TIME-LAG DIFFERENCES IN THE AGENDA-SETTING PROCESS: AN EXAMINATION OF FIVE NEWS MEDIA     

Wanta  Wayne; Hu  Yu-Wei 《Int. Journal of Public Opinion Research》1994,6(3):225-240

Five news media in the U.S. were examined to determine the optimaltime-lag for agenda-setting effects to occur for each. Publicresponses to an open-ended question ‘What is the numberone problem facing our country today?’ were compared tomedia coverage from one to 26 weeks earlier. A number of differenceswere found across the five media. The results show that televisioncoverage had a shorter optimal time-lag than newspapers. Themore immediate effect of television news, however, quickly deteriorated,and newspapers had a stronger long-term agenda-setting effect.National and regional media also had a more immediate impactthan local media. All media, generally, had slightly shorteroptimal time-lags than previous research would suggest.  相似文献   

Shared Governance among the new Majority: Non-Tenure Track Faculty Eligibility for Election to University Faculty Senates     

Willis A. Jones  Neal H. Hutchens  Azalea Hulbert  Wayne D. Lewis  David M. Brown 《Innovative Higher Education》2017,42(5-6):505-519

Non-tenure track faculty members (NTTF) constitute what has been referred to by scholars as the new faculty majority. The growing numbers of NTTF have led to debates about the role they should play in shared governance. Currently, however, an overall lack of empirical knowledge exists regarding the status of their involvement in institutional governance. Using data from highest research activity doctoral universities, this study investigated current standards related to NTTF eligibility for election to institution-wide faculty senates. We also explored what these faculty governance standards and criteria reveal about the status and position of NTTF within the professoriate.  相似文献   

Higher order conditioning of a taste aversion     

Nigel Bond  Wayne Harland 《Learning & behavior》1975,3(4):295-296

Two groups of rats each received 5 drops of NaCl solution from a dropper placed directly inside the mouth. The experimental group was then injected with lithium chloride to establish a conditioned taste aversion. The control group was injected 24 h later. After a recovery day the above procedures were repeated. On the next day both groups received 5 drops of a saccharin solution followed immediately by 5 drops of the NaCl solution. Subsequent preference tests established that the experimental group had learned an aversion to the saccharin solution as a result of its pairing with the NaCl solution which had previously been associated with poisoning. These results demonstrate that higher order conditioning of a taste aversion can be established using tastes as both the first-order stimulus and the second-order stimulus.  相似文献   

Workplace as Community: Perspectives on Science Teachers’ Professional Learning     

Wayne Melville  John Wallace 《Journal of Science Teacher Education》2007,18(4):543-558

This study explores teacher professional learning within the workplace context of a science department community. Workplace learning is considered in terms of the construction and flow of information about science, pedagogy and the relationships of science to the wider community. Implications for establishing sound conditions for teacher workplace learning are also considered, particularly the importance of trust.  相似文献   

An exploratory study of teacher interventions in elementary science laboratory groups     

Wayne F. Oakley  Robert K. Crocker 《科学教学研究杂志》1980,17(5):407-418

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Assessing reading at Key Stage 2: SATs as measures of children's inferential abilities     

Wayne Tennent  Rhona Stainthorp  Morag Stuart 《British Educational Research Journal》2008,34(4):431-446

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The educational television facilities act of 1962     

W. Wayne Alford 《Educational technology research and development : ETR & D》1967,15(1):76-91

Summary and conclusions Suffering intensely from lack of funds for construction of trans mission facilities and under heavy criticism from commercial broadcasters, industry, some federal agencies, and other opponents of ETV expansion for their slow activation of educationally reserved channels, proponents of the ETV movement turned to Congress for help. In 1956, the idea of federal aid to ETV took specific shape with Leonard H. Marks, a Washington communications attorney, Senator Warren Magnuson, and those within the ranks of various educational institutions. Although under constant pressure from the U. S. Office of Education, the NAEB, the NEA, and other educational organizations and citizens who contributed long hours of testimony to show the need for federal assistance to ETV, Congress—especially the House of Representativeswas not altogether willing to enact legislation which would give the federal government even the slightest excuse for becoming involved in what was considered by many to be a state problem. Nevertheless, after considerable testimony and debate, including the addition of a strong “no Federal control” clause, Congress approved a modified version of Magnuson’s original bill; and what has proved to be the most significant development in educational television since the Sixth Report and Order of 1952, Public Law 87–447 provided $32 million for the construction of ETV facilities. Through the efforts of men like Marks, Magnuson, Roberts, and others of the Congress; of organizations such as the NAEB, the NEA, and the U. S. Office of Education; and because of the willingness of the American public to accept promising educational innovation at a time when it was most urgently needed—and via the controversial federal pursestrings, at that—ETV was probably snatched from the jaws of disaster. But now, for better or worse, it is with us to stay—a giant among the new educational technology of the twentieth century.  相似文献   

Providing transparency and credibility: the selection of international students for Australian universities. An examination of the relationship between scores in the International Student Admissions Test (ISAT), final year academic programs and an Australian university’s foundation program     

Kelvin Lai  Susan Nankervis  Margot Story  Wayne Hodgson  Michael Lewenberg 《高等教育研究与发展》2008,27(4):331-344

Throughout 2003–04 five cohorts of students in their final year of school studies in various Malaysian colleges and a group of students completing an Australian university foundation year in Malaysia sat the International Student Admissions Test (ISAT). The ISAT is a multiple‐choice test of general academic abilities developed for students whose first language is not English. Both sets of scores were examined to investigate the relationship between skills measured by the academic programs and the generic reasoning skills measured by the ISAT. The data were examined by looking at correlations and patterns of the ISAT scores, and the total academic program scores and individual subject scores. As well, multiple regression was used to examine if the ISAT could act as a predictor for academic program scores. Although the ISAT and measures of achievement in the academic programs are two completely different instruments, the study showed that: (i) the scores were positively and significantly correlated; (ii) patterns of co‐variation of the ISAT and academic program scores demonstrate a positive relationship; and (iii) there is evidence that achieving a high score in the academic programs requires high reasoning skills, as measured by the ISAT. The findings of this study indicate that the ISAT is a useful predictor of student ability for use in the university selection process for international applicants.  相似文献   

Experimental inquiry and naturalistic inquiry: An evaluation     

Wayne W. Welch 《科学教学研究杂志》1983,20(2):95-103

In recent years, questions have been raised about the usefulness of experimental inquiry in educational research and evaluation. An alternative paradigm, called naturalistic inquiry has been advocated by some and appears to be growing in acceptability. In this article, these two approaches are described and compared using illustrations from two science education research projects. Several strengths and limitations of each inquiry style are identified. Investigators are urged to seriously consider both paradigms in planning research and evaluation studies.  相似文献   

HOW EFFECTIVE ARE THE “MORE EFFECTIVE SCHOOLS”?1     

J. Wayne Wrightstone 《Journal of Educational Measurement》1968,5(4):291-295

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