Print Media

Elizabeth L. Eisenstein, The Printing Press as an Agent of Change (Cambridge and New York: Cambridge University Press, 1979---$49.50 for the two volume set)

Roy Harley Lewis' Antiquarian Books: An Inisder's Account (New York: Arco, 1979---$10.00)

Jack Lindsay's William Morris: His Life and Work (New York: Taplinger, 1979---$14.95)

Thomas Weyr's Reaching for Paradise: The Playboy Vision of America (New York: Times Books, 1979---$12.50)

Book Publishing Worldwide, A Publisher's Weekly Extra (New York: R.R. Bowker, 1979---S6.95, paper)

Scholarly Communication: The Report of the National Enquiry (Baltimore: The Johns Hopkins University Press, 1979---$3.95, paper)

Charles B. Osburn's Academic Research and Library Resources: Changing Patterns in America (Westport, Conn.: Greenwood Press, 1979---$18.95)

Robert Egan's The Bookstore Book: A Guide to Manhattan Booksellers (New York: Avon Books, 1979---$5.95, paper)     

The Politics of Memory in Thailand and Australia: National identity,the media and the military

History and Annotated Bibliography of American Religious Periodicals and Newspapers Established from 1730 through 1830 Gaylord P. Albaugh, 1994 Worcester, American Antiquarian Society pp. lxxxix, 1456; 2 vols

The End of News Roger Bird, 1997 Concord, Ontario, Irwin Publishing pp. 167

Commercium litterarium, 1600–1750. La communication dans la République des Lettres [Forms of communication in the Republic of Letters] Studies of the Pierre Bayle Institute, Nijmegan 25 Hans Bots &; Françcoise Waquet, eds, 1994 Maarssen, Academic Publishers Associated pp. xii, 333

Press Censorship in Elizabethan England Cyndia Susan Clegg, 1997 Cambridge, Cambridge University Press pp. xv, 296

Benjamin Collins and the Provincial Newspaper Trade in the Eighteenth Century C.Y. Ferdinand, 1997 Oxford, Clarendon Press pp. xiv, 258

Women Editing Modernism. ‘Little’ Magazines and Literary History Jayne E. Marek, 1995 Lexington, University Press of Kentucky pp. xii, 252

The Popular Magazine in Britain and the United States 1880–1960 David Reed, 1997 London, British Library pp. 287

The Bloody Circus: the ‘Daily Herald’ and the left Huw Richards, 1997 London, Pluto Press pp. x, 256

The Dent Uniform Edition of Dickens’ Journalism Vol. 2. ‘The Amusements of the People’ and Other Papers: reports, essays and reviews 1834–51 Michael Slater, ed., 1996 London, Dent pp. xxxviii, 438

Periodicals of Queen Victoria's Empire: an exploration J. Don Vann &; Rosemary T. Vanarsdel, eds, 1996 Toronto, University of Toronto Press pp. 371     

From Journalism to Information: The Transformation of the Knight Foundation and News Innovation

Amid the digital disruption for journalism, the U.S.-based Knight Foundation has made a highly publicized effort to shape the nature of news innovation. This growing influence raises questions about what it is trying to accomplish for mass communication and society. This qualitative case study shows how and why the Knight Foundation has sought to change journalism by renegotiating its boundaries. Namely, by downplaying its own historical emphasis on professionalism, the foundation has embraced openness to outside influence—for example, the wisdom of the crowd, citizen participation, and a broader definition of “news.” These rhetorical adaptations have paralleled material changes in the foundation's funding process, typified by the Knight News Challenge innovation contest. In recent times, the foundation has undergone a further evolution from “journalism” to “information.” By highlighting its boundary-spanning interest in promoting “information” for communities, the Knight Foundation has been able to expand its capital and influence as an agent of change among fields and funders beyond journalism.     

