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)     

Integrating Theoretical Traditions in Media Effects: Using Third-Person Effects to Link Agenda-Setting and Cultivation

In an earlier period of mass communication research, scholars were more adventuresome in advancing “new” theories and less hesitant to “create” theory. The 1970s, in particular, bore witness to the emergence of several such theories—from the knowledge gap and agenda-setting to cultivation. Scholars have generated substantial literatures elaborating work in these and other traditions. Those contributions are now sufficiently robust that it is time to direct some of our energies toward synthesizing theories. This article nominates third-person perception as a candidate for such integration. Several prominent theories of media effects in the mass communication literature are selected to illustrate how the theories can or have been integrated. Results from three surveys provided evidence that the theories of third-person perception, agenda-setting and cultivation can be interrelated. The proposition examined here can serve as a model for further integration of other media theories. This integration attempt harkened back to the times when theory building in media effects was more common and perhaps more optimistic about explaining processes of influence.     

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.     

From stories of staying to stories of leaving: a US beginning teacher’s experience

This narrative inquiry traces a beginning teacher’s unfolding career over a six-year period in a diverse middle school in the fourth largest city in the USA. The work revolves around two conceptualizations: ‘stories to live by’ and ‘stories to leave by.’ How these identity-related phenomena surface and play out in an entry-level teacher’s experiences become revealed. The stories of experience lived and told, and relived and retold, illuminate the influence of context on beginning teachers’ knowing. The interwoven nature of educators’ lives also forms a major theme. In the final analysis, the beginning teacher’s ‘stories to live by’ are no longer able to sustain her in her urban teaching milieu. Shifting occurs and ‘stories to leave by’ prevail.     

A narrative inquiry into schooling in China: three images of the principalship

This narrative inquiry exploring contemporary Chinese schooling involved three researchers who worked collaboratively as a team. Each researcher resonated with a different image of the principalship embedded in the storied account proffered by Xu Xiaozhang 校长, leader of Hexie Elementary School in Tianjin, China. (1) Principal as the lead teacher; (2) principal as an agent of a harmonious learning community; and (3) principal as a teacher-maker were the images Principal Xu held and expressed. In the interpretive analysis, Xu Xiaozhang’s images of principal were nested one within the other in ways that brought Deweyan pragmatism and Confucian thought fruitfully together. The subtle nuances of the images provide an upclose view of schooling on one elementary campus in China that is of international interest and value.     

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.     

Children's Interpretations of Biblical Meal Stories: Ethnographic Intertextual Voicing as the Practice of Hospitable Pedagogy

Based on the ethnography conducted by Magrini in three midwestern United Methodist congregations, this article examines the development of “ethnographic intertextual voicing,” which describes multiple contexts and the ways in which these contexts influence representation of the participants and in turn, create in a community of learning. The ethnography studied children's interpretations of biblical meal stories, Eucharist experiences, and reflections on daily meal practices. Magrini's hospitable pedagogy approach was applied with 25 children ages 5 through 11. The hospitable pedagogy approach created a teaching and learning environment through which ethnographic intertextual voicing emerged. The author argues that ethnographic intertextual voicing is influenced by familial, ethnic, and faith contexts, as well as those of the researcher, and can create a community of learning as a result of the ethnographic research itself through the practice of hospitable pedagogy as a research methodology.