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461.
462.
Findings from in-depth interviews with academic librarians reveal initial perceptions of the value of the new Association of College and Research Libraries' Framework for Information Literacy for Higher Education and information about individual experiences in implementing the framework into information literacy skills instruction. Fifteen academic librarians, recruited through the ILI-L listserv, participated in Skype interviews that averaged 50?min in length. Participants shared that the Framework has had an impact on their teaching, helps them to better articulate the role of the librarian and the concept of information literacy, supports collaboration with faculty, and presents new empirical research opportunities for academic librarians. At the same time, acceptance of the Framework by librarians has not been universal, implementing the Framework into one-shot information literacy instruction is difficult, and full implementation of the Framework may require a restructuring of how information literacy education is approached. 相似文献
463.
Don Waisanen 《Communication Teacher》2018,32(2):82-86
Courses: Public speaking; communication courses requiring speeches.
Objective: Students will learn how to apply humor principles to speeches through a slideshow method supportive of this goal, and to become more discerning about the possibilities and pitfalls of humorous communication. 相似文献
464.
Presented here are the findings from a quasi‐experimental comparison of three network treatments of “A New Beginning,” a campaign film that aroused considerable controversy when the Republicans substituted it for a speech at the 1984 Republican National Convention as a way of getting the networks to air it. Of paramount interest in the study were the effects on viewers of one network's critical preview of the film. Of the three major networks, only NBC elected to air the entire film, but they preceded its showing with a commentary on the film that was far more critical than those by CBS and ABC. Surprisingly, Ss predisposed toward Ronald Reagan did not derogate the NBC treatment of the film, but neither did NBC's criticisms adversely affect perceptions of the film. To the contrary, ratings of the film and network treatments of the film were highest for NBC viewers. The findings are discussed with a view toward assessing the uses and limitations of rhetorical criticism in television coverage of political campaigns. 相似文献
465.
This essay explores the basic communication research course for undergraduates. Discussed are several key notions for making this course valuable to the undergraduate: the attitude of the instructor, the attitude of the students, course requirements and activities, and evaluation techniques. 相似文献
466.
School accountability and student assessment are closely associated in educational jurisdictions’ attempts to monitor student achievement, focus instruction, and improve subsequent student and school performance. The research reported in this article examines the School Effectiveness Framework in Ontario, Canada, exploring the foundations upon which the framework is based and educators’ efforts to use assessment information to monitor the effectiveness of their reform efforts. Through document analysis and interviews, the researchers highlight the challenges and opportunities surrounding the accountability and assessment partnership. 相似文献
467.
G. Don Alkire 《Journal of Experimental Education》2013,81(3):227-236
Cognitive and educational researchers are paying increasing attention to the impact of instruction in the college classroom. Recent research has demonstrated that students' manipulated perceptions of control and success can impede or enhance the benefits of one effective teaching behavior, namely, instructor expressiveness. In this study, students' actual perceptions of control and success were assessed, rather than manipulated. In a simulated college classroom, students were classified into perceived control (low, high) and perceived success (low, high) categories based on their perceptions of control and success over their prelecture test performance. Students were presented with either unexpressive or expressive instruction; then they completed a postlecture achievement test and postachievement questionnaire. Under both instruction conditions, high-control/high-success students demonstrated the best achievement results, whereas, inconsistent with the hypotheses, students with low perceptions of control and high perceptions of success demonstrated the poorest academic performance and unique affects. These results are discussed in relation to the significance of individual differences across teaching conditions. 相似文献
468.
Until the mid‐1970s, the politics of urban school desegregation concentrated almost exclusively on the attainment of some form of racial balance. The racial balance paradigm became the focal point for desegregation planners and for local, state and national dispute about ‘forced bussing’. However, in its 1977 Milliken II ruling, the Supreme Court added critical new elements to the urban school desegregation paradigm. By affirming a desegregation plan which included remedial education components in all‐minority schools, and which required state participation in financing these components, Milliken II heralded a new era of urban school desegregation. Resource issues and school effectiveness issues joined racial balance issues in the crucible of desegregation politics. In this chapter, the post‐Milliken politics of urban school desegregation are highlighted through examination of the St Louis and Kansas City cases. New goals, new issues, new alignments of interests and new political strategies are apparent, presenting new challenges to students of urban education policy and politics. 相似文献
469.
Don T. Johnson Jeanne Koekkoek Stierman John P. Stierman Brian F. Clark 《Journal of Business & Finance Librarianship》2013,18(3):191-207
Using course syllabi from 66 active Association to Advance Collegiate Schools of Business–accredited doctoral programs, the investigators determined a core journal and monographic collection in doctoral finance programs. The results are compared to previous studies, such as that of Corrado and Ferris (1997), and implications for collection development and liaison librarians are considered. 相似文献
470.
Ray H. Sandefur Donald K. Smith Robert C. Martin Don Olson John Keltner Edd Miller 《Communication Studies》2013,64(1):34-43
PUBLIC SPEAKING: PRINCIPLES AND PRACTICE. By Giles Wilkeson Gray and Waldo W. Braden. New York: Harper and Brothers, 1951; pp. xiv + 581. $4.00. THE FUNDAMENTALS OF SPEAKING. By Wilbur E. Gilman, Bower Aly, and Loren D. Reid. New York: The Macmillan Co., 1951; pp. vx + 608. $4.00. BASIC EXPERIENCES IN SPEECH. By Seth A. Fessenden and Wayne N. Thompson. New York: Prentice‐Hall, Inc., 1951; pp. xii + 427. $3.75. ARGUMENTATION AND DEBATE: TECHNIQUES OF A FREE SOCIETY. By James H. McBurney, James M. O'Neill, and Glen E. Mills. New York: The MacMillan Company, 1951; pp. vii + 336. $3.50. GROUP LEADERSHIP AND DEMOCRATIC ACTION. By Franklyn S. Haiman. Boston: Houghton Mifflin Company, 1951; pp. vii + 309. $2.50. DISCUSSION AND DEBATE. By Henry Lee Ewbank and J. Jeffry Auer. Second Edition. New York: Appleton‐Century‐Crofts, 1951; pp. x + 492. $3.50. DISCUSSION METHODS: By J. V. Garland. Third Edition Revised. New York: H. W. Wilson Co., 1951; pp. 376. $3.00. CREATIVE BROADCASTING With Twelve Scripts for Broadcast. By H. J. Skornia, Robert H. Lee, and Fred Brewer. New York: Prentice‐Hall, Inc., 1950; pp.x + 407. $4.50. TEACHING SPEECH IN THE SECONDARY SCHOOL. By Karl F. Robinson. New York: Longmans, Green and Co., 1951; pp. vii + 438. $4.00. GERRIT J. DIEKEMA, ORATOR. By William Schrier. Grand Rapids: Wm. B. Eerdmans Publishing Company, 1950; pp. xix + 269. $3.50. A TREASURY OF THE THEATRE: From Agamemnon to A Month in the County. Edited by John Gassner. New York: Simon and Schuster, 1951; pp. xvii + 718. $4.50. 相似文献