Research abstracts

Abstracts are compiled by Eric Plotnick, ERIC Clearninghouse on Information & Technology, Syracuse University, Syracuse, New York 13244-4100. Telephone: 315-443-3640; toll-free: 800-464-9107. Internet: eric@ericir.syr.edu.     

Research abstract

Abstracts are compiled by Nancy R. Preston, ERIC Clearinghouse on Information & Technology, Syracuse University, Syracuse, New York 13244-4100. Telephone: 315-443-3640; toll-free: 800-464-9107. Internet: eric@ericir.syr.edu.     

Research abstracts

Abstracts compiled by Nancy R. Preston, ERIC Clearinghouse on Information Resources, Syracuse University, Syracuse, NY 13244-2340 (telephone 315-443-3640).     

Research abstracts

Abstracts compiled by Nancy R. Preston, ERIC Clearinghouse on Information Resources, Syracuse University, Syracuse, NY, 13244-2340     

Research abstracts

Abstracts compiled by Nancy R. Preston, ERIC Clearinghouse on Information Resources, Syracuse University, Syracuse, NY 13244-2340.     

Vocational and psychological characteristics of employed,non-college degreed,incongruent women

Paul R. Salomone is a professor of Counselor Education and of Rehabilitation Counseling at Syracuse University. Claudia Pask-McCartney is a doctoral candidate in the area of Instructional Design, Development, and Evaluation at Syracuse University.     

A Design for Teaching a New Land Ethic to Junior High Students

Abstract

Water: Sacred and Profaned , Bayland Productions. Palo Alto, CA: Foundation for Global Community. 1998. 27 minutes. Videotape (closed captioned). $20.00 plus $4.00 shipping and handling. ISBN 0-9638679-9-7.

Interactive Earth: A Global Learning Tool. WorldLink Media. San Francisco: Scott Foresman-Addison Wesley. 1997. CD-ROM with User's Guide. $89.95.

Vital Signs 1998: The Environmental Trends That Are Shaping Our Future , edited by Lester R. Brown, Michael Rentier, and Christopher Flavin. New York: Norton. 1998. Paperback. 204 pages. $12.00. ISBN 0-393-31762-5.

The Coming Age of Scarcity: Preventing Mass Death and Genocide in the Twenty-first Century , edited by Michael N. Dobkowski and Isidor Wallimann. Syracuse, NY: Syracuse University Press. 1998. Paperback. $34.95. ISBN 0-8516-2744-0.

Exploring Ecology and Its Applications: Readings From American Scientist, edited by Peter Kareiva. Sunderland, MA: Sinauer Associates. 1998. Paperback. $24.95. ISBN 0-87893-414-6.

Refraining Deforestation: Global Analysis and Local Realities: Studies in West Africa , by James Fairhead and Melissa Leach. London, United Kingdom: Routledge. 1998. Paperback. 238 pp. $22.99. ISBN 0-415-18591-2.

Greening the Ivory Tower: Improving the Environmental Track Record of Universities, Colleges, and Other Institutions , by Sarah Hammond Creighton. Cambridge, MA: MIT Press. 1998. Paperback. 337 pp. $25.00. ISBN 0-262-53151-8.     

Media and technology in education: A constructivist view

This paper is a version of the seventh ECTJ/ERIC-IR Young Scholar Paper, an annual award initiated to stimulate writing by young professionals in the field of instructional technology. Preparation of the paper was supported by the ERIC Clearinghouse on Information Resources at Syracuse, NY. - Ed.     

Reviews

Books reviewed in this article:
Ridley, Dale Scott & Walther, Bill (1995) Creating Responsible Learners: The Role of a Positive Clnssroom Enviroment American Psychological Association, Washington 1-55 798-295-3 614.50 121 pp
Seek, Barbara B (1995) ed lnstructional Design Fundamentals: A Reconsideration Educational Technology Publications, Englewood Cliffs. NJ 0-87778-284-9 $37.95 278 pp
Thorley, Lyn & Gregory, Roy (1994) eds Using Group-based Learning in Higher Education Kogan Page, London (and Philadelphia) 0-7494-1246-1 £14.95 194 pp
Wilson, Brent G et al (1994) Technology Making a Difference: The Peakview Elementary School Study ERIC, Syracuse 0-937597-39-2 $17 230 pp
Faludy, Tanya & Faludy, Alexander (1996) A Little Edge of Darkness: A Boy's Triumph over Dyslexia Jessica Kingsley, London 1-85302-357- 4 £9.95 160 pp     

A GUIDE FOR COMMUNITY GROUPS EVALUATING PUBLIC SCHOOLS

This is a shortened version of an article, to be entitled “Integration and Separatism in Education,” which will be published in January or February, 1970, by Syracuse University Press, Syracuse, New York, one of seven to be printed. Others were written by Nathan Hare, Kenneth Clark, Paul Parks, William Birenbaum, Ronald Walters, and John Doar.     

