The impact of an organizational downsizing effort on survivors’ communication network relationships and attitudes, East Lansing: Department of Communication, Michigan State University. Unpublished doctoral dissertation [Google Scholar]), and ending in 1998 when J. David Johnson left the M.S.U. faculty. Other major players in the M.S.U. network tradition included David K. Berlo, Eugene Jacobson, Everett M. Rogers, Vincent Farace, Peter Monge, and Erwin Bettinghaus. Ironically, Schwartz and Susskind met in 1998 while Schwartz was preparing to retire from Cornell University and Susskind was starting as an Assistant Professor in a different department, thus providing closure to the M.S.U. network.  相似文献   

Coverage of Methamphetamine in GLBT Newspapers     

Joseph Schwartz  Aaron Willis 《Mass Communication and Society》2013,16(1):30-47

Research demonstrates that methamphetamine is a serious problem in gay communities. This study examined the framing of methamphetamine in nine gay, lesbian, bisexual, and transgender (GLBT) newspapers. Results showed that methamphetamine was framed as a “gay problem,” that sexual health and solutions frames were prevalent, and that GLBT newspapers covered methamphetamine in a way that is similar to how they covered AIDS in the 1980s. Implications for health campaigns are discussed.  相似文献   

Gender Differences in High‐school Students’ Views about Science     

Patricia H. Miller  Jennifer Slawinski Blessing  Stephanie Schwartz 《International Journal of Science Education》2013,35(4):363-381

This study examined gender differences in 79 high‐school students’ attitudes towards their science classes, their perceptions of science and scientists, and their views about majoring in science. The study identified some of the subtleties underlying females’ low participation in, and interest in, science documented in previous research. Four themes emerged from responses on the rating scales and questionnaire. First, even when females planned to major in science, they were more interested than males in the people‐oriented aspects of their planned majors. Second, biology was the one exception to females’ low interest in science. Third, females often planned a science major mainly because they needed a science background in order to enter a health profession such as medicine or physical therapy. Fourth, females generally found science uninteresting and the scientific lifestyle (as perceived by them) unattractive. Implications for teaching science were discussed.  相似文献