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1.
Ithiel de Sola Pool 《The Information Society》2013,29(3-4):429-445
Abstract The technology of electronic information processing favors the eventual existence of large numbers of information publishers, rather than the creation of large central data banks. Publicity and billing are functions that may be assumed by large organizations, but database creation is likely to be highly pluralistic, and access to the data, wherever there are systems of universal electronic access to dispersed databases, raises problems with regard to copyright and to standards for interconnection. 相似文献
2.
Ithiel de Sola Pool Philip Stone Alexander Szalai George Melly T.C. Worsley D.G. Bridson 《Communication Booknotes Quarterly》2013,44(11):3-5
Church, Communication, Development (Committee on Society, Development, and Peace; Publications Department; Ecumenical Centre, 150 Route de Ferney, 1211 Geneva 20, Switzerland, $3.50) Ithiel de Sola Pool, Philip Stone and Alexander Szalai's Communications, Computers and Automation for Development (UNITAR Research Reports No. 6, UNITAR, 801 United Nations Plaza, New York 10017, $2.00) George Melly's Revolt into Style: the Pop Arts in Britain (Penguin [hardback], $8.95) T.C. Worsley's Television: The Ephemeral Art (London: Alan Ross, $9.00) D.G. Bridson's Prospero and Ariel: The Rise and Fall of Radio—A Personal Recollection (London: Gollancz, $10.50) Raymond Durgnat's A Mirror for England: British Movies from Austerity to Affluence (Praeger, $11.95) Asa Briggs History of Broadcasting in the United Kingdom (Oxford University Press, 1961, 1965) 相似文献
3.
Peer collaboration can be a useful tool in a school classroom to help students perform at their best. With whom should students be paired, though? Previous research yields inconsistent findings regarding whether the benefits of peer collaboration depend on the gender or friendship of collaborators. We paired students with a same‐gender friend or a nonfriend in their classroom to examine whether friendship and specific dimensions of relationship quality were important for understanding adolescent (N = 132 high‐school students) boys' and girls' performance on a scientific reasoning task. Dimensions of relationship quality were related to task performance with greater perceived conflict predicting poorer performance. Girls outperformed boys, but the difference was marginal and nonsignificant after accounting for dimensions of relationship quality. Friends' and nonfriends' performance was similar. Results are informative for educators who use collaboration as an instructional technique and for other professionals who work to support the development of effective reasoning and problem‐solving skills among adolescents. © 2008 Wiley Periodicals, Inc. 相似文献
4.
This study examined the effectiveness of nonprofessional tutors in a phonologically based reading treatment similar to those in which successful reading outcomes have been demonstrated. Participants were 23 first graders at risk for learning disability who received intensive one-to-one tutoring from noncertified tutors for 30 minutes, 4 days a week, for one school year. Tutoring included instruction in phonological skills, letter-sound correspondence, explicit decoding, rime analysis, writing, spelling, and reading phonetically controlled text. At year end, tutored students significantly outperformed untutored control students on measures of reading, spelling, and decoding. Effect sizes ranged from .42 to 1.24. Treatment effects diminished at follow-up at the end of second grade, although tutored students continued to significantly outperform untutored students in decoding and spelling. Findings suggest that phonologically based reading instruction for first graders at risk for learning disability can be delivered by nonteacher tutors. Our discussion addresses the character of reading outcomes associated with tutoring, individual differences in response to treatment, and the infrastructure required for nonprofessional tutoring programs. 相似文献
5.
ABSTRACTIn this article, we bring together relational arts practice (Kester, 2004) with collaborative ethnography (Campbell and Lassiter, 2015) in order to propose art not as a way of teaching children literacy, but as a lens to enable researchers and practitioners to view children’s literacies differently. Both relational arts practice and collaborative ethnography decentre researcher/artist expertise, providing an understanding that “knowing” is embodied, material and tacit (Ingold, 2013). This has led us to extend understandings of multimodal literacy to stress the embodied and situated nature of meaning making, viewed through a collaborative lens (Hackett, 2014a; Heydon and Rowsell, 2015; Kuby et al, 2015; Pahl and Pool, 2011). We illustrate this approach to researching literacy pedagogy by offering a series of “little” (Olsson, 2013) moments of place/body memory (Somerville, 2013), which emerged from our collaborative dialogic research at a series of den building events for families and their young children. Within our study, an arts practice lens offered a more situated, and entwined way of working that led to joint and blurred outcomes in relation to literacy pedagogy. 相似文献
6.
John Threlfall Peter Pool Matthew Homer Bronwen Swinnerton 《Educational Studies in Mathematics》2007,66(3):335-348
This article explores the effect on assessment of ‘translating’ paper and pencil test items into their computer equivalents.
Computer versions of a set of mathematics questions derived from the paper-based end of key stage 2 and 3 assessments in England
were administered to age appropriate pupil samples, and the outcomes compared. Although in most cases the change to the different
medium seems to make little difference, for some items the affordances of the computer profoundly affect how the question
is attempted, and therefore what is being assessed when the item is used in a test. These differences are considered in terms
of validity and legitimacy, that is whether the means used to answer a question in a particular medium are appropriate to
the assessment intention. The conclusion is not only that translating paper and pencil items into the computer format sometimes
undermines their validity as assessments, it is also that some paper and pencil items are less valid as assessments than their
computer equivalents would be. 相似文献
7.
David De Sola Pool 《Journal of Jewish Education》2013,79(3):34-46
In years past, reporting on the state of the Minneapolis Talmud Torah Schools at national or regional educational conferences, the reaction was always: “Minneapolis”, “Minneapolis is different.” 相似文献
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9.
Deborah Russell Carter David J. Chard Juli Lull Pool 《Early Childhood Education Journal》2009,36(6):519-526
Language and literacy skills are an essential element of young children’s development and allow them to interact meaningfully
with other people and to develop knowledge in all subject areas. Despite the importance of language and literacy development,
however, more than one-third of children in the United States enter school with significant differences in language, early
literacy skills, and motivation to learn that place them at considerable risk for developing long-term reading difficulties.
The quantity and quality of language interactions children have with their parents and exposure to print in their home environment
prior to entering school have an important impact on these individual differences. This paper provides teachers with guidelines
and tools for helping families identify and create language and literacy opportunities in their home environment that reflect
their unique strengths and routines. 相似文献
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