Babies can be a joy—and hard work. Now, they can also be a 50-in-1 science project kit! This fascinating and hands-on guide shows you how to re-create landmark scientific studies on cognitive, motor, language, and behavioral development—using your own bundle of joy as the research subject. Simple, engaging, and fun for both baby and parent, each project sheds light on how your baby is acquiring new skills—everything from recognizing faces, voices, and shapes to understanding new words, learning to walk, and even distinguishing between right and wrong. Whether your little research subject is a newborn, a few months old, or a toddler, these simple, surprising projects will help you see the world through your baby’s eyes—and discover ways to strengthen newly acquired skills during your everyday interactions.
How often do we hear that Americans are so ignorant about politics that their civic competence is impaired, and that the media are to blame because they do a dismal job of informing the public? Processing Politics shows that average Americans are far smarter than the critics believe. Integrating a broad range of current research on how people learn (from political science, social psychology, communication, physiology, and artificial intelligence), Doris Graber shows that televised presentations—at their best—actually excel at transmitting information and facilitating learning. She critiques current political offerings in terms of their compatibility with our learning capacities and interests, and she considers the obstacles, both economic and political, that affect the content we receive on the air, on cable, or on the Internet. More and more people rely on information from television and the Internet to make important decisions. Processing Politics offers a sound, well-researched defense of these remarkably versatile media, and challenges us to make them work for us in our democracy.
How ed tech was born: Twentieth-century teaching machines--from Sidney Pressey's mechanized test-giver to B. F. Skinner's behaviorist bell-ringing box. Contrary to popular belief, ed tech did not begin with videos on the internet. The idea of technology that would allow students to "go at their own pace" did not originate in Silicon Valley. In Teaching Machines, education writer Audrey Watters offers a lively history of predigital educational technology, from Sidney Pressey's mechanized positive-reinforcement provider to B. F. Skinner's behaviorist bell-ringing box. Watters shows that these machines and the pedagogy that accompanied them sprang from ideas--bite-sized content, individualized instruction--that had legs and were later picked up by textbook publishers and early advocates for computerized learning. Watters pays particular attention to the role of the media--newspapers, magazines, television, and film--in shaping people's perceptions of teaching machines as well as the psychological theories underpinning them. She considers these machines in the context of education reform, the political reverberations of Sputnik, and the rise of the testing and textbook industries. She chronicles Skinner's attempts to bring his teaching machines to market, culminating in the famous behaviorist's efforts to launch Didak 101, the "pre-verbal" machine that taught spelling. (Alternate names proposed by Skinner include "Autodidak," "Instructomat," and "Autostructor.") Telling these somewhat cautionary tales, Watters challenges what she calls "the teleology of ed tech"--the idea that not only is computerized education inevitable, but technological progress is the sole driver of events.
From Shaun Gallagher, the author of Experimenting with Babies! You've said your vows and cut the cake. Congratulations, and welcome to the greatest experiment of all—marriage! Marriage, or any long-term committed partnership, involves two subjects being exposed to a variety of scenarios and variables over time, hopefully leading to exciting discoveries throughout a long, successful relationship. In Experiments for Newlyweds, you'll find fifty science projects, based on real academic research in fields such as psychology, game theory, and more, designed for you and your partner to complete together. Uncover the ways your emotions can alter your perception of the world around you, explore the connection between language and memory, and examine your relationship through a scientific lens. With Experiments for Newlyweds as your guide, you and your spouse can learn more about one another, engage your inner scientist, and have fun strengthening your relationship. The perfect funny wedding gag gift for couples or honeymoon gift for couples, this book will lead you to some exciting breakthroughs! Experiments for Newlyweds is the perfect wedding or gag bridal shower gift (or as a gift for the groom!) and will be a hit at engagement parties.
