Regulation

William E. Francois, MASS MEDIA LAW AND REGULATION (Columbus, Ohio: Grid Publishing, 1982—price not given)

R. Terry Ellmore, BROADCASTING LAW S REGULATION (Blue Ridge Summit, Pa.: TAB Books, 1982—$24.95)

Joseph J. Hemmer, Jr., COMMUNICATION UNDER LAW: VOLUME II: JOURNALISTIC FREEDOM (Met uc hen , N.J.: Scarecrow Press, 1980—$20.00)

Carol E. Jenson, THE NETWORK OF CONTROL: STATE SUPREME COURTS AND STATE SECURITY STATUTES, 1920-1970 (Westport, Conn.: Greenwood Press, 1982—$27.50)

CURRENT DEVELOPMENTS IN COPYRIGHT LAW 1982 Handbook 144, 1982, 894 pp.)

INFRINGEMENT OF COPYRIGHTS Handbook 134, 1981, 275 pp.)

MEDIA PLANNING: A QUICK AND EASY GUIDE by Jim Surmanek (1980—$9.95, paper)

ESSENTIALS OF MEDIA PLANNING: A MARKETING VIEWPOINT by Arnold Barban, et al. (1976(!)—$7.95, paper)

Huntley Baldwin, CREATING EFFECTIVE TV COMMERCIALS (1982—$22.95).

A MARKETING APPROACH TO BUILDING STORE TRAFFIC WITH BROADCAST ADVERTISING by William L. McGee and others (1978—$50.00, paper)     

Evolving,Not Extinct: Music Reference in the 21st Century

As reference work changes dramatically due to computer technology, tangible reference collections are disappearing from academic libraries in many fields. Such is not the case in music research libraries, however. While many important online music reference resources exist, many print resources remain vitally important, and because of limited funding, they are unlikely to be digitized soon. Music libraries and music reference collections are currently a combination of traditional and online resources, enhanced by human expertise. This beneficial combination should be maintained.     

What is ‘Agency’? Perspectives in Science Education Research

The contemporary interest in researching student agency in science education reflects concerns about the relevance of schooling and a shift in science education towards understanding learning in science as a complex social activity. The purpose of this article is to identify problems confronting the science education community in the development of this new research agenda and to argue that there is a need for research in science education that attends to agency as a social practice. Despite increasing interest in student agency in educational research, the term ‘agency’ has lacked explicit operationalisation and, across the varied approaches, such as critical ethnography, ethnographies of communication, discourse analysis and symbolic interactionism, there has been a lack of coherence in its research usage. There has also been argument concerning the validity of the use of the term ‘agency’ in science education research. This article attempts to structure the variety of definitions of ‘student agency’ in science education research, identifies problems in the research related to assigning intentionality to research participants and argues that agency is a kind of discursive practice. The article also draws attention to the need for researchers to be explicit in the assumptions they rely upon in their interpretations of social worlds. Drawing upon the discursive turn in the social sciences, a definition of agency is provided, that accommodates the discursive practices of both individuals and the various functional social groups from whose activities classroom practice is constituted. The article contributes to building a focused research agenda concerned with understanding and promoting student agency in science.     

Being constructive: An alternative approach to the teaching of introductory ideas in electricity

This paper reports on the development and implementation of an introductory course on electric circuits based on a constructivist model of curriculum development and teaching. Pupil interviews before instruction explored and clarified the range of children's existing ideas and conceptions. A teaching sequence was designed to elicit pupils’ ideas, to challenge these experimentally where they differed from accepted scientific ideas and to encourage discussion and reformulation of ideas. Post‐instruction interviews showed improved pupil understanding of several important basic concepts. The constructivist approach appeared to provide a viable and satisfactory basis for teachers’ classroom decision‐making and for the structuring and sequencing of activities as the course progressed.     

Introducing Group‐Based Asynchronous Learning to Business Education. Reflections on Effective Course Design and Delivery

This paper explores the contribution of virtual tools to student learning within full‐time management programmes. More specifically, the paper focuses on asynchronous communication tools, considering the scope they offer for group‐based collaborative learning outside the classroom. We report on the effectiveness of this approach for an economics course on International Money and Finance, which was delivered to two classes, following international MBA and MSc programmes, respectively, at Nyenrode University. Using questionnaire and interview data, we compare the learning experiences of both classes. Our analysis focuses on student reception of the asynchronous communication tools and the learner‐centred approach. Based on these findings, we propose a framework of pedagogical actions that may help to maximize the potential of e‐learning within hybrid course designs, particularly for novice users.

