Who Was Sylvia? In Memoriam: Sylvia C. Ettenberg, 1917–2012     

Carol K. Ingall 《Journal of Jewish Education》2014,80(3):158-159

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The Once and Future Core     

Carol Iannone 《Academic Questions》2015,28(4):398-400

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Finding the Optimal Match     

Carol J. Mills  Arne E. Tangherlini 《Equity & Excellence in Education》2013,46(2-4):205-208

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Listening to People Listening to Music: Lessons for Museums     

Joe E. Heimlich  Carol Argiro  Christy Farnbauch 《Curator: The Museum Journal》2015,58(2):195-207

The language people use to talk about something can constrain as well as facilitate understanding. This essay explores the lessons learned through a study of how people talked about music to examine what it can mean for museums and museum experiences. The study itself had people talk about their interest, background, and ways of engaging with music, then listen to random cuts of preselected music to talk about what they were hearing. Several themes emerged from the study, suggesting there are clusters to ways in which people frame their experiences of music, which extend to how people might understand the museum experience and what museums might do to make that experience more relevant.  相似文献   

Peer collaboration and discourse patterns in learning from incompatible information     

Carol K.K. Chan 《Instructional Science》2001,29(6):443-479

This study investigated the effects of peer collaboration anddiscourse patterns on conceptual change in the context of high-schoolstudents learning from incompatible scientific information. The domainof investigation was biological evolution. Participants included 108students from Grades 9 and 12 randomly assigned to four conditions: (1)peer-conflict; (2) individual-conflict; (3) peer-assimilationand (4) individual-assimilation. Students were asked to think aloud ordiscuss with their peers eight statements consisting of scientificinformation ordered in ways that either maximized or minimized conflict.Several measures of prior knowledge and conceptual change were obtained.Peer collaboration resulted in some mixed findings suggesting that peereffects may vary depending on collaborative interactions. In-depthanalyses of collaborative interactions indicated two discourse patterns:surface moves included rating, ignoring, rejecting, and patching toeliminate differences; problem-centred moves involved problemrecognition, formulation of questions, and construction of explanations.Comparisons between successful and unsuccessful learners showedsignificant differences in their proportional use of surface andproblem-centred moves. External conflict did not lead to deeperdiscourse and more conceptual change; students may need toexperience meaningful conflict. These findings suggest why peercollaboration only works sometimes and indicate the importance ofhelping students to engage in productive discourse.  相似文献   

Book reviews     

Carol Blaire  William M. Keith  Mark Andrejevic  James P. McDaniel  Rob Anderson 《Quarterly Journal of Speech》2013,99(4):445-461

DIGITAL SENSATIONS: SPACE, IDENTITY, AND EMBODIMENT IN VIRTUAL REALITY. By Ken Hillis. Minneapolis: University of Minnesota Press, 1999; pp. xi + 271. $47.95 cloth; $18.95 paper.

THOMAS KUHN: A PHILOSOPHICAL HISTORY FOR OUR TIMES. By Steve Fuller. Chicago and London: The University of Chicago Press, 2000; pp. xvii + 472.

PROMETHEUS WIRED: THE HOPE FOR DEMOCRACY IN THE AGE OF NETWORK TECHNOLOGY. By Darin Barney. Chicago: Chicago University Press, 2000; pp. 340. $29.00.

DEWEY ON DEMOCRACY. By William R. Caspary. Ithaca, NY: Cornell University Press, 2000; pp. 256. $39.95.

THE ORGANIZING PROPERTY OF COMMUNICATION. By François Cooren. Philadelphia and Amsterdam: John Benjamins, 2000; pp. 272. $50.00.

CRAFTING SOCIETY: ETHNICITY, CLASS, AND COMMUNICATION THEORY. By Donald G. Ellis. Mahwah: Lawrence Erlbaum Associates, Publishers, 1999; pp. xvi + 229. $49.95.

PROGAY/ANTIGAY: THE RHETORICAL WAR OVER SEXUALITY. Ralph R. Smith and Russel R. Windes. Thousand Oaks, CA: Sage Publications, Inc., 2000; pp. xxiv + 240.

