Canadian Communications

MASS MEDIA AND THE CONSTITUTION: AN ENCYCLOPEDIA OF SUPREME COURT DECISIONS by Richard F. Hixon (New York: Garland Publishing, 1989—$85.00, ISBN 0-8240-7947-7)

THE ENCYCLOPEDIA OF EDUCATIONAL MEDIA COMMUNICATIONS AND TECHNOLOGY edited by Derick Unwin and Ray McAleese (Westport, CT: Greenwood Press, 1988—price not given, ISBN 0-313-23996-7)

KNOWLEDGE INDUSTRY 200: 1987 EDITION edited by Ira Mayer (White Plains, NY: Knowledge Industry Publications, with library distribution by Gale Research, Detroit, 1987—price for latter is $250, ISBN 0-8103-4254-5)

RADIO AND TELEVISION: A SELECTED, ANNOTATED BIBLIOGRAPHY, SUPPLEMENT TWO: 1982-1986 by Peter Pringle and Helen Clinton (Metuchen, NJ: Scarecrow Press, 1989—$27.50, ISBN 0-8108-2158-3)

THE BROADCAST COMMUNICATIONS DICTIONARY edited by Lincoln Diamant (Westport, CT: Greenwood Press, 1989—$35.00, ISBN 0-313-26502-X)

THE LIBRARIAN'S COMPANION: A HANDBOOK OF THOUSANDS OF FACTS AND FIGURES ON LIBRARIES/LIBRARIANS, BOOKS/NEWSPAPERS, PUBLISHERS/BOOKSELLERS by Vladimir F. Wertsman (Westport, CT: Greenwood Press, 1987—$35.00, ISBN 0-313-25500-8)

INDEX TO JOURNALS IN COMMUNICATION STUDIES THROUGH 1985 edited by Ronald J. Matlon (Speech Communication Association, 5105 Backlick Rd., Bldg. E, Annandale, VA 22003—$40.00, paper, ISBN not provided)

ENCYCLOPEDIA OF INFORMATION SYSTEMS AND SERVICES edited by Amy Lucas (Detroit: Gale Research, 1988—$420 for a three volume set, ISBN for the set: 0-8103-2646-9)

COMMUNICATIONS GLOSSARY (Canadian Law Information Council, 5th Floor, 161 Laurier Ave. West, Ottawa, Ontario KIP 5J2—$30 each in Canadian funds, no ISBN provided)     

A practice-based approach to student reflection in the workplace during a Work-Integrated Learning placement

In the Work-Integrated Learning (WIL) curriculum, reflection on workplace activities is widely used to support student learning. Recent critiques have demonstrated the limitations of current approaches to support students' reflective learning of workplace practices. By employing a practice-based approach, we seek to refocus WIL reflection on workplace practices, emphasising the ‘embedded (social), engaged (practice) and embodied (material) aspects' of students' reflective practices in the workplace. We argue that reflection-in-the-midst-of-action includes an often-overlooked phenomenological contribution that shifts attention from cognition to action. This study uses a case study of one typical WIL student to illustrate the importance of reflection-in-the-midst-of-action and the limitations of pedagogical structure using an e-log and reflective journal to capture reflection-in-the-midst-of-action. We argue that the move to consider reflection as a practice, and the move to refocus reflection to reflection-in-the-midst-of-action, supports a learning approach that is more congruent with workplace action and context.     

Self-Assessment of Gerontology Teaching Practice: A First-Step in Enhancing Student Learning

This article discusses self-assessment of gerontology teaching practice. Through a process of self-reflection one may find insight into their teaching and, concomitantly, develop best-practices for enhancing student learning in gerontology. A self-assessment framework is presented, illuminating best-practices in the areas of the lecture-discussion cycle and teacher-student interactions. The self-assessment areas and reflective questions, while not exhaustive, will hopefully lead gerontology professors to a more expansive inquiry of their teaching practice and the impact it has on student learning. Regular self-assessment of teaching practice may lead to more effective instruction in undergraduate or introductory gerontology courses as well as enhancement of student learning outcomes.     

实行新规则后排球比赛规律初探

通过对1998～1999年全国排球联赛,1999年亚俱杯男排赛、4国女排邀请赛、世界女排大奖赛总决赛、我国男女排集中秋训、世界杯比赛的调研,探讨了实施新规则对排球技战术发展带来的变化。结呆表明;新规则实施后,一攻作用得到粮本改变,提高防反能力关系到我国排球市场的前途;各项技术得分比例发生变化,二传队员压力增大,发球作用影响深远;自由防守队员接发球和防守效果优于其他队员,但我国与外国队相比还有较大差距;强弱队之间比分差距缩小,胜负偶然性增强;比赛时间相对缩短,比赛强度和难度提高;队员运动寿命延长,使用新人风险加大。我国排球技术战术指导思想的内涵需作适当调整与补充。     

Adaptive expertise – a characteristic of expertise in outdoor instructors?

ABSTRACT

Background: Over the past 10 years, research has started to investigate the pedagogic practices of instructors and coaches working in adventure sports settings. Outdoor instructors face particular challenges regarding the impact the dynamic environment has on the coaching process and their students. This challenging combination of factors obliges the instructor to be agile in response. We propose that this adaptive expertise is characteristic of these factors and that adaptability may be a beneficial focus of outdoor instructor training and education.

Purpose: The major aim was to identify if adaptive expertise is an attribute of outdoor instructors? And if so, what are its characteristics in this context?

Research design and data collection: We applied a mixed methodology to a sample of outdoor instructors (n?=?64). The instructors were asked to complete a quantitative adaptive expertise inventory. We then interviewed a selected sub-sample (n?=?12).

Participants and setting: Quantitative data was collected from outdoor instructors working in the UK (n?=?64). The sample consisted of instructors qualified to work independently with groups in adventurous settings in a range of activities. Qualitative data was collected from a smaller sample (n?=?12) via a series of thematically analysed semi-structured interviews.

Findings: Results suggest that the participating outdoor instructors have high levels of adaptive expertise. A characteristic of that adaptive capacity is a combination of skills revolving around reflection, metacognition, and situational awareness. There were differences, however, between less and more experienced outdoor instructors in their adaptive capacity, with less experienced instructors being adaptive to a lesser extent.

Conclusions: The implication is that further research is worthwhile to examine the development of instructors’ adaptive capacity. The training and education of outdoor instructors requires pedagogic approaches that facilitate and engender adaptability, flexibility and agility in neophyte instructors.