Measuring Subjective Movie Evaluation Criteria: Conceptual Foundation,Construction, and Validation of the SMEC Scales     

Frank M. Schneider 《Communication methods and measures》2017,11(1):49-75

Audiences’ movie evaluations have often been explored as effects of experiencing movies. However, little attention has been paid to the criteria viewers use when they evaluate a movie or its specific features. Adding to this, the present research introduces the idea of subjective movie evaluation criteria (SMEC), conceptualizes SMEC as the mental representation of important attitudes toward specific film features, and describes the scale construction for their measurement and its validation process. Findings from pilot work and 2 studies including over 1,500 participants provide first evidence that 8 dimensions—Story Verisimilitude, Story Innovation, Cinematography, Special Effects, Recommendation, Innocuousness, Light-heartedness, and Cognitive Stimulation—are largely determined by stable individual differences, substantially but differentially related to film-specific constructs and personality traits, and that the SMEC scales are reliable and valid instruments for measuring subjective movie evaluation criteria.  相似文献   

Rethinking strategy instruction: direct reading strategy instruction versus computer‐based guided practice     

Wolfgang Lenhard  Herbert Baier  Darius Endlich  Wolfgang Schneider  Joachim Hoffmann 《Journal of Research in Reading》2013,36(2):223-240

There are many established reading strategy training programmes, which explicitly teach strategic and meta‐cognitive knowledge to improve reading comprehension. Although instruction in strategy knowledge leads to improvements in meta‐cognitive skills, the effects do not always transfer to reading comprehension. Therefore, to investigate preconditions for knowledge transfer, two different strategy training programmes were implemented in nine classes of Grade 6 students (N = 148) over the course of one school year. One programme involved teacher‐directed instruction of declarative meta‐cognitive knowledge (Reading Detectives; Rühl & Souvignier, 2006). The other aimed at improving executive meta‐cognition by guided practice: students worked with a computer program based on latent semantic analysis (LSA) (conText) and received immediate feedback on written summaries. Although both groups improved their strategy knowledge to the same extent, the conText group showed a greater improvement in reading comprehension. These fndings suggest that guided practice, which is characterised by intensive practice and individualised corrective feedback, is superior to explicitly teaching strategy knowledge.  相似文献   

Accelerating reflexivity? An ethno-theater interpretation of a pre-service teacher literacy methods field experience     

Jenifer Jasinski Schneider  James R. King  Deborah Kozdras  Vanessa Minick  James L. Welsh 《International journal of qualitative studies in education》2013,26(8):1037-1066

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Teachers' and Administrators' Use of Evidence of Student Learning to Take Action: Conclusions Drawn from a Special Issue on Formative Assessment     

M. Christina Schneider  Heidi Andrade 《教育实用测度》2013,26(3):159-162

In common-item equating the anchor block is generally built to represent a miniature form of the total test in terms of content and statistical specifications. The statistical properties frequently reflect equal mean and spread of item difficulty. Sinharay and Holland (2007) suggested that the requirement for equal spread of difficulty may be too restrictive. They suggested that an anchor test with representative content coverage and equal mean item difficulty but a smaller spread of item difficulty (miditest) may provide the same or better results for equating while decreasing the pressure to find very hard and very easy items to include in the anchor. Analyses to date have concentrated on the results of equating the scores from one form to another with findings that are supportive of the Sinharay and Holland concept (Sinharay &; Holland, 2006a, 2006b, 2007; Liu, Sinharay, Holland, Feigenbaum, &; Curley, 2009). These studies do not address longer chains of equating. It is important to monitor the possibility of scale drift over forms. The current research begins to address this issue.  相似文献   

Competition and the adjustment of gifted children: A matter of motivation     

Stephen J. Udvari  Barry H. Schneider 《Roeper Review》2013,35(4):212-216

Although there are several reasons to predict that intellectually gifted children have different attitudes toward, experiences with, and opportunities for competition, the research literature on this topic is extremely limited. In this article, we review the literature and discuss an important distinction between task‐oriented competitive behavior, which is motivated by a desire to improve performance, and other‐referenced competitive behavior, which is motivated primarily by a desire to outdo an opponent. The implications of these competitive styles with regard to the academic achievement and social adjustment of gifted youngsters is explored and some suggestions for educators and parents are provided.  相似文献   

Computer Technology-Integrated Projects Should not Supplant Craft Projects in Science Education     

Tabatha J. Klopp  Jean Suchsland Schneider  Robert M. Boody 《International Journal of Science Education》2013,35(5):865-886