The prospects and problems of African social studies teachers as action researchers: a spotlight on ghana

Several accounts concerning the systematic use of action research by eminent educators in the process of identifying and solving an educational problem(s) have appeared in professional journals. Thus, action research is gaining recognition by policy makers and educators as a tool for change However, this growing concept has not yet caught up in Ghanaian classrooms. This inaction needs to be addressed if education in Ghana is to be twenty-first century compliant. Thus, in attempting to shore up efforts to address the dearth of knowledge about action research as a tool for change, this article addresses the telling problems and the gains of undertaking action research in various educational systems in Africa, using Ghana as a case study. This article concludes with strategies about how to counteract the obstacles for the promotion of action research in Ghana.     

Classroom management and teachers’ coping strategies: Inside classrooms in Australia, China and Israel

This paper discusses the degree to which recently reported relationships between the classroom management techniques and coping styles of Australian teachers apply in two other national settings: China and Israel. Little is known about which teacher characteristics relate to their approach to classroom management, although researchers in Australia have recently found that teachers’ coping styles appear to predict the management techniques they utilize in classrooms. In this study, 772 teachers from a range of schools in Australia, China, and Israel completed questionnaires asking how frequently they use six classroom management techniques—hinting, discussion, involvement, recognition and reward, punishment, and aggression—and how often they use a range of coping behaviours. The analysis showed that some of the Australian findings were replicated only in Israel and others only in China, revealing national variations in the links between management techniques and coping styles, which have wider implications for investigations in this area. The implications of these findings are discussed, as are their potential ramifications for future research.     

Providing the answers does not improve performance on a college final exam

In the context of an upper-level psychology course, even when students were given an opportunity to refer to text containing the answers and change their exam responses in order to improve their exam scores, their performance on these questions improved slightly or not at all. Four experiments evaluated competing explanations for the students’ failure to correct their answers. Experiments 1–3 ruled out ceiling effects, cognitive bias from a previous response and item selection effects, respectively, as explanations of the result. Experiment 4 showed that no more than 41% of the students comprehended the paragraphs well enough to find the answer. Furthermore, even this 41% of the students did not put sufficient effort into finding the answer, regardless of the impact on their grade, when they were not coerced to do so.     

A test of anxiety/uncertainty management theory: The intercultural adaptation context

Anxiety/Uncertainty Management theory, as formulated by Gudykunst and Hammer (1987a), proposes that intercultural adaptation outcomes are based on the two mediating dimensions of uncertainty reduction and anxiety reduction and sixteen secondary variables that systematically influence uncertainty and anxiety reduction. In this paper, the sixteen variables originally identified are categorized into four “fundamental factors”; (interpersonal saliencies, intergroup saliencies, communication message exchange, and host contact conditions). The present study examines this revised Anxiety/Uncertainty Management (AUM) theory of intercultural adaptation. A total of 291 international students at two universities in the United States participated in the study. The study found overall fit of the revised AUM theory vis‐a‐vis the two mediating factors of uncertainty and anxiety reduction, the importance of interpersonal saliencies for uncertainty reduction, and the importance of host contact conditions for facilitating feelings of comfort and reducing anxiety. Intergroup saliencies were significantly related to uncertainty reduction but not, contrary to expectation, to anxiety reduction. Communication message exchange (which consists of information gathering strategies and second language proficiency) was, again contrary to expectation, not significantly related to either uncertainty or anxiety reduction. Finally, cultural identity showed a small though significant negative relationship to intergroup saliencies, suggesting a stronger, ingroup identity was associated with increased uncertainty. The paper concludes by proffering explanations for the findings and suggestions for future research.     

Ten Years of Puzzling about Audience Awareness

The decisions evaluators make regarding how to work with teachers through the annual evaluation process can have a positive impact on teacher growth and student learning. In this article, the author examines the quality of feedback and how administrators use and provide this feedback to teachers through the evaluation process. What constitutes quality feedback? How does quality feedback support teachers' instruction? How can the supervision and evaluation process offer both teachers and administrators an opportunity to work together to improve student learning? The evaluation process should support the goal of maintaining a high level of quality instruction. In the end, the goal is to increase student learning by improving the effectiveness of teaching.