First-generation college students: Characteristics,experiences, and cognitive development     

Patrick T. Terenzini  Leonard Springer  Patricia M. Yaeger  Ernest T. Pascarella  Amaury Nora 《Research in higher education》1996,37(1):1-22

This study sought answers to three questions: (1) Do the precollege characteristics of first-generation students differ from those of traditional students? (2) Do first-generation students' college experiences differ from those of other students? (3) What are the educational consequences of any differences on first-year gains in students' reading, math, and critical thinking abilities? Answers come from 2,685 students (825 first-generation and 1,860 traditional students) who entered 23 diverse institutions nationwide in Fall 1992 and who completed one year of study. First-generation students differ from their traditional peers in both entering characteristics and college experiences. Although traditional students make greater net gains in reading during their first year, the two groups gain to about the same degree in math and critical thinking skills. Those gains, however, appear to result from somewhat different experiences.  相似文献   

Using developmental evaluation as a design thinking tool for curriculum innovation in professional higher education     

Simon N. Leonard  Robert N. Fitzgerald  Geoffrey Riordan 《高等教育研究与发展》2016,35(2):309-321

This paper argues for the use of ‘developmental’ evaluation as a design-based research tool for sustainable curriculum innovation in professional higher education. Professional education is multi-faceted and complex with diverse views from researchers, professional practitioners, employers and the world of politics leaving little consensus about the nature of educational ‘problems’, let alone educational ‘solutions’. Developmental evaluation is an emerging approach to evaluating innovations and/or organisations that are in a continuous state of change; it asks the evaluators to not simply appraise a final design, but to work with designers through processes of rapid reconnaissance, mapping the territory and emergent modelling. This paper provides an account of how the adoption of the dispositions and approaches of developmental evaluation increased the trustworthiness of decision-making in the design of a new post-graduate teacher education degree in Australia. The principles of developmental evaluation as a design thinking approach have application in other complex curriculum settings.  相似文献   

Effects of food primes on the operant behavior of nondeprived rats     

Leonard A. Eiserer 《Learning & behavior》1978,6(3):308-312

After rats had been trained to press a lever for food reward, experimenter-initiated food “primes” increased the likelihood of subsequent responding during periods in which the subjects were nondeprived. No such priming effects were found after presentation of a stimulus that had previously been paired with food. In other experiments, nonreinforced leverpresses, as well as subthreshold components of the leverpress response (e.g., forepaw raising), were also found to be enhanced by food primes. Taken together with other reports in the literature, the present findings are consistent with a “motivational aftereffects” interpretation of priming, and also with the notion that all stimuli which possess reinforcing properties possess priming properties as well.  相似文献   

The White House conference on education,November/December 1955     

J. Paul Leonard 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1956,2(3):360-364

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Evaluating Academic Challenge Beyond the NSSE     

Stephen L. Payne  Karynne L. M. Kleine  Jim Purcell  Ginger Rudeseal Carter 《Innovative Higher Education》2005,30(2):129-146

The authors investigated student and faculty perceptions of academic challenge at their institution, based on early administrations of the National Survey of Student Engagement (NSSE). This analysis revealed that the NSSE did not fully capture many meanings of academic challenge held by these faculty and students. This study led to a proposal for the development of an internal assessment approach using a modification of the NSSE and other scale items on academic challenge and student engagement. The authors discuss several implications of this study for academic scholarship and for institutional policy concerning the assessment of academic challenge.All authors except Jim Purcell are at Georgia College and State University. Stephen L. Payne received his Ph.D. in Management from Arizona State University. He is an Associate Professor of Management and has broad research interests in areas related to ethics and education. Karynne L. M. Kleine is an Associate Professor of Middle Grades Education and has an Ed.D. from the University of Maine in science studies. Her interests are intellectual development for teacher preparation and the history and philosophy of science education. Jim Purcell received his Ed.D. from the University of Alabama, is currently the Executive Director of State System Research for the Oklahoma State Regents for Higher Education, and concentrates on issues of student retention and graduation. Ginger Rudesal Carter is an Associate Professor of Mass Communication with a Ph.D. from the University of Southern Mississippi. Her interests include research on oral history, the media, and issues relating to the student press.  相似文献   

EXTENDED REVIEW     

Diana Leonard 《British Journal of Sociology of Education》1997,18(4):597-600

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Multicultural Children’s Literature as a Context for Teaching Mathematics for Cultural Relevance in Urban Schools     

Jacqueline Leonard  Cara M. Moore  Wanda Brooks 《The Urban Review》2014,46(3):325-348