Introduction d'une formation non‐synchronique de groupe à une formation de business. Réflexions sur un projet et une diffusion de cours effectifs. Cet exposé décrit la contribution d'instruments virtuels pour la formation d'étudiants dans un programme business à temps plein. Plus spécialement, cet exposé se réfère aux instruments de communication non‐synchronique considérant le domaine qu'ils offrent pour la formation collaborative en groupe en dehors de la salle de classe. Nous parlons de l'efficacité de cet approche pour un cours d'économie sur les Sciences Monétaires et de Finance Internationales qui a été distribué à deux classes suivant des programmes internationaux de MBA et MSc à l'université de Nyenrode. En utilisant des questionnaires et des dates d'interview, nous avons comparé les expériences de formation dans les deux classes. Notre analyse s'occupe de la réceptivité des étudiants concernant les instruments de communication non‐synchroniques et l'approche basé sur la formation. Basés sur ces résultats, nous proposons une structure d'actions pédagogiques qui peuvent aider à augmenter le potentiel de la formation en ligne dans le cadre de projets de cours hybrides, spécialement pour des utiliseurs novices.

Einführung von gruppenbasiertem, asynchronem Lernen in Business‐Bildung. Reflektionen über effektive Kurskonzepte und –vermittlung. Dieser Bericht untersucht den Beitrag von virtuellen Instrumenten für studentisches Lernen innerhalb von Vollzeit‐Management Programmen. Er untersucht im Speziellen die asynchronen Kommunikationsmittel unter Beachtung der Möglichkeiten, die sie für ein gemeinschaftliches Lernen in Gruppen außerhalb des Klassenzimmers bieten. Wir berichten über die Wirksamkeit dieses Ansatzes, der an zwei Klassen eines Wirtschaftskurses über Internationales Geld- und Finanzwesen, die internationale MBA und MSc Kurse an der Nyenrode Universität belegen, verteilt wurde. Unter Verwendung von Fragebögen und Interviewdaten vergleichen wir die Lernerfahrungen beider Klassen. Unsere Analyse konzentriert sich auf die Aufnahmefähigkeit der Studenten bezüglich der asynchronen Kommunikationsmittel und des lernbasierten Ansatzes. Unter Berücksichtigung dieser Ergebnisse empfehlen wir einen pädagogischen Handlungsrahmen, der vielleicht das Potential des e‐Lernens innerhalb von hybriden Kursentwürfen, insbesondere für neue Nutzer, erhöhen kann.     

Gifted Pupils as Sources of Inspiration in the Class?

Abstract

Hofset, A. (1971). Gifted Pupils as Sources of Inspiration in the Class? Scand. J. educ. Res. 15, 3, 137‐148. The purpose of the present investigation has been to test the reality of the statement that gifted pupils are a source of inspiration in their classes. To make it testable, we formulated the question thus: Is the school achievement better and the attitude towards school more positive in classes with many (4 or more) gifted pupils ( plus‐classes) than in classes with few (0 or 1, minus‐classes)? Our assumption was that a possible inspiring effect will reveal itself in achievement and/or attitudes. We also wanted to know whether the presence of gifted classmates will reduce the other pupils’ chances of being chosen as class leaders. Data from the primary grades 3, 5, and 7 were collected in 1963‐67. The total number of pupils was approximately 2,000. There were no significant achievement differences between plus‐ and minus‐classes. The attitude towards school (self‐reported) was slightly more positive in plus‐classes in grade 5. In grade 3 there was no attitude difference. Leadership choice status was lower for most pupil categories in plus‐classes in grade 5, but not in grade 3.     

Providing the answers does not improve performance on a college final exam

In the context of an upper-level psychology course, even when students were given an opportunity to refer to text containing the answers and change their exam responses in order to improve their exam scores, their performance on these questions improved slightly or not at all. Four experiments evaluated competing explanations for the students’ failure to correct their answers. Experiments 1–3 ruled out ceiling effects, cognitive bias from a previous response and item selection effects, respectively, as explanations of the result. Experiment 4 showed that no more than 41% of the students comprehended the paragraphs well enough to find the answer. Furthermore, even this 41% of the students did not put sufficient effort into finding the answer, regardless of the impact on their grade, when they were not coerced to do so.     

Impact of Course and Fieldwork on Multicultural Beliefs and Attitudes

This study investigated preservice teachers’ beliefs and attitudes about teaching culturally and linguistically diverse students when progressing through specially designed courses. Data were collected using the Teacher Multicultural Attitude Survey and semi-structured interviews. Analyses indicated that preservice teachers who received more multicultural preparation held more positive attitudes and based their attitudes more on academic preparation than on personal experiences. Preservice teachers who completed the multicultural course and English for speakers of other languages field placement had a more in-depth understanding of how to help culturally and linguistically diverse students.     

Experimentalism and education

The records of the New York City Police Department and the New York State Department of Correction would show that my career of crime began at fifteen when I was committed to the Elmira Reformatory for robbing a Tenth Avenue grocery store. These records are slightly inaccurate. My underworld career really began four years earlier, at the tender age of eleven, when I “turned off” a Ninth Avenue cigar store for a load of cigarettes and candy and an armful of Nick Carter and Old Sleuth magazines. I have indelible memories of that blood-and-thunder fiction which furnished me with patterns for my adolescent exploits. Moreover, it convinced me that George Washington and Abraham Lincoln were sissies compared to Jesse James, “High Card Mike,” and the Younger Brothers. Safe cracking and train robbery, it also convinced me, was a better racket than statesmanship.