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91.
Journalism     
George E. Stevens and John B. Webster's Law and the Student Press (Ames: Iowa State University Press, 1973---price not given, paper)

Jerome L. Nelson's Libel. A Basic Program for Beginning Journalists (Ames: Iowa State University Press, 1973---price not given, paper)

Art of the Printed Book: 1455-1955 (New York: Pierpont Morgan Library, 1973---$20.00/11.00)

Bruce Buschel, Albert Robbins, William Vitta, and Rod Nordland's The Watergate File (New York: Quick Fox Inc., 33 West 60th St., 1973---$3.95, paper)  相似文献   
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Longitudinal studies offer unique opportunities to identify the specificity variance in the components of a psychometric scale that is administered repeatedly. This article discusses a procedure for evaluation of the relationship between true scale scores and criterion variables uncorrelated with measurement errors in longitudinally presented measures comprising unidimensional multicomponent instruments. The approach provides point and interval estimates of the true scale criterion validity with respect to a criterion that is assessed once or repeatedly, as well as a means for testing temporal stability in this validity. The outlined method is based on an application of the latent variable modeling methodology, is readily applicable with popular software, and is illustrated using empirical data.  相似文献   
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Popular Music     
Brad Benedict and Linda Barton's Phonographics: Contemporary Album Cover Art and Design (New York: Collier Books/Macmillan Publishing, 1977—$9.95, paper)

George McCue, ed. Music in American Society, 1776-1976: From Puritan Hymn to Synthesizer (New Brunswick, N.J.: Transaction Inc., 1977—$14.95/3.95)

Dean Tudor and Andrew D. Armitage, comps. Popular Music Periodicals Index, 1975 (Metuchen, N.J.: Scarecrow Press, 1976—$15.00)

Derek Jewell, Duke: A Portrait of Duke Ellington (New York: Norton, 1977—$9.95)

Stanley Dance, The World of Earl Hines (New York: Scribner's, 1977—$14.95/7.95  相似文献   
100.
Approaches to classroom instruction have evolved considerably over the past 50?years. This progress has been spurred by the development of several learning principles and methods of instruction, including active learning, student-centered learning, collaborative learning, experiential learning, and problem-based learning. In the present paper, we suggest that these seemingly different strategies share important underlying characteristics and can be viewed as complimentary components of a broader approach to classroom instruction called transformational teaching. Transformational teaching involves creating dynamic relationships between teachers, students, and a shared body of knowledge to promote student learning and personal growth. From this perspective, instructors are intellectual coaches who create teams of students who collaborate with each other and with their teacher to master bodies of information. Teachers assume the traditional role of facilitating students’ acquisition of key course concepts, but do so while enhancing students’ personal development and attitudes toward learning. They accomplish these goals by establishing a shared vision for a course, providing modeling and mastery experiences, challenging and encouraging students, personalizing attention and feedback, creating experiential lessons that transcend the boundaries of the classroom, and promoting ample opportunities for preflection and reflection. We propose that these methods are synergistically related and, when used together, maximize students’ potential for intellectual and personal growth.  相似文献   
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