This article reports on a teacher-research study that used multicultural texts as a context for teaching mathematics for cultural relevance during an elementary mathematics methods course. The results of the study reveal that 28 % (5 out of 18) of the teacher candidates (TCs) chose books that were culturally contextual or culturally amenable. However, 89 % (16 out of 18) of the TCs chose texts that were mathematically robust or mathematically peripheral. Four focal TCs were selected to examine how they used the texts with children to teach mathematics concepts. Math lessons fostered academic success, cultural competence, and critical consciousness. Overall, the results of the study are mixed. We conclude that some TCs’ choice of texts may reflect indifference, passive resistance, low self-efficacy, school culture, and mixed messages from the teacher–researcher. Additional studies that include follow-up interviews and classroom observations are needed to determine the factors that influence TCs’ selections of multicultural texts and their implementation of culturally relevant pedagogy with students.  相似文献   

Executive Branch (and Library of Congress)     

John Culhane  Samson Raphaelson  Leonard J. Leff  Kevin Brownlow  Roy Kinnard  K.R.M. Short 《Communication Booknotes Quarterly》2013,44(12):140-148

WALT DISNEY'S FANTASIA by John Culhane (New York: Harry N. Abrams, 1983---$35.00)

The Wisconsin/Warner Brothers Screenplay series has produced two new volumes this year (both University of Wisconsin Press, 1983 for $17.50/6.95)

THREE SCREEN COMEDIES by Samson Raphaelson (Madison: University of Wisconsin Press, 1983---$19.95)

FILM PLOTS by Leonard J. Leff (Ann Arbor: Pierian Press, 1983---no price given)

NAPOLEON: ABEL GANCE'S CLASSIC FILM by Kevin Brownlow (New York: Knopf, 1983---$14.95)

FIFTY YEARS OF SERIAL THRILLS by Roy Kinnard (Metuchen, N.J.: Scarecrow Press, 1983---$15.00)

FILM AND RADIO PROPAGANDA IN WORLD WAR II edited by K.R.M. Short (Knoxville: The University of Tennessee Press, 1983---$23.95)

STRANGERS IN PARADISE: THE HOLLYWOOD EMIGRES, 1933-1950 by John Russell Taylor (New York: Holt, Rinehart and Winston, 1983---$16.95)

THE JAMES BOND FILMS: A BEHIND THE SCE/413S HISTORY by Steven Jay Rubin (New York: Crown Books, 1983---$9.95)

THE UNIVERSAL STORY by Clive Hirschorn (New York: Crown, 1983---$35.00)

STAR MYTHS: SHOW-BUSINESS BIOGRAPHIES ON FILM by Robert Milton Miller (Metuchen, N.J.: Scarecrow, 1983---$27.50)

REDISCOVERING FRENCH FILM edited by Mary Lea Bandy (distributed by New York Graphic Society Books through Little, Brown of Boston, 1983---$15.00 paper)  相似文献   

General Motion Pictures     

Dana H. Hodgdon  Stuart M. Kaminsky  Stewart Bronfeld  Leonard Maltin  Alan Frank  Richard Dyer MacCann 《Communication Booknotes Quarterly》2013,44(12):131-132

Dana H. Hodgdon and Stuart M. Kaminsky BASIC FILMMAKING (New York: Arco Publishing, 1982—$12.95/$7.95)

Stewart Bronfeld WRITING FOR FILM AND TELEVISION (Englewood Cliffs, NJ: Prentice-Hall, 1981—$11.95)

Leonard Maltin TV MOVIES (New York: New American Library, 1982— $4.95)

Alan Frank THE HORROR FILM HANDBOOK (Totowa, NJ: Barnes E. Noble Books, 1982—$24.95)

Richard Dyer MacCann and Jack C. Ellis CINEMA EXAMINED: SELECTIONS FROM CINEMA JOURNAL (New York: E. P. Dutton, 1982—$9.95 paper)  相似文献   

Review and criticism     

Dwight Bolinger  Sydney W. Head  Barbara Moore  Leonard L. Chu  Phyllis Zagano 《广播与电子媒介杂志》2013,57(3):725-738

The network tone of voice

Mass Communication in China, John Howkins (New York: Longman, 1982).

Television and Radio in the United Kingdom, Burton Paulu (Minneapolis: University of Minnesota Press, 1981).

Mass Media and Social Change, ed. Elihu Katz and Tamas Szecsko (Beverly Hills, CA: Sage Publications Inc., 1981).

Electronic Colonialism: The Future of International Broadcasting and Communication, Thomas L. McPhail (Beverly Hills, CA.: Sage, 1981).

The First Amendment Under Seige: The Politics of Broadcast Regulation, Richard E. Labunski (Westport, Conn: Greenwood Press, 1981).  相似文献