远离假期综合症

暑期又到了。盼望了一个学期,终于在一阵忙碌的理论与实践考核中,结束了一学期紧张的校园生活。走读的同学这下可以感受每天睡足了觉,慢慢悠悠起床享受早餐的恬淡了;住校的同学可以整天依偎在父母的身旁,可以睡在自家又软又宽的大床上。一说到假期,同学们一定会有很多很多的好主意。怎么玩,如何玩得更有趣,怎样使得自己的一个假期过得充实。一个假期里,因为身心都彻底地放松,打破了上学期间有规律的生活,所以可能在暑假里,有的同学会觉得,虽然在放假,而自己却感到很累,出现身体不适或者心情不愉快。一个暑假在同学们变着花样的玩法中很快过去了,假期之后的问题又来了,同学们始终要花很长的时间,才能调整过来,适应上学期间有规律的作息安排。出现这种情况的同学,绝对不在少数,这就叫＂假期综合症＂。     

Television

Erik Barnouw's The Sponsor: Notes on a Modern Potentate (New York: Oxford University Press, 1978—$10.00)

Bert Randolph Sugar's “The Thrill of Victory”: The Inside Story of ABC Sports (New York: Hawthorn Books, 1978—$12.00)

David L. Wolper and Quincy Troupe's The Inside Story of TV's “Roots” (New York: Warner Books, 1978—$2.25, paper)

James Robert Parish and Mark Trost's Actors' Television Credits, Supplement 1 (Metuchen, N.J.: Scarecrow Press, 1978—$16.00)

Jerry Mender's Four Arguments for the Elimination of Television (New York: Wm. Morrow, 1978—$11.95/4.95)

Mary Lewis Coakley's Rated X: The Moral Case Against TV (New Rochelle, N.Y.: Arlington House, l978—$9.95)

TV and Elections: Proceedings of the Meeting (Prix Italia Secretariat, c/o RAI, Radiotelevisione Italiana, Viale Mazzini, 14, Rome—price not provided, paper)

FTC Staff Report on Television Advertising to Children (Federal Trade Commission, Washington D.C. 20580—free on request, paper)

The CoEvolution Quarterly (Winter 1977/78, Issue 16 available from Box 428, Sausalito, Calif. 94965—$3.50, paper)     

Student Role Play in the World Forum: Analyses of an Arctic Adventure Learning Apprenticeship*

This study analyzes new forms of student social interaction and dialogue within asynchronous communications of six middle schools and six high schools participating in the World School for Adventure Learning. In the World Forum component of the World School, students discussed, questioned, and debated with Arctic explorers, researchers, World Forum mentors, and peers about environmental issues while assuming identities of famous people. One of the three key tasks, Flash Points, generated more lengthy dialogue than other techniques (i.e., Arctic Alerts and Questions to Explorers). Analysis of the forms of learning assistance provided to students indicated that mentor electronic interactions with students typically involved feedback, questioning, and cognitive structuring of the lesson or activity; however, minimal task structuring, direct instruction, and modeling of how to interact occurred. Whereas most student questions to explorers about envir onmental issues or expedition activities were lower-level knowledge and comprehension queries, many also were at the evaluation level. Despite the restricted assistance and limited student questioning, student role-taking activities within their environmental discussions enhanced the degree of perspective-taking exhibited in their conversations. Examining these interaction patterns, forms of mentor assistance, levels of questioning, and degrees of perspective-taking provides new insights into the impact of electronic communication on student learning when role playing, though many questions remain.     

Development of a Virtual Technology Coach to Support Technology Integration for K-12 Educators

In an effort to develop a virtual technology coach for K-12 educators, this article analyzed survey results from sixty teachers with regards to specific resources that a technology coach could provide within a virtual environment. A virtual technology coach was proposed as a possible solution to provide continual professional development for teachers to support their technology integration efforts. Results indicate that the Collaboration, Discussion, Learning, and Sharing resources of a virtual technology coach are considered valuable. This finding appears to corroborate the importance of developing a professional learning community to promote effective and sustained technology integration strategies among teachers. In addition, these virtual technology coaching attributes are identified in current education coaching (NETS*C) standards pointing to a potential support structure for schools and school districts implementing the NETS*C standards.