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Robert L. Isaacson 《College Teaching》2013,61(4):166-168
Abstract Failure is Impossible Women Teaching for Change: Gender, Class and Power By Kathleen Weiler South Hadley, Massachusetts: Bergin &; Garvey, 1988, 174 pages, $29.95 hardbound, $12.95 softbound Reviewed by Martha Kendall Just the Right Medicine Exhortations on Liberal Education: A Dean Speaks His Mind By Robert L. Spaeth Collegeville, Minnesota: Office of Academic Affairs, St. John's University, 1988, 110 Pages, $4.95 softbound Reviewed by Pheme Perkins Are Intellectuals as Irrelevant as They Seem? The Last Intellectuals: American Culture In the Age of Academe By Russell Jacoby New York: Basic Books, 1987, 290 pages, $18.95. Reviewed by Joseph A. Amato 相似文献
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Elyse D’nn Lovell Melissa Casey Logan Randall Charlena Isaacson Michaela Bell Heidi Fox 《Educational gerontology》2018,44(7):469-477
The purpose of this qualitative study was to provide an intergenerational exchange as undergraduate students taking an introductory Psychology of Aging course, interviewed and watched films with older adult participants (N = 13) residing in an assisted living community. The undergraduate researchers (N = 10) conducted and transcribed interviews, wrote about their perceptions of interviews and film viewing with older adults, and their instructor interviewed assisted living staff (N = 2) creating an assessment of participants, researchers, and staff. Researchers listened and learned from older adult’s words, thereby improving researchers’ understanding that older adults preferred in-person discussions over film viewing. Researchers learned from older adults’ words, as they began to understand that sexual content in today’s films may reduce entertainment viewing for youth and older adults. Older adults described television remotes and phones with frustration and researchers felt angst for their frustration. Findings suggested understanding and meaning for participants and researchers in this service learning intergenerational exchange generated through undergraduate research. 相似文献
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Thomas Hove Hye-Jin Paek Thomas Isaacson Richard T. Cole 《Mass Communication and Society》2013,16(1):89-108
For several years, child welfare advocates have claimed that the U.S. news media misrepresent child abuse and fail to highlight its societal dimensions. To investigate the accuracy of this diagnosis, the following study examines findings of a content analysis of child abuse coverage in major national and urban U.S. newspapers from 2000 to 2008. First, we determine how frequently newspapers covered the different types of child abuse. Second, we analyze whether child abuse has been framed as either an isolated phenomenon (episodic and individual frames) or a broadly systemic and public problem (thematic and societal frames). Third, we look for changes in coverage frequency and media frames over time. Findings are mixed: On one hand, different types of child abuse receive varying degrees of coverage, with sexual abuse receiving a disproportionately large amount; on the other hand, the topic of child abuse in general has predominantly been framed thematically as a problem that has societal causes and solutions. However, there was no clear pattern in the way these causes and solutions have been framed over the years. Based on these findings, we suggest that child welfare advocates should focus on communication goals other than influencing media frames. 相似文献
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Nathaniel L. Foster Christopher A. Was John Dunlosky Randall M. Isaacson 《Metacognition and Learning》2017,12(1):1-19
Students often are overconfident when they predict their performance on classroom examinations, and their accuracy often does not improve across exams. One contributor to overconfidence may be that students did not have enough experience, and another is that students may under-use their knowledge of prior exam performance to predict performance on their upcoming exams. To evaluate the former, we examined student prediction accuracy across 13 exams in an introductory course on educational psychology. For the latter, we computed measures that estimate the extent to which students use the prior exam score when predicting performance and whether students should use the prior exam scores. Several outcomes are noteworthy. First, students were overconfident, and contrary to expectations, this overconfidence did not decline across exams. Second, students’ prior exam scores were not related to subsequent predictions, even though prior exam performance showed little bias with respect to predicting future performance. Thus, students appear to under-use prior performance despite its utility for improving prediction accuracy about future exam performance. 相似文献
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S L Isaacson 《Journal of learning disabilities》1992,25(3):173-177
Englert and her colleagues have contributed much to our knowledge about effective writing instruction. They have demonstrated that interventions that make explicit the writing process and text structures are successful with students with learning disabilities as well as those without. Englert attributes this success to the holistic, social, and interactive nature of the instruction. However, one must keep in mind that CSIW was a package approach that included other validated instructional components. CSIW teachers presented conceptual models, used examples and nonexamples to illustrate text structure concepts, modeled thinking overtly while demonstrating the process, provided guided practice by prompting the process through dialogue and think-sheets, faded prompts as students took over more of the responsibility for the process, and taught for generalization by addressing more than one text structure and promoting student talk about the process. As Englert reported, most teachers seldom do these things, even when they claim to teach the writing process. Englert allows for the possibility that all students with learning disabilities may not be ready for cognitive strategy instruction as it is described in her article, and professionals must acknowledge that different techniques may be more effective for students of different ages and abilities. Swanson (1990) emphasized that there must be a match between strategy and learner characteristics and that strategies must be considered in relation to a student's knowledge and capacity. Strategic teaching requires that the teacher have a repertoire of approaches along a continuum that encompasses coaching students to use their own mental resources at one end and basic skill instruction at the other.(ABSTRACT TRUNCATED AT 250 WORDS) 相似文献
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S Isaacson 《Exceptional children》1988,54(6):528-534
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