Regulation

Communications Law 1980 (New York: Practising Law Institute, 810 Seventh Ave., 1980---$40.000 for the set, paper)

John Shelton Lawrence and Bernard Timberg, eds. Fair Use and Free Inquiry: Copyright Law and the New Media (Norwood, N.J.: Ablex, 1980---$32.50)

Michael Botein and David M. Rice, eds. Network Television and the Public Interest: A Preliminary Inquiry (Lexington, Mass.: Lexington Books/Health, 1981---$19.95)

Responsibility in Mass Communication by William L. Rivers, Wilbur Scharmm, and Clifford G. Christians (New York: Harper & Row, 1980---$14.95)     

Early Stuart rhetorical education

AMERICAN FORUM: SPEECHES ON HISTORIC ISSUES, 1788–1900. By Ernest J. Wrage and Barnet Baskerville. New York: Harper, 1960; pp. xii+377. $5.50.

LEGACY OF SUPPRESSION: FREEDOM OF SPEECH AND PRESS IN EARLY AMERICAN HISTORY. By Leonard Levy. Cambridge, Mass.: Harvard University Press, 1960; pp. xviii+353. $6.50.

WILLIAM NAST: PATRIARCH OF GERMAN METHODISM. By Carl Wittke. Detroit: Wayne State University Press, 1960; pp. viii+248. $4.95.

THE MIND AND SPIRIT OF JOHN PETER ALTGELD: SELECTED WRITINGS AND ADDRESSES. Edited by Henry M. Christman. Urbana: University of Illinois Press, 1960; pp. 183. $4.00.

SUSAN B. ANTHONY: REBEL, CRUSADER, HUMANITARIAN. By Alma Lutz. Boston: Beacon Press, 1959; pp. xii+340. $5.75.

IMPACT: ESSAYS ON IGNORANCE AND THE DECLINE OF AMERICAN CIVILIZATION. By Ezra Pound. Chicago: Regnery, 1960; pp. xviii+285. $5.00.

THE PASTORAL ART OF ROBERT FROST. By John F. Lynon. New Haven: Yale University Press, 1960; pp. xii+208. $4.50.

HUMAN VALUES IN THE POETRY OF ROBERT FRO:.T. By George W. Nitchie. Durham, N. C: Duke University Press, 1960; pp. ix+242. $5.00.

E. E. CUMMINGS: THE ART OF HIS POETRY. By Norman Friedman. Baltimore: The Johns Hopkins Press, 1960; pp. 195. $4.00.

DISCUSSION, CONFERENCE, AND GROUP PROCESS. By Halbert E. Gulley. New York: Henry Holt, 1960; pp. xii+388. $4.50.

A PICTURE HISTORY OF THE CINEMA. By Ernest Lind,;ren. London: Vista Books, 1960; pp. 160. 35s. ($4.00.)

DICTIONARY OF AMERICAN SLANG. Compiled and edited by Harold Wentworth and Stuart Berg Flexner. New York: Crowell, 1960; pp. xviii+669. $7.50.

THE PRONUNCIATION OF AMERICAN ENGLISH: AN INTRODUCTION TO PHONETICS. By Arthur J. Bronstein. New York: Appleton‐Century‐Crofts, 1960; pp. xvi+320. §5.00.

PHONETICS: THEORY AND APPLICATION TO SPEECH IMPROVEMENT. By James Carrell and William R. Tiffany. New York: McGraw‐Hill, 1960; pp. xvi+361. $7.75.

ANATOMY AND PHYSIOLOGY OF SPEECH. By Harold M. I. aplan. New York: McGraw‐Hill, 1960; pp. x+365. $8.50.

RE‐ESTABLISHING THE SPEECH PROFESSION: THE FIRST FIFTY YEARS. Edited by Robert T. Oliver and Marvin G. Bauer. New York: Speech Association of the Eastern States, 1959; pp. 100. Paper $1.50. Order from Wiley C. Bowyer, Executive Secretary, SAES, Mineola Public Schools, Mineola, N. Y.

