'No mistakes in dictation and four sums right': the political debate over the compulsory curriculum in elementary and private schools, 1922-32     

Ron Brooks 《History of education》2013,42(2):167-184

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A Social Support Intervention and Academic Achievement in College: Does Perceived Loneliness Mediate the Relationship?     

Jonathan F. Mattanah  Leonie J. Brooks  Bethany L. Brand  Julie L. Quimby  Jean F. Ayers 《Journal of College Counseling》2012,15(1):22-36

The authors examined whether a social support intervention reduced loneliness and increased academic achievement among college freshmen. Eighty‐eight 1st‐year students randomly assigned to a social support group program reported less loneliness in the spring of their freshman year and obtained higher grade point averages in the fall of their sophomore year, compared with control participants, after controlling for demographic variables. Loneliness barely mediated the relationship between the social support intervention and academic achievement, suggesting other mechanisms by which the intervention enhanced academic performance.  相似文献   

Towards a Culturally Situated Reader Response Theory     

Wanda Brooks  Susan Browne 《Children‘s Literature in Education》2012,43(1):74-85

This article describes a theory of how culture enables literary interpretations of texts. We begin with a brief overview of the reader response field. From there, we introduce the theory and provide illustrative participant data examples. These data examples illustrate the four cultural positions middle grade students in our research assumed when responding to salient textual features embedded in African American children’s novels. Our theory suggests that because a range of cultural positions factors into students’ meaning making, we should mine texts more carefully for cultural milieu as well as find acceptance with a broader range of literary interpretations. We conclude by discussing implications for literary researchers and practitioners who study or use multicultural children’s literature.  相似文献   

Interactive Robotics Using the Internet     

Gerard McKee  Bernard Brooks 《Computer Science Education》2013,23(2):279-290

We report on a project currently under way within the department of Computer Science at the University of Reading exploiting networking and multimedia technology to provide a shared robotics laboratory on the Internet. The laboratory is for use by our own students and students at other Higher Education (HE) institutions in the UK. We present a mobile robot system we have developed to support teaching, and we describe how the Internet is being used to provide and control access to the robot. A case study is presented illustrating the use of the mobile robot in student project work. The key goal of the work we are pursuing is the provision of robots as networked resources similar to other computing resources, in this way making them accessible to many more students than would otherwise be able to gain access to this advanced technology.  相似文献   

The impact of higher education on lifelong learning     

Rachel Brooks 《International Journal of Lifelong Education》2013,32(3):239-254

The UK’s National Adult Learning Survey has emphasised that graduates are more likely than other groups of people to engage in further learning and to be motivated by the intrinsic nature of the subject matter. However, beyond this we know relatively little about the learning of graduates as a specific group. In particular, we know very little about how experiences of higher education affect attitudes towards learning in the years after graduation. To start to redress this gap, this paper draws on in‐depth interviews with 90 graduates from six different UK higher education institutions, five years after they completed their first degree. It argues that, in the case of many of these young adults, the influence of higher education on further learning was exerted at three levels in relation to: the process of learning; the construction of learner identities; and understandings of the relationship between learning and the wider world.  相似文献   

Emotion in online college classrooms: examining the influence of perceived teacher communication behaviour on students’ emotional experiences     

Catherine F. Brooks  Stacy L. Young 《Technology, Pedagogy and Education》2013,22(4):515-527

This research focused on teacher communication behaviour as an influential factor in students’ educational experiences. This study examined students’ perceptions of emotion (involving teachers’ emotional support, students’ emotional work and students’ positive emotional valence toward class and teacher) as influenced by a variety of predicting variables: perceptions of teacher affinity-seeking as well as teachers’ positive behaviour alteration techniques, verbal immediacy and teacher online presence (involving the three factors of instructional design, organisation facilitating discourse and direct instruction). Relying on survey data collected from undergraduate and graduate students across disciplines enrolled in course offerings at a large public university, quantitative analysis examined relationships among existing factors previously studied in educational and communication research. Although this study uncovered multiple significant relationships between variables in the data set, students’ perceptions of their teachers’ verbal immediacy and presence in their instructional design were found to be most predictive relative to students’ emotions in online classrooms. Ultimately this project addresses and emphasises the need to more fully examine students’ emotions and related social experiences with virtual teachers and course content in higher education.  相似文献   

The effects of team training on team outcomes: A meta‐analysis     

Lisa A. Delise  C. Allen Gorman  Abby M. Brooks  Joan R. Rentsch  Debra Steele‐Johnson 《Performance Improvement Quarterly》2010,22(4):53-80

A meta‐analysis was conducted to determine relationships between team training and team effectiveness. Results from the 21 studies provided evidence that training is positively related to team effectiveness and effectiveness in five outcome categories: affective, cognitive, subjective task‐based skill, objective task‐based skill, and teamwork skill.  相似文献   

Media Bias,Perspective, and State Repression: The Black Panther Party     

Dwight E. Brooks Ph.D. 《广播与电子媒介杂志》2013,57(2):275-276

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An economics perspective ten years after the NAB case     

Brooks B. Hull 《Journal of Media Economics》2013,26(1):19-35

The effect of the NAB Television Code that was found anticompetitive as a result of a U.S. Department of Justice suit is examined by the author. After considering a variety of measures of TV stations' financial conditions before and after the antitrust suit, the author concludes that the NAB code did not serve as a collusive device that restricted the supply of advertising.  相似文献   

Letter from the president elect     

Bill Brooks 《Communication Studies》2013,64(3)

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