Teacher verbal behavior following student success and failure

Undergraduate subjects taught identifying traits of animals (fish, reptiles, amphibians, mammals) to a fifth grade student confederate over a microphone. Subjects were randomly assigned to one of four conditions in which they failed (F) or succeeded (S) in teaching five animal comparison problems. The four conditions were (a) F, S, S, S, S; (b) F, F, F, S, S; (c) S, F, F, F, S; and (d) S, S, S, F, S. The teaching sessions were tape recorded and analyzed for Teaching Time, Word Rate, and Voice Amplitude. Analyses revealed increased Teaching Time and decreased Word Rate following failure. Voice Amplitude increased across teaching sessions independent of success or failure. Findings were interpreted as more consonant with frustration-aggression than frustrative nonreward energizing theory.     

Sensitivity to orthographic structure in educable mentally retarded children

Thirty educable mentally retarded (EMR) children were presented an item selection task to assess their sensitivity to orthographic structure in printed English words. Analyses of performance indicated that EMR children do acquire implicit knowledge of orthographic rules and that this ability is related to the development of reading skills.     

Modification of attitudes of regular class children towards the handicapped for the purpose of achieving integration

Two experimental procedures for positively modifying the attitudes of regular classroom children towards the handicapped were conducted. In both studies, curriculum and/or experiences with the handicapped were introduced to randomly selected groups of regular class elementary children. The curriculum consisted of literature, filmstrips, and lectures about handicapped children, while the experiences consisted of controlled integrational activities. The results indicated that the procedures were partially successful in modifying the attitudes of regular class children towards the handicapped. It was concluded that techniques must be developed systematically for achieving more positive attitudes in regular class children if “mainstreaming” is to become an effective educational concept.     

British Missionary Timothy Richard and Chinese Modern Education

I. A Brief Account of Timothys Life Story Timothy Richard was born in the prefecture of Kamarden Wales in British in 1845. In 1859, he was christened and became a believer of the Baptists in British. In 1865, he entered into Futwatul Theological Seminary, Harward. After his graduation, he became a Christianity clergyman. In 1870,he was sent to China by British Baptists to do missionary work in Yantai, where he got acquainted with Alexander Williamson and Calvin Wilson Mateer, and me…     

试析李提摩太在《万国公报》上的文化宣传

李提摩太是英国的一名传教士,在晚清时期来到中国传教.他在中国有一定的影响,在当时是其他传教士所不能相比的.我们通过李提摩大在<万国公报>上发表的文章,对他的思想进行分析,并且公允地评价他对晚清中国文化的影响.     

论李提摩太的教育思想

英国传教士李提摩太在华期间,积极倡导中国大兴教育,主张学校教育和社会教育并举,增设西学课程内容。其教育言行有利于催生中国近代教育和促进中西文化交流,但其教育处方并不能从根本上解决近代中国社会的问题。     

西方认识论与现代性关系之探讨

认识论和现代性两者之间存在着深层的、内在的关联。这个论题起码包括如下三个方面 :1、 17世纪的科学革命是作为第一哲学的认识论兴起的现代性背景 ;2、与古代认识论相比较 ,作为第一哲学的认识论体现了哲学自身的现代性 ;3、笛卡儿以来的认识论传统和西方现代文化的一些核心观念之间存在着复杂的相互支持的关系     

论伯纳德·马拉默德《店员》中的团结意识

该文以罗蒂团结思想为指导．通过分析伯纳德·马拉然德的长篇小说《店员》中主人公弗兰克感受美国犹太人的苦难而取得道德进步．进而与犹太人团结,而且马拉默德替受苦受难的美国犹太人发声．提升我们对苦难的敏感度,表达了他的人类团结希望。     

Taking a metaperspective on rhetorical education

This essay takes a metaperspective on what it means to talk about rhetorical education, the subject of this collection. After exploring different senses of what the term may mean, the essay addresses three issues touched upon but not fully developed in the collection: first, the idea that rhetoric has no subject matter of its own but may instead be applied to any subject; second, why there is a cultural and historical moment in which questions of rhetorical education especially come before us; and third, why we should think about rhetoric outside the academy. This review concludes by suggesting that Cicero’s vision of The Orator sums up the aspirations for rhetorical education suggested in this collection.     

The Origins of the Freedom to Read Foundation: Public Librarians' Campaign to Establish a Legal Defense against Library Censorship

This article examines public librarians' experiences with attempted censorship, including their dismay, anger, and disappointment with fellow librarians and their professional organizations, which those under attack found apathetic in safeguarding user rights and protecting their jobs as library professionals. Some of these librarians became the activists who campaigned for the creation of the American Library Association's (ALA) legal defense machinery, along with other primarily young progressive librarians, who pushed forward their own agenda. This study highlights these public librarians' struggles, which made the Freedom to Read Foundation (FTRF) and ALA leading professional organizations in championing intellectual freedom. The study focuses on cases that shaped ALA's policy that led to the establishment of a defense mechanism for librarians in the late 1960s and 1970s. It also examines the extent to which ALA upheld the organization's professional credo and its members' rights.