Remembering Hilda Taba     

Jack R. Fraenkel 《Teaching Education》2013,24(1):82-86

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The endorsement of evasive leaders: An exploratory study     

C. Jack Orr  Karen E. Burkins 《Communication Studies》2013,64(3):230-239

This study explored the question: When can a politician evasively respond to a request for his commitments without losing endorsement? The results suggested that high issue involvement on the part of an audience, and high language intensity on the part of a politician provide two opportunities for evasion without losing endorsement.  相似文献   

Ralph F. Berdie: In memoriam     

Jack C. Merwin 《教育心理学家》2013,48(2)

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Weights and measures     

W.B. Jack 《Journal of The Franklin Institute》1838,26(6):408-409

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RTI models as alternatives to traditional views of learning disabilities: Response to the commentaries     

Fletcher JM  Vaughn S 《Child development》2009,3(1):48-50

Two commentaries in this issue, one by Torgesen and one by Fuchs and Fuchs, are largely supportive of our views of the value of implementing response to intervention (RTI) models in schools. In contrast, Reynolds and Shaywitz's criticisms of RTI represent traditional and often nonempirical views of learning disabilities (LDs). The evidence base on RTI is not empty, and Reynolds and Shaywitz fail to provide research support for their views of either LDs or RTI.  相似文献   

How are action researchers contributing to knowledge democracy? A global perspective     

Lesley Wood  Mary McAteer  Jack Whitehead 《Educational Action Research》2019,27(1):7-21

ABSTRACT

Although action research has been widely recognized as an appropriate methodology for promoting the democratization of knowledge, it is not always conducted from an emancipatory and transformative paradigm. Using AR in a technical way, renders it no more than a researcher-driven, problem-solving heuristic that perpetuates the intellectual colonization of local knowledge. This begs the question: how can action researchers work in ways that are contextually and culturally relevant, and generate knowledge that enables people to take control of improving their own lives as they see fit? This paper presents a thematic analysis of the narrative reports from seven participatory workshops held around the world for the purpose of dialoging around this and related questions. Findings indicate that, generally, action researchers are indeed facing challenges on many personal, institutional and epistemic levels as they endeavor to promote knowledge derived from the principles of authentic participation and dialogue with those whom it is intended to benefit. However, the analysis also reveals creative responses of practitioners to these challenges. In keeping with the special issue theme, we offer this analysis as a starting point for further discussion around how we can mobilize knowledge for equitable social progress.  相似文献   

CORNERSTONES FOR A VISION FOR JEWISH DAY SCHOOL EDUCATION     

Rabbi Jack Bieler 《Journal of Jewish Education》2013,79(3):36-38

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Book review     

Charles M. Rossiter Jr.  Jack A. Barwind  Fred E. Jandt 《Communication quarterly》2013,61(4):67-70

Non‐verbal communication

KINESICS AND CONTEXT: ESSAYS ON BODY MOTION COMMUNICATION. By Ray L. Birdwhistell. Philadelphia: University of Pennsylvania Press, 1970; pp. xiv + 338. $15.00; paper, $4.45.

A PRIMER OF NONVERBAL COMMUNICATION. By Warren A. Wandling and Mark L. Knapp. Wilwaukee, Wisconsin: NVC Business Communications, 1969; filmstrip and 33 1/3 r.u.m. 12 inch record or tape cassette. $41.25.  相似文献   

Index for Volume 56 (1985)     

Jack E. Hewitt Ed.D 《Research quarterly for exercise and sport》2013,84(4):391-399

Abstract

This study was a staff experiment carried out in 1953 as a follow-up to several preliminary experiments by graduate students at the University of Illinois, School of Physical Education. The studies were carried out in the Physical Fitness Research Laboratory. The preliminary studies as well as the staff experiment of 1953 and the reversal experiment of 1954 all showed some advantage for supplementary feedings of wheat germ oil (WGO) administered during or immediately following physical conditioning periods of conditioning exercises and swimming in an indoor pool with water temperature 74°-76° F. The subjects were adult men, 26–60 years of age, mainly sedentary, volunteers from the nonphysical education staff.

The WGO capsules (20 capsules per day, 3 minims each, and each containing 175 mg. of WGO and 0.44 mg. of mixed tocopherol) were fed for eight weeks in connection with the progressive physical training experiment. Two groups of eight men each were matched in treadmill-running time, the brachial pulse wave and age. Two other inactive control groups of 5 men each were tested at the beginning (T₁) and at the end (T₂) of the eight week period. The group results show significant advantage for the experimental subjects who took WGO over those who did not in both performance (willpower dominated) tests and in naive (non-willpower) tests.

The physiological advantage is shown in terms of running endurance in “all-out” treadmill runs, T-wave of the ECG (CR_iv-vlead), lower systolic blood pressure, the Schneider Index and the Illinois total body reaction-time test in response to light, sound, and combined signals. Individual differences in response are shown and some of the factors which cause such variations are identified.  相似文献   

Efficacy of a Reading Intervention for Middle School Students Identified with Learning Disabilities     

Wanzek J  Vaughn S  Roberts G  Fletcher JM 《Exceptional children》2011,78(1):73-87

This experimental study reports findings on the effects from a year-long reading intervention providing daily, 50-minute sessions to middle-school students with identified learning disabilities (n = 65) compared with similar students who did not receive the reading intervention (n = 55). All students continued to receive their special education services as provided by the school. Results indicated statistically significant findings favoring the treatment group for sight word reading fluency following intervention. Small effects were found for phonemic decoding fluency and passage comprehension. No other statistically significant differences were noted between groups. The findings suggest that while gains on word reading fluency resulted from the additional reading treatment, accelerating the reading performance of students identified with learning disabilities may be unlikely to result from a one-year, daily intervention provided to students in groups of 10-15.  相似文献