Review and criticism     

Marvin R. Bensman  Juliet Lushbough  Steven A. Meyerowitz 《广播与电子媒介杂志》2013,57(2):609-620

Selected legal decisions of 1981

Media and the Russian Publicy, Ellen Propper Mickiewicz (New York: Praeger, 1981).

Media Power Politics, David L. Paletz and Robert M. Entman (New York: The Free Press, 1981).

Politics As Communication, Robert G. Meadow (Norwood, NJ: Ablex Publishing Corporation, 1980).  相似文献   

Special section on understanding and improving quality in family child care: Introduction and commentary     

Juliet Bromer 《Early childhood research quarterly》2013

This introduction to the special section on understanding and improving quality in family, child care gives an overview of the eight papers included in the special section with implications for, future research and policy directions.  相似文献   

Reciprocal (and Reductionist?) Newswork     

Robert E. Gutsche Jr.  Susan Jacobson  Juliet Pinto  Charnele Michel 《Journalism Practice》2017,11(1):62-79

This paper builds upon previous research that examines participatory forms of “reciprocal journalism” and “public communication” led by high school and college students in Miami, Florida, USA, in the fall of 2014. In this study, the students’ assessment of local and national media coverage is used to reveal greater details inherent in examining participatory methods of newswork. Collectively, students said that media coverage emphasis on local and national public officials instead of residents and community members who experience sea-level rise first-hand, combined with a lack of scientific explanation of and solutions for sea-level rise reduced the event's potential to build reciprocal relationships with younger audiences.  相似文献   

Where Next in Computer Aided Learning?     

Ernest Edmonds 《British journal of educational technology : journal of the Council for Educational Technology》1980,11(2):97-104

The paper is concerned with the use of the computer as a medium for teaching, a tool for learning and a manager of learning. Its special characteristic is seen to be its ability to take a non-trivial role in an interactive situation. The dramatic reduction in the cost of computer hardware is put forward as the major reason for the increasing importance of computer aided learning. The use of computers in support of both unstructured and structured learning situations is discussed. It is argued that the design methods used for the development of computer aided learning facilities need to be adaptive. It is further argued that appropriate hardware and software development tools need to be provided in order to enable adaptive design methods to be used. The particular importance of paying attention to the man-computer interface in designing computer aided learning systems is discussed. The need to be able to modify the interface after the system has been used by students is emphasized.  相似文献   

A Review of: “Seeing Beyond Blindness Shelley Kinash”     

Curtis D. Edmonds 《The American journal of distance education》2013,27(1):51-53

This project addresses the challenge of preparing educational leaders for future roles in administration in K–12 schools. Through a project-based learning scenario set in a 3-D virtual world, graduate students in school administration and instructional technology worked together in simulated school teams to develop proposals for integrating technology into a fictitious school. The scenario provided parameters within which each team developed a proposal to a superintendent for the use of iPads, which included developing plans for professional development, collaboration among faculty and staff, infrastructure to support the technology, alignment with curriculum, and budgets. Teams worked independently of classes to develop proposals that were then posted in the virtual world for review by instructors and other students. The simulation offered opportunities to develop shared leadership and skills in collaboration outside the usual comfort zone of graduate school classes. Student perception of the value of participation provided insight into the design of the project, which will inform future such collaborative efforts among faculty. Results of student surveys and written reflections are shared as examples of the types of data collected for this project.  相似文献   

A synthesis of spelling and reading interventions and their effects on the spelling outcomes of students with LD     

Wanzek J  Vaughn S  Wexler J  Swanson EA  Edmonds M  Kim AH 《Journal of learning disabilities》2006,39(6):528-543

Previous research studies examining the effects of spelling and reading interventions on the spelling outcomes of students with learning disabilities (LD) are synthesized. An extensive search of the professional literature between 1995 and 2003 yielded a total of 19 intervention studies that provided spelling and reading interventions to students with LD and measured spelling outcomes. Findings revealed that spelling outcomes were consistently improved following spelling interventions that included explicit instruction with multiple practice opportunities and immediate corrective feedback after the word was misspelled. Furthermore, evidence from spelling interventions that employed assistive technology aimed at spelling in written compositions indicated positive effects on spelling outcomes.  相似文献   

The Impact of Information Systems on Counselor Preparation and Practice     

Garry R. Walz  Juliet V. Rich 《Counselor Education & Supervision》1967,6(Z3):275-284

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ePedagogy as a threshold concept: a reflection on a programme for Science Teaching Assistants     

Juliet Stoltenkamp  André Siebrits 《International Journal for Academic Development》2020,25(2):195-199

Abstract

A Science Teaching Assistant (TA) Programme, at the University of the Western Cape (UWC), focused on preparing promising lecturers. A key component of this programme was the contribution by the Centre for Innovative Education and Communication Technologies (CIECT), which promoted the pedagogical adoption of eTools to assist development of Science TAs. A questionnaire enabled TAs to reflect on the eTools and CIECT’s sessions. The authors reflect on academic developer roles in higher education. Within CIECT’s contribution, ePedagogy was identified as a threshold concept that the TAs found challenging, but that could lead to transformed and improved teaching and learning.  相似文献   

Enhancing Collaboration Between Occupational Therapists and Early Childhood Educators Working with Children on the Autism Spectrum     

Juliet E. Hart Barnett  Kaitlin O’shaughnessy 《Early Childhood Education Journal》2015,43(6):467-472

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What is literacy for students with severe learning difficulties? Exploring conventional and inclusive literacy   总被引：1，自引：0，他引：1  

Penny Lacey  Lyn Layton  Carol Miller  Juliet Goldbart  Hazel Lawson 《Journal of Research in Special Educational Needs》2007,7(3):149-160

This paper arises from research into inclusive literacy for pupils with severe learning difficulties who do not learn to read and write conventionally. The ultimate aim of the study was to seek out examples of good practice in teaching and learning literacy that includes students with severe learning difficulties and disseminate them as widely as possible. Thirty-five schools were visited and observations made in 122 lessons. Sixty-one teachers were interviewed and their paperwork examined. Ten focus groups and five 'expert witnesses' were consulted, alongside desk-based research designed to locate 'good practice'. Teachers used a mixture of conventional (e.g., texts) and non-conventional (e.g., pictures, film and oral) media, although more observations were made of conventional literacy teaching (e.g., phonic work) than of non-conventional (e.g., filmmaking). Results from the research suggest that few students with severe learning difficulties are likely to learn to read and write conventionally (i.e., read for pleasure, work and study) and teachers may be relying too much on teaching traditional literacy to them. It may be useful to explore teaching and learning around alternative media such as still and moving images, live theatre and storytelling, digital technology and the arts. Although some teachers are making good use of these media, the potential of these media for providing inclusive literacy experiences could be further developed.  相似文献