The current emphasis on computer technology integration and narrowing of the curriculum has displaced arts and crafts. However, the hands-on, concrete nature of craft work in science modeling enables students to understand difficult concepts and to be engaged and motivated while learning spatial, logical, and sequential thinking skills. Analogy use is also helpful in understanding unfamiliar, complex science concepts. This study of 28 academically advanced elementary to middle-school students examined student work and perceptions during a science unit focused on four fossil organisms: crinoid, brachiopod, horn coral and trilobite. The study compared: (1) analogy-focused instruction to independent Internet research and (2) computer technology-rich products to crafts-based products. Findings indicate student products were more creative after analogy-based instruction and when made using technology. However, students expressed a strong desire to engage in additional craft work after making craft products and enjoyed making crafts more after analogy-focused instruction. Additionally, more science content was found in the craft products than the technology-rich products. Students expressed a particular liking for two of the fossil organisms because they had been modeled with crafts. The authors recommend that room should be retained for crafts in the science curriculum to model science concepts.  相似文献   

Social participation of children and youth with disabilities in Canada,France and Germany     

Cornelia Schneider 《International Journal of Inclusive Education》2013,17(10):1068-1079

This article proposes a reflection on the issue of the terminology of inclusive education that has been dominating the national and international debates. Reviewing some of the relevant literature and drawing from observations in the education system, the author poses the question if the terms of inclusion and inclusive education represent the most operational terminology when it comes to education of children with disabilities and the different contexts in which their education and schooling occurs. Using examples from four different research studies in France, Germany and Canada, the author demonstrates that inclusion, under the lens of social participation, needs to be reconsidered by listening to people with disabilities, and also by accommodating the need for designated spaces that are offering a reprieve and safety from an ableist society.  相似文献   

Psychological Benefits of Participation in Three-dimensional Virtual Worlds for Individuals with Real-world Disabilities     

Richard L. Gilbert  Nora A. Murphy  Alice B. Krueger  Ann R. Ludwig  Torri Y. Efron 《International Journal of Disability, Development & Education》2013,60(3):208-224

One hundred and ninety-six individuals with real-world disabilities were administered a battery of psychological adjustment measures soon after joining the three-dimensional virtual world of Second Life^®. After three months, 61 participants who continued to be actively involved in Second Life were re-administered the adjustment measures and completed a survey about their virtual and real-life experiences during the interval between assessments. Participants’ scores significantly improved on measures of affective states (depression, anxiety, positive emotion, life satisfaction, and feelings of loneliness) and self-evaluation (self-esteem). An index of overall change was associated with the number of virtual friends and group affiliations in Second Life, as well as feelings about the self as a result of involvement in the virtual world. The current study provides initial empirical support that three-dimensional virtual worlds can serve as a psychologically beneficial context for individuals with real-life disabilities.  相似文献   

Production and Design Guides     

Herbert Zettl  Ira Schneider  Beryt Korot  Kenneth B. Knecht  Donald W. Miles  V. White 《Communication Booknotes Quarterly》2013,44(3):27-30

Herbert Zettl's Television Production Handbook (Belmont, Calif. Wadsworth, 1976---$13.95)

Ira Schneider and BerytKorot (eds.) Video Art: An Anthology (New York: Harcourt Brace Jovanovich, 1976---$19.95/9.95)

Kenneth B. Knecht's Designing and Maintaining the CATV and Small TV Studio (Blue Ridge Summit, Pa.: TAB Books, 1976---$12.95)

Donald W. Miles' Broadcast News Handbook (Indianapolis: Howard W. Sams & Co., 1975---price not given, paper)

V. White's Designing for Magazines (New York: R.R. Bowker, 1976---$16.95)

John Borwick's Sound Recording Practice: A Handbook Compiled by the Association of Professional Recording Studios (London and New York: Oxford University Press, 1976---L16.00 or $32.25, depending which side of the Atlantic you are on)

John M. Woram's The Recording Studio Handbook (Sagamore Publishing Co., 1120 Old Country Road, Plainview, N.Y. 11803, 1976---$35.00)

James W. Brown, Richard B. Lewis, and Fred F. Marcieroad's A V Instruction: Technology, Media and Methods (New York: McGraw-Hill, 1977---$15.95)

Brown and Lewis' A V Instructional Technology Manual for Independent Study (New York: McGraw-Hill, 1977---$7.95, paper)

Patrick S. Finnegan's Broadcast Engineering and Maintenance Handbook (Blue Ridge Summit, Pa.: TAB Books, 1976---$19.95)  相似文献   

Supporting Science Teacher Learning: The Role of Educative Curriculum Materials   总被引：2，自引：0，他引：2  

Schneider  Rebecca M  Krajcik  Joseph 《Journal of Science Teacher Education》2002,13(3):221-245

Journal of Science Teacher Education -  相似文献