Information technology systems and the learning organization

Several authors have depicted the learning organization as a model of organization survival in the global economy. Learning organizations are able to adapt to their environments and learn effectively from their actions. This article explores the relationship of information technology systems to learning organizations. The article discusses ways that information technologies may be used to enhance individual, team and strategic‐learning.     

Toward a broader dialectic: joining Marxism with Mailer to forge a multilectics that advances teaching and learning

I contrast the lenses that Norman Mailer, Herbert Marcuse, and Karl Marx bring to their analyses of social life, exploring the contributions and limits of their respective approaches. I then propose what I call a “multilectical” theoretical lens that encompasses the strengths of all three and leans on the insights of post-Marxist theorists. The multilectical lens is then applied to an event that transpired in a severely underperforming middle school.     

Beyond the sensible world: a discussion of Mark Zuss’ The practice of theoretical curiosity

In this article, Gene Fellner reviews Mark Zuss??s recently published The practice of theoretical curiosity (2012) and provides a synopsis of the book??s structure. These two sections are followed by a metalogue in which Mark Zuss, Welsey Pitts, and Fellner discuss curiosity and the conundrum of establishing limits beyond which curiosity should not roam. This is a central theme of Zuss??s book, and it is of particular significance today as curiosity, driven by developments in technoscience and transgenics, transforms nature and we who are part of it. Influenced by Merleau-Ponty??s phenomenological lens, Zuss discusses how our knowing the world through our senses is entering an uncertain future mediated by curiosity??s reach into everyday life.     

Public/Instructional Media

Annual Report 1980 (40 pp.)

Five Year Plan for Public Telecommunications 1981-1985 (269 pp.)

Review of 1980 CPB Communication Research Findings (123 pp.)

Attracting Minority Audiences to Public Television (93 pp.)

Media in Instruction: 60 Years of Research by Gene L. Wilkinson (1980—$5.95, paper, 50 pp.)

Masters Degree Programs in Instructional Technology (1980—$6.95, paper, 185 pp.)     

The 2010 Bower Award in Science presented to Richard Peltier

Richard Peltier was chosen for his seminal cross-disciplinary research into the physics of the Earth: combining studies of the ocean, the interior of the Earth, and the atmosphere to highlight the interconnections that lead to global climate change.     

One complicated extended family: the influence of alphabetic knowledge and vocabulary on phonemic awareness

This research evaluated possible sources of individual differences in early explicit, smaller segment phonological awareness. In particular, the unique contributions of oral vocabulary and alphabetic knowledge to phonemic awareness acquisition were examined across the first year of school. A total of 57 participants were tested in kindergarten (mean age 5 years, 8 months) and again 1 year later midway through Grade 1. Results revealed that oral vocabulary and alphabetic knowledge were correlated with concurrent larger segment phonological awareness and phonemic blending in kindergarten whereas oral vocabulary was the only measure that predicted unique variance in phonemic awareness into Grade 1. Further, this pattern of results was most pronounced for analytic (segmenting), as opposed to synthetic (blending), phonemic awareness. These results highlight the importance of different component processes to explicit, smaller segment awareness depending upon the developmental period under study and also accentuate the need to separate analytic from synthetic phonemic awareness in literacy research.