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.     

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 are compiled by Nancy R. Preston, ERIC Clearinghouse on Information Resources, Syracuse University, Syracuse, NY 13244-2340. Telephone: 315-443-3640. Internet: ERIC@SUVM.SYR.EDU.     

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.     

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.     

Creative block play

Blocks should be part of the daily free choice activity in early childhood settings for children between the ages of two and six. Large enough segments of time need to be allotted for blockbuilding activities, so that children can build various structures and also have enough time to use blocks for social and dramatic play. Eugene F. Provenzo, Jr. is Associate Professor of Education at the University of Miami. Arlene Brett is Associate Professor of Elementary Education at the University of Miami. This article is excerpted from The Complete Block Book, ©1983 Syracuse University Press, 1600 Jamesville Avenue, Syracuse, New York 13210. Photographs © 1983 by Michael Carlebach. The book is available from the publisher in paperback edition for $12.95 (plus $1.25 for postage and handling).     

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.     

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.     

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 .     

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.     

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.     

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.     

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.     

Take-off of the Japanese University of the Air

Conclusion The University of the Air seems to have been favourably accepted by students after the first term's experience, and it can be assumed that the University activities will be developed in the future. The radio and television programmes broadcast via the University of the Air Foundation broadcasting station are listened to and watched by many people other than students of the University. The potential therefore for the social education of the public at large can be said to be enormous. Acknowledgement: The author expresses his thanks to the staff of the University of the Air Foundation and of the National Centre for the Development of Educational Broadcasting, and also to Professor Donald P. Ely, Syracuse University, for his helpful suggestions.     

Educational brokering: New services for adult learners

This paper describes a fast-growing variety of programs that directly enable adult learners to pursue educational and career plans within their communities. Educational brokering serves an intermediary role between individual clients and the vast array of educational resources in a region. This paper considers the missions of brokering—advisement, assessment, and advocacy—its organizational arrangements, and the sources of its support and development. Specific successes and impacts of brokering are presented, as is the importance of the brokering idea to several larger public policy issues. Efforts currently underway to expand brokering activities on a national level are also discussed.Dr. Heffernan is an Assistant Professor in the Department of Higher/Postsecondary Education at Syracuse University and is Coordinator of Research and Editor of theBulletin of the National Center for Educational Brokering. He has been assisted in the preparation of this article by Francis U. Macy and Donn F. Vickers, Director and Associate Director, respectively, of the National Center for Educational Brokering, 405 Oak Street, Syracuse, New York 13203.     

Assessment of Experiential Learning in business administration

A study at Syracuse University funded by the Cooperative Assessment of Experiential Learning resulted in the development of a model for the assessment of experiential learning and the awarding of appropriate academic credit in a given educational environment. Academic courses were restructured to incorporate clearly stated performance (outcome) objectives grouped in logical modules. Self-assessment instruments, based on these objectives, were developed to provide the basis for establishing the criteria for awarding academic credit based upon the results of the self-assessment. Students possessing measurable knowledge at a level above the predetermined criteria may be awarded partial or full credit for the courses completed. Faculty were utilized to validate the self-assessment of students and specify the credit to be recorded.     

ERIC/ECTJ Annual Review Paper

This is the eighth ERIC/ECTJ Annual Review Paper, preparation of which was supported by the ERIC 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. Nor, as the authors note, should the views be interpreted as the official position of the University of Iowa’s Visual Scholars Program.     

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.