THEORIES OF CULTURE IN POSTMODERN TIMES. By Marvin Harris. Walnut Creek, CA: AltaMira Press, 1999; pp. 224. Cloth $62.00; Paper $22.95.

PRESIDENTIAL CRISIS RHETORIC AND THE PRESS IN THE POST‐COLD WAR WORLD. By Jim A. Kuypers. Westport, CT: Praeger, 1997; pp. xi + 242.  相似文献   

Issues in Setting Motor Performance Standards     

Margaret J. Safrit  Ted A. Baumgartner  Andrew S. Jackson  Carol L. Stamm 《Quest (Human Kinetics)》2013,65(2):152-162

Setting motor performance standards has long been a process of interest to physical educators. Theoretical advances in the measurement technology appropriate for standard-setting, however, have occurred only in the last decade. The first portion of this paper is devoted to a discussion of issues in setting standards and a brief review of procedures for standard-setting. In the latter section, gender differences in motor performance are examined and the impact of these differences on standard-setting is considered.  相似文献   

Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed     

David Scott Yeager  Carol S. Dweck 《教育心理学家》2013,48(4):302-314

Because challenges are ubiquitous, resilience is essential for success in school and in life. In this article we review research demonstrating the impact of students’ mindsets on their resilience in the face of academic and social challenges. We show that students who believe (or are taught) that intellectual abilities are qualities that can be developed (as opposed to qualities that are fixed) tend to show higher achievement across challenging school transitions and greater course completion rates in challenging math courses. New research also shows that believing (or being taught) that social attributes can be developed can lower adolescents’ aggression and stress in response to peer victimization or exclusion, and result in enhanced school performance. We conclude by discussing why psychological interventions that change students’ mindsets are effective and what educators can do to foster these mindsets and create resilience in educational settings.  相似文献   

Engaging Practitioners in State School Improvement Initiatives     

Diane Massell  Margaret E. Goertz  Carol A. Barnes 《Peabody Journal of Education》2013,88(1):113-127

For most of U.S. history, local communities were the primary arbiters of school quality. Beginning in the mid-twentieth century, states began assuming more and more control over school standards and outcomes. The question we seek to answer is whether and the extent to which a particular kind of local voice—the voice of education practitioners—is represented in states' current, significant initiatives to improve low-performing schools. In the article, we focus on the role that practitioner knowledge played in the development of school improvement policies across three state education agencies. We draw on interviews, surveys, and document analyses collected for a larger exploratory study of knowledge utilization. Contrary to earlier research showing weak or uneven connections between state agencies and practitioners, we found that practitioner advice networks were generally stronger than states' research advice networks. We found ample illustration of staff using this advice to make sense of research for their own contexts, and for their own approaches to school improvement. Agencies formed ties to practitioners in districts and schools, in professional membership associations, within their own agencies, or in other agencies wrestling with similar problems. Who they turned to differed depending on earlier improvement policies and institutional histories.  相似文献   

State Education Agencies’ Acquisition and Use of Research Knowledge for School Improvement     

Diane Massell  Margaret E. Goertz  Carol A. Barnes 《Peabody Journal of Education》2013,88(5):609-626

Over the last two decades, state education agencies (SEAs) have been given considerable responsibilities for improving low-performing schools and for adopting research-based practices in doing so. Yet we know little about how and where these organizations search for, select, and use research and other kinds of evidence. We examined these questions as they relate to school improvement designs and strategies in three SEAs using a combination of surveys and interviews conducted in 2010–11. We found that SEA staffs relied most heavily on their colleagues for information but that information often flowed across departments and offices, contrary to the usual image of the SEA as a segmented and siloed bureaucracy. A large number of external organizations were identified in SEA research advice networks and played a catalyzing role in the design or elaboration of research for policy. Although most sources were named by just one person, each SEA also had central internal staff who played an important role in brokering research on school improvement. Identifying and cultivating such influential actors, and connecting individuals who are now isolated or only weakly engaged in these communication networks, could create a more robust exchange of knowledge around school improvement.  相似文献