Do students' style preferences differ by grade level,orientation toward college,and academic major?     

Dr. Richard C. Emanuel  Dr. W. James Potter 《Research in higher education》1992,33(3):395-414

Students' preferences for learning styles as well as their preferences for communication styles of their teachers are examined to determine if those preferences are related to gender, grade level, and major in college. A total of 327 adolescents in grades eight through twelve completed questionnaires measuring their preferred learning styles (Dependent, Independent, Competitive, Collaborative, and Participative) and their preferences for teacher communicator styles (Open, Attentive, Relaxes, Precise, Impression Leaving, Dramatic, Friendly, Animated, Contentious, and Dominant). Also, 235 college students in various majors were measured. The rank ordering of preferences was generally stable across all grade levels in the adolescent sample. However, the college students exhibited several important differences in preferences from the adolescents and across majors.  相似文献   

A decade of Learning Media and Technology: looking back and looking forward     

Neil Selwyn  Rebecca Eynon  John Potter 《Learning, Media and Technology》2017,42(2):127-129

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Computers on wheels: an alternative to 'each one has one'   总被引：1，自引：0，他引：1  

Michael M. Grant  Steven M. Ross  Weiping Wang  Allison Potter 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(6):1017-1034

Four fifth‐grade classrooms embarked on a modified ubiquitous computing initiative in the fall of 2003. Two 15‐computer wireless laptop carts were shared among the four classrooms in an effort to integrate technology across the curriculum and affect change in student learning and teacher pedagogy. This initiative—in contrast to other one‐to‐one programmemess and stationary labs—offers public schools alternatives to budget constraints and instructional‐space overhead. Results indicate positive teacher technology competence and confidence, as well as instructional strategies that were student‐centred made meaningful uses of technology. Teacher technological knowledge and efficacy, pedagogical knowledge, and a supportive school community seem to be strong indicators for impacting technology integration in this context.  相似文献   

The influence of a response format test accommodation for college students with and without disabilities     

Kyle Potter  Lawrence Lewandowski  Laura Spenceley 《Assessment & Evaluation in Higher Education》2016,41(7):996-1007

Standardised and other multiple-choice examinations often require the use of an answer sheet with fill-in bubbles (i.e. ‘bubble’ or Scantron sheet). Students with disabilities causing impairments in attention, learning and/or visual-motor skill may have difficulties with multiple-choice examinations that employ such a response style. Such students may request and receive testing accommodations that intend to mitigate these impairments, such as circling responses in a test booklet, which contains both the questions and corresponding multiple-choice answers. The current study evaluated this test accommodation as compared to using a bubble sheet or Scantron on a multiple-choice vocabulary test. College students with (n = 25) and without (n = 76) disabilities completed a vocabulary test under both booklet (accommodated) and bubble sheet (standard) conditions. Results demonstrated that answering in a test booklet, a much preferred response mode, allowed students to attempt significantly more items than using a bubble sheet, improving their overall test scores. Booklet responding tends to improve overall performance, even for students without disabilities, calling into question the specificity and validity of this accommodation.  相似文献   

Exploring primary pupils’ experiences and understandings of ‘e-safety’     

Sue Cranmer  Neil Selwyn  John Potter 《Education and Information Technologies》2009,14(2):127-142

This paper examines the experiences and understandings of primary (K6) school pupils with regards to managing issues of risk and safety during their everyday use of information and communication technologies (ICTs). The paper is based on survey and interview data with pupils aged 7 to 11 years old in five English primary schools (n = 612). Analysis of these data shows that whilst most pupils recognised a general need to be mindful of ICT-related risks and dangers, their actual experiences of risk tended to be described in terms of operational problems encountered when using ICTs. Conversely, pupils’ understandings of potential risk were often based upon exaggerated fears deriving from a number of moral panics relating to child safety. These data suggest that official notions of ‘e-safety’ remain abstract and poorly understood concepts for many children. In considering what implications these data have for the ongoing ‘e-safety’ agenda in UK schools the paper concludes by suggesting three possible areas of change: (1) re-orientating the topic and tone of the official discourses surrounding e-safety; (2) increasing pedagogical interventions in primary schools aiming at enhancing pupils’ critical literacy skills; and (3) establishing a meaningful and sustained dialogue between pupils, teachers and parents about safety and risk when using ICTs.  相似文献   

New Issues,New Developments and New Challenges for Negotiating the International Rights Contract     

Janice Potter 《Publishing Research Quarterly》2009,25(1):12-23

A guide to basic contractual provisions and current publishing trends for consideration in negotiating a concise, successful International Rights Contract, which includes: assessing the rights available for sale and ways in which to successfully exploit and maintain those rights.  相似文献   

Why Busing Failed: Race,Media, and the National Resistance to School Desegregation,by Matthew F. Delmont     

Halley Potter 《Journal of School Choice》2016,10(3):399-401

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Mates or Married? Implications of Gender Composition and Physical Intimacy on Evaluation of Images Tested for Advertising     

Glenna L. Read  Isaiah J. Innis  Irene I. van Driel  Robert F. Potter 《Communication Research Reports》2013,30(3):220-230

Drawing upon the theoretical framework of social identity theory and literature on physical intimacy, consumer neuroscience, and social cognitive and affective neuroscience, responses to images featuring same-gender and other-gender pairs are explored through examination of self-reported attitudes and neural activity associated with attention, memory, and emotion. Under the pretense of pretesting the effectiveness of images to be used in a national advertising campaign, participants viewed still images while neuroelectric brain responses were recorded. Each image featured two women, two men, or a man and a woman presented in positions of physical intimacy. Results indicated that event-related brain potentials (ERPs) associated with attention did not differ overall based on couple composition. However, ERPs associated with working memory and emotion were enhanced when processing images with two men. Preference for these images was reflected in self-reported attitudes.  相似文献   

Libraries Across the Education Continuum: Relationships Between Library Services at the University of Montana and Regional High Schools     

Kate Zoellner  Charlie Potter 《Behavioral & Social Sciences Librarian》2013,32(3):184-206

This study explores the library instructional programming and resources of high school library media centers in western Montana with the intent of documenting and understanding both the services provided to and the experiences of first-year college students at the University of Montana. Results from the survey (n = 22) and site visits (n = 10) reveal wide variation in the levels and types of library instructional programming provided at the library media centers, including media specialists’ perceptions of high school students’ information literacy skills. However, consistency was seen in the media specialists’ collection management strategies and in collection content. The results suggest implications for first-year library programming and highlight opportunities for further 9–16 collaboration and study.  相似文献   

Evolving into something     

Christopher Potter 《Publishing Research Quarterly》2000,16(1):20-25

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