RECOGNITION OF EXCELLENCE. WORKING PAPERS OF THE EDGAR STERN FAMILY FUND. By Adam Yarmolinsky and others. Glencoe, Ill.: The Free Press, 1960; pp. xii+354. I3.25.     

Lesson Study with preservice teachers: Lessons from lessons

This article examines a 2-year process of integrating Lesson Study—a form of teacher-led professional development—into an introductory course on the principles of teaching for students majoring in early childhood education. The course is taught in conjunction with beginning practicum work in area schools. We describe obstacles, modifications, and outcomes as we adapted the Lesson-Study process to help preservice teachers pay closer attention to instructional strategies (such as questioning techniques, anticipating student responses, and how lesson flow affects student understanding), and become more comfortable with constructive criticism by focusing on the lesson plan rather than the teacher.     

Teachers’ self-reported knowledge regarding English learners: perspectives on culturally and linguistically inclusive instruction and intervention

Student diversity within U.S. schools has steadily increased in recent years. This trend has driven significant interest, on the part of schools and school systems, in supporting students who are English learners (ELs) and who are culturally diverse. It has also highlighted, for those schools and school systems, the importance of professional development to prepare teachers to support those students effectively. Teacher experience and knowledge regarding this population is particularly important to the cause of inclusive education, as appropriate supports, instruction and inclusion for these learners are highly dependent on teachers’ knowledge and skills. This study surveyed teachers in three highly diverse elementary schools with high percentages of ELs, students of minority backgrounds, and students receiving free and reduced-price meals. Results indicated that, despite reporting significant previous professional development on cultural and language diversity, teachers lacked familiarity with basic concepts related to cultural and language diversity and to factors considered in the interventions process for diverse learners. These findings, if replicated, may call into question the efficacy of ongoing professional development efforts and underscore the need for more consistent design, delivery, and evaluation of professional development initiatives or programmes.     

Improving secondary students' perception of the “dreaded mathematics word problem assignment” by giving them more word problems

The purpose of the current study was to replicate and extend research on academic assignment preference by presenting high school students with control assignments containing eight 2‐digit × 2‐digit + 2‐digit × 2‐digit mathematics reading problems, experimental assignments that contained eight equivalent 2‐digit × 2‐digit + 2‐digit × 2‐digit problems, and three additional interspersed 4‐digit + 4‐digit mathematics reading problems. After spending 10 minutes and 40 seconds working on each assignment, significantly more high school students ranked the experimental assignments as being less difficult. When given a choice between the two assignments for homework, significantly more students chose a new experimental assignment. No differences were found on accuracy levels across assignments. Although the experimental assignments contained more problems, the students preferred the experimental over the control assignments. Discussion focuses on future research designed to investigate the applied implications of the interspersal technique within educational settings. © 1999 John Wiley & Sons, Inc.     

Concept maps: a technique for assessing knowledge manager learning needs

This paper discusses an exploratory investigation of the role of concept mapping techniques for assessing knowledge manager learning needs and developing knowledge management (KM) training programs and courses. The research data were collected using seven concept map templates completed by 13 KM students during a 15-week higher education course. The study found that concept maps can provide a useful real-time feedback mechanism for knowledge managers undergoing structured learning, while enabling instructors to determine what KM practitioners require from their training and education. Additionally, the research showed that knowledge managers require a balance of foundational KM principles, concepts and methods coupled with examples of real-world implementations, tools and measures. The results also identify concept maps as a valuable research and evaluation technique for individuals engaged in the practice and process of training knowledge managers.     

The severity of academic dishonesty: A comparison of faculty and student views

This study considers the severity of academic dishonesty as an important factor in dealing with academic integrity. The results indicate that although faculty generally consider specific dishonest behaviors as more severe than do students, the differences appear to lessen as students progress toward graduation.