Film Genres

James Robert Parish and Michael R. Pitts' The Great Spy Pictures (Metuchen, N.J.: Scarecrow Press, 1974---$17.50)

Tam Perlmutter's War Movies (New York: Castle Books, 1974---$9.95)

John Cary and John Kobal's Spectacular: The Story of Epic Films (New York: Castle Books, 1974---$9.95)

Amos Vogel's Film as a Subersive Art (New York: Random House, 1974---$15.00)

Kenneth Turan and Stephen F. Zito's Sinema: American Pornographic Films and the People Who Make Them (New York: Praeger, 1974---$3.95)     

在线教育与跨文化问题

本旨在探讨与网络教育相关的几个化问题的看法，将讨论一些在技术人员，教育工作和不同的目标学生群体之间存在化冲突的问题，在本中，介绍我怎样利用国际互联网帮助学生做好体验美国化的准备，另外，也将就议论绵交流方式和学习风格等如何对在线学习产生影响等问题进行阐述。     

Autism: Working with parents,and discourses in experience,expertise and learning

This study emanated from the formal re-assessment of a 7-year-old boy described as autistic-Tom. It has been co-authored with his parents in order that we might each articulate our experience and also enhance our own expertise and learning through the assessment process. The educational psychologist argues that professionals should reflect more upon their own theoretical first principles as part of their work with children, their parents and their teachers. The parents touch on just a few of their experiences of living with Tom and his autism, particularly their contact with professionals. In relating these very personal experiences, they are in no way attempting to speak for other parents.     

Bridging the Gap Between Preservice Early Childhood Teachers’ Cultural Values, Perceptions of Values Held by Scientists, and the Relationships of These Values to Conceptions of Nature of Science

This study explored preservice teachers’ views of their own cultural values, the cultural values they believed scientists hold, and the relationships of these views to their conceptions of nature of science (NOS). Parallel assignments in a foundations of early childhood education and a science methods course required preservice teachers to explore their own cultural backgrounds and their perceptions of the cultural backgrounds of scientists. The Schwartz Values Inventory was used to measure preservice teachers’ personal cultural values and those they perceived of scientists. The Views of Nature of Science version B questionnaire and interviews assessed teachers’ conceptions of NOS. Copies of student work were collected and sought for themes indicating how preservice teachers perceived scientists’ cultural values and how those perceptions changed over time. We found that from the beginning to the end of the semester, preservice teachers perceived fewer differences between their own cultural values and those they perceived scientists held, though they did not change their own cultural values. We found that preservice teachers’ NOS conceptions improved, and that they were related to both their cultural values and those they perceived scientists held. Preservice teachers who indicated the fewest differences between their own cultural values and those they perceived scientists held the most informed conceptions of NOS.     

On the nature of teaching nature of science: Preservice early childhood teachers' instruction in preschool and elementary settings

This study explored whether early childhood preservice teachers' concerns about teaching nature of science (NOS) and their intellectual levels influenced whether and how they taught NOS at the preschool and primary (K‐3) levels. We used videotaped classroom observations and lesson plans to determine the science instructional practices at the preschool and primary levels, and to track whether and how preservice teachers emphasized NOS. We used the Stages of Concern Questionnaire (SOCQ) pre‐ and postinternship to determine concerns about NOS instruction, and the Learning Context Questionnaire (LCQ) to determine intellectual levels. We found that neither concerns about teaching NOS nor intellectual level were related to whether and how the preservice teachers emphasized NOS; however, we found that all preservice early childhood teachers began their internships with NOS concern profiles of “worried.” Two preservice teachers' NOS concerns profiles changed as a result of their internships; one to “cooperator” and one to “cooperator/improver.” These two preservice teachers had cooperating teachers who were aware of NOS and implemented it in their own science instruction. The main factors that hindered or facilitated teaching NOS for these preservice teachers were the influence of the cooperating teacher and the use of the science curriculum. The preservice teacher with the cooperating teacher who understood and emphasized NOS herself and showed her how to modify the curriculum to include NOS, was able to explicitly teach NOS to her students. Those in classrooms whose cooperating teachers did not provide support for NOS instruction were unable to emphasize NOS. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:213–233, 2010     

A regression approach to evaluating instructional programs in science

This paper discussed a multiple linear regression approach to the evaluation of instructional strategies in science. A treatment by levels experimental design and the methods required for forming and solving research problems associated with it were described. Two methods of college biology instruction, the Audio-Tutorial and conventional techniques, were compared in terms of promoting achievement. Methods for making comparisons between the two treatments in the form of linear models were discussed. Interpreting regression solutions to linear models was also presented. The principles expressed in this paper can be applied to other research problems as an effective alternative to the two-way analysis of variance.     

The effects of cooperative learning on peer relations,academic support,and engagement in learning among students of color

Abstract

Despite Brown vs. Board of Education, prejudice still exists in the American school system. These attitudes can give rise to negative social experiences for students of color (i.e., discrimination), negatively impacting their mental and physical health and creating disparities in educational outcomes. Rather than seeking to ameliorate these negative experiences, our approach attempts to address the underlying prejudices and, in so doing, reduce these disparities. Using 4 waves of data from a cluster randomized trial (N?=?15 middle schools, 1,890 students, 47.1% female, 75.2% White), we hypothesized that cooperative learning, which has been shown to reduce prejudice in previous research, would create positive gains in peer relatedness, perceptions of academic support, and engagement in learning, and that gains would be larger for students of color; our results confirmed these hypotheses. Our findings highlight the potential role of cooperative learning in reducing disparities and creating greater equity in education.