What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups     

Mitchell J. Chang  Jessica Sharkness  Sylvia Hurtado  Christopher B. Newman 《科学教学研究杂志》2014,51(5):555-580

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Accommodating the Remedial Student in the Content Class     

Rochelle B. Simms 《College Teaching》2013,61(4):195-199

The authors examined how the regular use of Monte Carlo Quizzes, learning logs, or non-random quizzes impacted student completion of assigned reading and preparedness for class. A questionnaire was used to gather data on student perceptions and self-reported reading behavior in response to each of the methods over the course of a semester. Results suggested that students in classes that used the learning log method were more motivated to complete readings, felt better able to contribute to class discussions, and were more likely to recommend the assessment method than students in classes that used the other methods.  相似文献   

Cable and New Media     

Joseph Newman  Herbert W. Meyer 《Communication Booknotes Quarterly》2013,44(10):8-9

Cable Television in Canada ((January 1971)

Public Announcement: The Integration of Cable Television in the Canadian Broadcasting System (February 26, 1971)

Canadian Broadcasting “A Single System”: Policy Statement on Cable Television (July 16, 1971)

Joseph Newman (directing editor), Wiring the World: The Explosion in Communications (Washington, D.C.: U.S. News & World Report, 1971—$2.95, paper)

Herbert W. Meyer's A History of Electricity and Magnetism (Cambridge, Mass.: MIT Press, 1971—$10.00)  相似文献   

Emergence, Supervenience, and Introductory Chemical Education     

Micah Newman 《Science & Education》2013,22(7):1655-1667

In learning chemistry at the entry level, many learners labor under misconceptions about the subject matter that are so fundamental that they are typically never addressed. A fundamental misconception in chemistry appears to arise from an adding of existing phenomenal concepts to newly-acquired chemical concepts, so that beginning learners think of chemical entities as themselves having the very same ‘macro’ properties that we observe through the senses. Those who teach or practice chemistry never acquire these misconceptions because they were able to naturally pick up the nature of the subject to begin with. But as a result, they remain unaware of the foundational assumptions and understanding that they operate with and that many beginning learners persistently lack. Thus, a systematic picture of the workings of chemical theory as they relate to observable phenomena needs to be elucidated so that the attention of chemical educators is drawn to the fundamental understanding of the subject that they already possess and that beginning learners of chemistry lack, so that beginning learners can be given the opportunity to gain an understanding of how chemical explanations are in general related to observable phenomena. The ‘layered’ way in which chemical and physical entities are related to each other within chemical theory can also be clarified in this way. To afford this picture, the philosophical concepts of supervenience and emergence are explained and applied to chemistry, as philosophers of chemistry have already done. The result provides a model for teaching chemistry that, if consistently applied, has the potential to greatly enhance fundamental understanding of the subject matter.  相似文献   

Student empowerment in an english language enrichment programme: an action research project in Hong Kong     

Gill Plummer  Kerry Newman  Richard Winter 《Educational Action Research》2013,21(2):305-314

This paper describes how students are empowered in an action research project. The author argues that, given the opportunity, students are willing and have the ability to exercise their power to control their learning. In addition, the author contends that the more power students have in deciding what and how to learn, the harder they will work, the stronger their learning motivation will be, and the more they will gain in their learning. The experience gained in this project pointed to three important components of student empowerment efforts, i.e. empowerment through involvement, empowerment through partnership and empowerment through action research.  相似文献   

Speech and the study of language     

John B. Newman 《Communication quarterly》2013,61(4):28-32

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BENEFITS OF INTERGENERATIONAL STAFFING IN PRESCHOOLS     

Elizabeth Larkin  Sally Newman 《Educational gerontology》2013,39(5):373-385

This article reports on a national study of older adults working in childcare as volunteers or aides. Observations, interviews, and a rating scale were used to identify the unique contributions of older adults who have not been formally trained as early childhood educators. Findings showed that the nurturing presence of the older adults brought a familial dimension to these settings that complemented what younger, trained teachers provide in the classroom. Although their behaviors are not always consistent with professional standards for early childhood educators, they make a significant and unique contribution that enriches all participants. The authors make recommendations for training and support to include older adults effectively in preschool classrooms as part of an intergenerational caregiving team.  相似文献   

Teachers' attitudes and policies regarding play in elementary schools     

Joan Newman  Pamela J. Brody  Heather M. Beauchamp 《Psychology in the schools》1996,33(1):61-69

Research and theory concerning the value of play for children's development as well as current factors reducing the amount of play time that children experience are discussed. To ascertain play opportunities occurring in the schools, teachers' attitudes toward play, and provision of play for children in grades 1–6 were surveyed. The amount of recess time provided ranged from 0 to 65 min., with a mean of almost 19 min. Findings indicated that teachers from rural areas provided more play time than teachers from suburban areas, who in turn provided more play time than teachers in urban areas. Further, the amount of play time provided was influenced by the teachers' attitudes. That is, teachers who indicated generally positive attitudes toward play tended to allot more time for play in school. However, teachers from upper grade levels, who were more likely to perceive greater pressure to provide highly structured academic instructional programs, tended to de-emphasize the role and value of play and in turn allotted less time for play in school. The results of the present investigation demonstrate that children who are given less recess time are also likely to have teachers who report less positive attitudes toward play. It is recommended that school psychologists be aware of the adverse impact that restricted play opportunities may have on children's development. © 1996 John Wiley & Sons, Inc.  相似文献   

Childhood and Modernity in Cold War Mexico City     

Rachel Grace Newman 《Cultural and Social History》2019,16(5):679-681

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From That Girl to Girls: Rethinking Ann Marie/Marlo Thomas as a Feminist Icon          下载免费PDF全文

Emily L. Newman 《Journal of American culture (Malden, Mass. : 2003)》2016,39(3):285-297

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