Demonstration Lesson with Silent Teacher

Teaching is Tough by Donald R. Cruickshank and associates. Englewood Cliffs, N.J.: Prentice Hall, Inc., 1980. 342 pp. $6.95.

Families and Communities as Educators edited by Hope Jensen Leichter. New York: Teachers College Press, Columbia University, 1979. 246 pp. $7.95.     

The benefits of library liaison programs for small libraries: an overview

Library liaison programs are commonly used and provide a successful framework for communication in academic libraries. Liaison programs, whereby librarians are formally designated as the primary contact between the library and one or more departmental or administrative units, are proven to improve the transfer of information between the library and users, to improve the quality of collections and services, and to enhance the library's image. Previously published literature on liaison programs is primarily devoted to large-scale liaison programs in academic settings, the market where this model is commonly employed. Small hospital and other smaller libraries are nearly absent in the literature, reflecting the low level of liaison use in the smaller library setting. This article invites hospital and other smaller libraries to explore the liaison model by presenting common liaison goals and activities that are not only pertinent to, but also scalable, adaptable, and adoptable by smaller and larger libraries alike.     

试论知识迁移的广义相似说与体育教学

综合各家迁移理论,应用广义相似原理在教材的选编、教法的选择和练习的设计等方面实现"为迁移而教"的 目的。展望未来,广义相似说在体育教学中的应用具有积极的意义。本文就广义相似说在教材的选编、教法的选择和练 习的设计中的应用作一尝试研究。     

Dynamic Self-Regulation: The Driving Force Behind Academic Achievement

Research has shown that the most successful students are those who have a propensity to control their own effort to learn. They take personal responsibility for regulating the way in which they approach their studies. Traditionally, it was believed that such self-regulation occurred only through the practice of active, deliberate learning strategies. This study explores an expanded conception of self-regulated learning, one that includes not only the active, strategic control but an internally driven or dynamic disposition to learn as well. Its findings suggest that the natural dynamic component, reflecting qualities such as curiosity, enthusiasm, willingness to take risks, and persistence, actually underlies and drives the strategic behavior. Whether these dynamic qualities can be taught, just as active self-regulation, remains a question. In this study where dynamic qualities were valued highly and the environment was supportive and expressive of a culture of learning, initial findings demonstrated that a sizable portion of students who were low dynamic at pre course changed to high dynamic by post course.     

Collateral Information for Equating in Small Samples: A Preliminary Investigation

This article describes a preliminary investigation of an empirical Bayes (EB) procedure for using collateral information to improve equating of scores on test forms taken by small numbers of examinees. Resampling studies were done on two different forms of the same test. In each study, EB and non-EB versions of two equating methods—chained linear and chained mean—were applied to repeated small samples drawn from a large data set collected for a common-item equating. The criterion equating was the chained linear equating in the large data set. Equatings of other forms of the same test provided the collateral information. New-form sample size was varied from 10 to 200; reference-form sample size was constant at 200. One of the two new forms did not differ greatly in difficulty from its reference form, as was the case for the equatings used as collateral information. For this form, the EB procedure improved the accuracy of equating with new-form samples of 50 or fewer. The other new form was much more difficult than its reference form; for this form, the EB procedure made the equating less accurate.