This volume presents case studies of language learning beyond the classroom. The studies draw on a wide range of contexts, from North and South America to Europe and the Asia-Pacific region. Each provides principled links between theory, research and practice. While out-of-class learning will not replace the classroom, ultimately all successful learners take control of their own learning. This book shows how teachers can help learners bridge the gap between formal instruction and autonomous language learning. Although English is the primary focus of most chapters, there are studies on a range of other languages including Spanish and Japanese.
This book provides an extensive overview of producing in the ever-changing field of journalism for all types of newsrooms. Featuring interviews with renowned journalism professionals, A Complete Guide to Television, Field, and Digital Producing offers an in-depth look at the broadcast, field, and digital producing practices of newsrooms today. The book is divided into three parts: television news producing, field producing, and digital producing. Each part provides a clear explanation of the producing role before going into more detail on important skills such as developing stories, writing copy, creating graphics, producing live on location, audience engagement, and using social media. Each chapter includes a variety of supplemental material, including discussion questions, keyword definitions, classroom activities, and graded assignments, including rubrics. Written with a combined 64 years of journalism and journalism education experience, the book will prepare students to produce whatever their job requires. Taking an integrated approach to journalism education, this is a vital text for journalism and media students studying digital media, broadcast journalism, social media, and reporting.
Volume examines the work assessing the impact of educational television, thus presenting the positive effects that television can have on children's lives. For scholars in media studies & effects, education, media ed, child dev/dev psych. & related areas
Learning Chinese can be frustrating and difficult, partly because it's very different from European languages. Following a teacher, textbook or language course is not enough. They show you the characters, words and grammar you need to become proficient in Chinese, but they don't teach you how to learn them! Regardless of what program you're in (if any), you need to take responsibility for your own learning. If you don't, you will miss many important things that aren't included in the course you're taking. If you study on your own, you need to be even more aware of what you need to do, what you're doing at the moment and the difference between them. Here are some of the questions I have asked and have since been asked many times by students: How do I learn characters efficiently? How do I get the most out of my course or teacher? Which are the best learning tools and resources? How can I become fluent in Mandarin? How can I improve my pronunciation? How do I learn successfully on my own? How can I motivate myself to study more? How can I fit learning Chinese into a busy schedule? The answers I've found to these questions and many others form the core of this book. It took eight years of learning, researching, teaching and writing to figure these things out. Not everybody has the time to do that! I can't go back in time and help myself learn in a better way, but I can help you! This book is meant for normal students and independent language learners alike. While it covers all major areas of learning, you won't learn Chinese just by reading this book. It's like when someone on TV teaches you how to cook: you won't get to eat the delicious dish just by watching the program; you have to do the cooking yourself. That's true for this book as well. When you apply what you learn, it will boost your learning, making every hour you spend count for more, but you still have to do the learning yourself. This is what a few readers have said about the book: "The book had me nodding at a heap of things I'd learnt the hard way, wishing I knew them when I started, as well as highlighting areas that I'm currently missing in my study." - Geoff van der Meer, VP engineering "This publication is like a bible for anyone serious about Chinese proficiency. It's easy for anyone to read and written with scientific precision." - Zachary Danz, foreign teacher, children's theatre artist About me I started learning Chinese when I was 23 (that's more than eight years ago now) and have since studied in many different situations, including serious immersion programs abroad, high-intensity programs in Sweden, online courses, as well as on the side while working or studying other things. I have also successfully used my Chinese in a graduate program for teaching Chinese as a second language, taught entirely in Chinese mostly for native speakers (the Graduate Institute for Teaching Chinese as a Second Language at National Taiwan Normal University). All these parts have contributed to my website, Hacking Chinese, where I write regularly about how to learn Mandarin.
The results of the educational television conference held by the Internationales Zentralinstitut fA1/4r das Jugend-und Bildungsfernsehen are presented in this book. These essays evaluate the uses and acceptance of educational television based on an examination of educational programs produced by European television stations that audiences thought ""interesting"" or ""instructive."" Analysis focuses on types of viewers and users, differences in learning styles, images of educational programs, and viewers expectations of television as a medium for education and learning.
