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101.
102.
Dr. Gene A. Mittler 《Clearing house (Menasha, Wis.)》2013,86(6):259-264
Many students perceive science to be a difficult subject and are minimally engaged in learning it. This article describes a lesson that embedded an activity to engage students in learning science. It also identifies features of a science lesson that are likely to enhance students’ engagement and learning of science and possibly reverse students’ negative attitudes toward science. 相似文献
103.
Gerald McConnell Gene Light Evelyn Farland Leo Farland Robert R. Hartmann Peggy Samuels 《Communication Booknotes Quarterly》2013,44(2):37-39
Gerald McConnell and Gene Light's Illustrators 19 (New York: Hastings House, 1978—$26.50) Evelyn and Leo Farland's Posters by Painters (New York: Abrams, 1978—$8.95, paper) Robert R. Hartmann's Graphics for Designers (Ames: Iowa State University Press, 1976—price not given, spiral bound) Peggy and Harold Samuels' The Illustrated Biographical Encyclopedia of Artists of the American West (Garden City, N.Y.: Doubleday, 1976—$25.00) The Second Norman Rockwell Poster Book (New York: Watson-Guptill Publications, 19777—$6.95, paper) 相似文献
104.
Virginia Stern Owens Daniel W. Holland Gregor T. Goethals Gene Jaberg Louis G. Wargo Jr. Harold Osmeiri 《Communication Booknotes Quarterly》2013,44(5):53-54
Ronald Eyre on the Long Search (Cleveland: Collins, 1979—$5.95, paper). Virginia Stern Owens, The Total Image, or Selling Jesus in the Modern Age (Grand Rapids, Mich.: Wm. B. Eerdmanns, 1980—no price given, paper). Daniel W. Holland, et al., Using Non-Broadcast Video in the Church (Valley Forge, Pa.: Judson Press, 1980—$5.95) Media Development (London: World Association for Christian Communications—quarterly) Committed Christians in Secular Communications (NSCS, 1982 South Shenandoah, Los Angeles Ca. 90034—$4.00) Growing with Television: A Studx_of Biblica Values and the Television Experience (MARC, 475 Riverside Dr., New York, N.Y. 10115—write for details) Gregor T. Goethals, The TV Ritual Worship at the Video Altar (Boston: Beacon Press, 1980—$11.95) Gene Jaberg and Louis G. Wargo, Jr. The Video Pencil: Cable Communications for Church and Community (University Press of America, 4720 Boston Way Lanham, Md. 20801—$15.50/7.50) Harold Osmeiri U.S. Religious Journalism and the Korean War (Lanham, Md.: University Press of America (ac dress above, 1980—$7.50, paper) 相似文献
105.
The purpose of this field experiment was to test hypotheses concerned with media effects on the ability to share and discuss information in administrative appeals hearings in the area of unemployment insurance. Three communication modes were compared: (a) face‐to‐face, the traditional mode; (b) split telephone, in which participants speak from locations convenient to each; and (c) office telephone, in which the agency representative is at one location and all other participants are located together at another agency office. Of the numerous tests conducted, few revealed significant differences among the three modes. These results corroborated findings from previous laboratory and field research: in‐person hearings compared favorably with the two telephone modes, and the split conference hearing tended to receive higher ratings than the office telephone configuration. 相似文献
106.
The present study sought to clarify the relations amongst serial decoding, irregular word recognition, listening comprehension, facets of oral vocabulary and reading comprehension in two cohorts of children differing in reading level. In the process, the components of the simple view of reading were evaluated. Students in grades 1 (n = 67) and 6 (n = 56) were assessed on measures of phonological awareness, decoding, irregular word recognition, listening comprehension, oral vocabulary, and reading comprehension. Even when all other measures were controlled, vocabulary was found to explain reading comprehension in grade 6 but not grade 1. Vocabulary also predicted decoding in grade 6 and irregular word recognition in both grades. These results are interpreted as supporting a not-so-simple view of the constructs underlying reading comprehension that acknowledges complex connections between print skills and oral language. 相似文献
107.
108.
A three-wave model linking maternal functioning to child competence and psychological adjustment was tested with 150 African American families living in the rural South. The children were 11 years old at Wave 1. Structural equation modeling indicated that maternal education and per capita income were linked with maternal psychological functioning (self-esteem, optimism, depression) at Wave 1, which forecast mothers' competence-promoting parenting 1 year later at Wave 2. Competence-promoting parenting forecast child cognitive competence, social competence, and psychological adjustment 1 year later at Wave 3, indirectly through child self-regulation. The data were reanalyzed controlling for Wave 1 child competence and adjustment. All paths remained significant, indicating that the model accounted for change in child competence and adjustment across 2 years. 相似文献
109.
Gene Fendt 《Journal of Philosophy of Education》2003,37(1):89-99
The first half of Plato's Hippias Major exhibits the interfacing of the first teacher (Socrates) with the first version of a post-colonial, multicultural information technology system (Hippias). In this interface the purposes, results and values of two contradictory types of operating system for educational servicing units are exhibited to, and can be discovered by, anyone who is not an information technologist. 相似文献
110.
This study examined the behaviors of black Head Start children and their mothers around a series of experimental joint reading contexts in their homes. There were 2 specific objectives: (1) to examine the effects of text genre (narrative and expository) and text format (familiar and traditional) on mothers' teaching strategies while interacting with their children around reading tasks, and (2) to examine the effectiveness of mothers' teaching strategies in eliciting children's participation in the joint reading tasks. 13 mother-child dyads were videotaped in their homes while interacting around a series of texts in each genre and format. Results indicated that genre, not format, affected mothers' teaching strategies. Further, mothers adjusted their level of teaching to children's level of task competence. Results are discussed in terms of Vygotsky's notion of the zone of proximal development. 相似文献