Review of conversation theory and a protologic (or protolanguage), Lp

This is the eleventh ERIC/ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources Information Center) Clearinghouse on Information Resources, Syracuse University, Syracuse, New York. The material in this article was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Education. Contractors undertaking such projects under government sponsorship are encouraged to express freely their judgment in professional and technical matters. Points of view or opinions do not necessarily represent the official view or opinion of NIE. The preparation of this paper was also supported by the U.S. Army Research Institute for the Behavioral and Social Sciences under grant MDA903-82-C-0055 to Concordia University, Centre for System Research and Applied Epistemology. An erratum to this article is available at .     

Factors affecting the development of distance education courses

This exploratory case study identifies factors and relationships among factors facilitating and impeding the development of distance education courses at Syracuse University, a large, private traditional university located in Central New York State. During September and October 1990 Syracuse University's Center for Instructional Development used an author/editor course development model (Smith, 1980) to create eight print‐based, undergraduate courses for United States Marines stationed in Saudi Arabia as part of Operation Desert Shield.

Interviews with course developers and faculty authors produced six factors associated with the success of the course development process: course definition, faculty perception of student abilities, textbook selection, the extent of faculty/developer conflict, faculty flexibility, and faculty/developer working relationships. Course development success was indicated by timeliness, smoothness, and satisfaction with the course product.     

Nontraditional sites for learning about children

Students of early childhood need extensive experience to comprehend children's interpersonal interaction styles, expressions of curiosity, and dawning understandings, as well as to understand family and teacher support of, or interference with, the growth of cognitive competence, self-esteem, cooperation, and other prosocial interactions. Alice Sterling Honig teaches at Syracuse University in the Department of Child and Family Studies, College for Human Development, in Syracuse, NY. She is an editorial board member of Day Care & Early Education.     

Retaining a Legacy While Avoiding Trademark Infringement: A Case Study of One University's Attempt to Develop a Consistent Athletic Brand Identity

ABSTRACT

This case study chronicles Syracuse University's athletic department's attempt to achieve consistency in its identity program by changing its identity during 2004, and then again in 2005. The changes were owing to high-level personnel changes on both the academic and athletic sides of the university. This case details the many issues arising from both identity changes, including negative public opinion and potential issues of trademark infringement. The practical and strategic implications for Syracuse University and other colleges and universities are discussed.     

Toilet learning

AitAlice Sterling Honig is Professor of Child Development at Syracuse University and Research Review editor for Day Care and Early Education.Dr. Honig is the author of Playtime Learning Games for Young Children,editor of Risk Factors in Infancy,and coauthor of Infant Caregiving: A Design for Training.     

Evaluating the CTW model for producing educational television

This is the twelfth ERIC /ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources Information Center) Clearinghouse on Information Resources, Syracuse University. The material in this article was prepared pursuant to a contract with the National Institute of Education. U.S. Department of Education. Contractors undertaking such projects under government sponsorship are encouraged to express freely their judgment in professional and technical matters. Points of view or opinions do not necessarily represent the official view or opinion of the NIE. - Ed.     

The proper study of instructional technology

This is the 10th ERIC/ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources Information Center) Clearinghouse on Information Resources, Syracuse University. The material in this article was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Education. Contractors undertaking such projects under government sponsorship are encouraged to express freely their judgment in professional and technical matters. Points of view or opinions do not necessarily represent the official view or opinion of the NIE. - Ed.     

Longitudinal effects of quality preschool programs

Conclusion Commitment to excellence in quality preschool education plus reach-out programs that help families enhance the learning careers of their children can ensure true TLC for every child born in America — Tender Loving Care in Total Learning Centers.Alice Sterling Honing teaches at Syracuse University in the Department of Child and Family Studies, College for Human Development, in Syracuse, NY. She is an editorial board member ofDay Care & Early Education.This research review is based on testimony presented May 1988 to Senator Ted Kennedy, Chair, United States Senate Committee on Labor and Human Resources on behalf of Senator Chiles's Early Intervention and Dropout Prevention Act of 1988, Bill S2034.     

Criteria for assessing the trustworthiness of naturalistic inquiries

This is the ninth ERIC/ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources Information Center) Clearinghouse on Information Resources, Syracuse University, Syracuse, New York. The material in this article was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Education. Contractors undertaking such projects under government sponsorship are encouraged to express freely their judgment in professional and technical matters. Points of view or opinions do not necessarily represent the official view or opinion of NIE. The author is grateful to David Clark, Larry Havlicek, Robert Heinich, John McLaughlin, Cecil Miskel, and Robert Wolf for their careful critique of an earlier version of 1his paper, and to his wife, Yvonna Lincoln, from whose joint work with the author in other contexts many of the ideas expressed in this paper emanated.     

The tasks of early childhood: The development of self-control — Part II

Four-year-old Tommy felt mad that Jonah was hogging the big building blocks. He stood nearby, feeling more and more disgruntled. Just a week ago, his teachers had carried out a group discussion about hitting and hurting. No one was supposed to hit, even if you were mad. The group had discussed other ways to express their feelings. They had talked about telling a child what you wanted, or getting a teacher to help you out. Alice Sterling Honig teaches at Syracuse University in the Department of Child and Family Studies, College for Human Development, in Syracuse, NY. She is an editorial board member of Day Care & Early Education.Therese Lansburgh is Chair of the Maryland Committee for Children and an advocate for families and children at the state and national levels.