Broadcasting

Jack Lyle's The People Look at Public Television: 1974 (Washington: Corporation for Public Broadcasting, 1975—$1.00, paper)

Ken Coleman's So You Want to be a Sportscaster (New York: Hawthron Books, 1973—$5.95)

Joseph Fletcher Littell (ed.) Coping with Television (Evanston, Ill.: McDougal, Littell, 1973— cost not given, paper)

Joseph Julian's This Was Radio: A Personal Memoir (New York: Viking, 1975—$8.85)

Dick Cavett and Christopher Porterfield's Cavett (New York: Harcourt, Brace Jevanovich, 1974—$8.95)     

The Role of Community College Financial Aid Counselors in Helping Students Understand and Utilize Financial Aid

Financial aid counselors are a primary source of information that many students rely upon to understand financial aid and how to pay for college. However, little is known about financial aid counselors at America's community colleges and their interactions with the students they serve. Using original survey data, this study examined the role these counselors play in helping community college students understand and make use of financial aid. The majority of counselors in the sample reported the counselor-to-student ratio at their college was one counselor for every 1,000 students (or higher), suggesting these counselors do not have the time or resources to meet the needs of every student who needs their advice. Counselors also identified common pitfalls their students experience during the financial aid process. These findings serve as the basis for recommendations intended to improve the utilization of financial aid among community college students.     

The Transferability of Sport Coaching Research: A Critical Commentary

ABSTRACT

The utility and applicability of research in sport coaching is widely reported to be problematic. This article offers a critical commentary on the factors impacting the potential transferability of research findings into coaches’ practice and into coach education, arguing that a more nuanced appreciation of these factors is necessary. The issue is conceptualized as one of knowledge transfer, and the article examines the roles of the researcher and the practitioner in facilitating research-informed practice. Single-focus disciplinary research, an absence of application research and the paucity of studies on coaching interventions are identified as limiting factors. A more realistic appreciation of the particularity of role, domain, and context is required, along with a recognition of their influence on coaches’ perceptions of the relevance of research findings. It is suggested that the inertia of academic publishing practice may continue to constrain more pragmatic and interdisciplinary research in this field.     

Alternative Interpretations of Alternative Assessments: Some Validity Issues in Educational Performance Assessments

The use of alternative assessments has led many researchers to reexamine traditional views of test qualities, especially validity. Because alternative assessments generally aim at measuring complex constructs and employ rich assessment tasks, it becomes more difficult to demonstrate (a) the validity of the inferences we make and (b) that these inferences extrapolate to target domains beyond the assessment itself. An approach to addressing these issues from the perspective of language testing is described. It is then argued that in both language testing and educational assessment we must consider the roles of both language and content knowledge, and that our approach to the design and development of performance assessments must be both construct-based and task-based.¹     

Military deployments and children's academic achievement: Evidence from Department of Defense Education Activity Schools

Household disruptions – such as divorce, relocation, and parental absence – have long concerned researchers interested in the educational attainment of children. Here, we consider a plausible source of exogenous variation in work-related parental absences—military deployments to Iraq and Afghanistan in the 2002–2005 period. Combining the standardized test scores of children enrolled in Defense Department schools with their military parent's personnel data, we evaluate the effect of a soldier's deployment on the academic achievement of his or her children. We find that deployments have modest adverse effects in most academic subjects, with lengthy deployments and deployments during the month of testing associated with the largest detrimental effects. Evidence also suggests that these adverse effects may persist for several years.     

Ancients and moderns on fear and fear appeals: A comparative analysis

This paper presents a comparative analysis of the ancients and the moderns on fear appeals. The paper is divided into two sections. The first presents comparative definitions of “fear”; and “fear appeal.”; The second section relates six conclusions derived in Higbee's review to contributions by the ancients.