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451.
Robert M. Honderson Martin Levin Kalton C. Lahue Sam Gill Sheilah Graham Hugo Munsterberg 《Communication Booknotes Quarterly》2013,44(4):3-5
Robert M. Honderson's D. W. Griffith: The Years at Biograph (Farrar, Straus & Giroux, $7.50) Martin Levin's edited collection, Hollywood and the Great Fan Magazines (Arbor House/ World, $10.00) Kalton C. Lahue and Sam Gill's Clown Princes and Court Jesters (A.S. Barnes, $8.50) Collecting Classic Films (Hastings House, $6.95) Sheilah Graham's The Garden of Allah (Crown, $5.95) Hugo Munsterberg's The Film: A Psychological Study (sub-titled The Silent Photoplay in 1916) (Dover Paperbacks, $2.00) Sergei Eisenstein's Notes of a Film Director (Dover Paperbacks, $3.00) Jay Leyda's Film Essays and a Lecture (Praeger Paperbacks, $2.95) George P. Garrett, O.B. Hardison Jr., and Jane R. Gelfman, Film Scripts One (Appleton-Century-Crofts, price to be set) Peter Noble's The Negro in Films (Port Washington, NY: Konnihat Press, $10.00) Eileen Bowser's edited collection, Film Notes (Museum of Modern Art, $5.00) 相似文献
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Chao-Ying Peng Joel R. Levin 《Educational technology research and development : ETR & D》1979,27(1):39-44
It has been found that story-relevant pictures help children recall stories. But do those gains endure over time? Those of the second graders in this study did, over a 3-day period. Although they had more to forget, children aided by pictures did not forget more than those in a control group. 相似文献
457.
J. Estill Alexander C. Glennon Rowell Betty S. Heathington 《Publishing Research Quarterly》1989,5(2):51-64
This article focuses on how schools can cope with today’s increasing number of textbook controversies. Educators should understand
the concerns generated by textbook controversies, the importance of sound and useful policies in dealing with them, how effective
policies are developed, and the responsibilities of superintendents, principals, teachers, librarians, and publishers in addressing
controversies and implementing policies. 相似文献
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The goal of this article is to contribute to understanding the interplay between students' disciplinary engagement and their identity construction. The term appropriation, borrowed from scholars in linguistics and education, was chosen to capture this broader sense of productive learning that sits at the nexus of disciplinary engagement and identity. Appropriation implies deep conceptual understanding, but it also involves a reflexive process of transforming scientific discourse in a way that is authentic and personal. The core aim of this article is to turn the term appropriation into a theoretical construct by means of an analytic process of defining, operationalizing, and testing the definition against student interview and classroom data. Five discourse markers for operationalizing appropriation were discovered through this process. Appropriation, in our study, implies students’ discourse is (A) an expression of a personal “signature“ idea, (B) grounded in the discipline, (C) thick, in that it involves a metacognitive and epistemological dimension, (D) non-incidental, in the sense of being consistently used throughout classroom activities, and (E) a carrier of social relationships, in that it positions the student within classroom. The study is grounded in an extended intervention on thermodynamics in an Italian secondary school class (grade 12). 相似文献
460.