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Where grade skipping is inappropriate, other forms of acceleration may be recommended instead. [5] One metric used for determining whether grade skipping is appropriate is the research-based Iowa Acceleration Scale, which entered its third edition in 2009. [26] In particular, the IAS identifies four conditions under which grade skipping is unwise:
Cultivation theory was founded by George Gerbner.It was developed to seek out the influence that television media may have on the viewers. Most of the formative research underlying cultivation theory was conducted by Gerbner along with his University of Pennsylvania colleague Larry Gross and their students-turned-colleagues Michael Morgan and Nancy Signorielli. [4]
Gender norms have been looked at across mass media from the social cognitive perspective. [42] [43] Utilizing the triadic causation model, researchers have looked at societal expectations, and how these binary expectation impact gender roles. [43] Within these studies, they cite mass media as a method for implementing gender norms on society. [42]
The mass media centered framework. [10] Its theoretical assumption of asymmetry between mass media and individuals. [10] However, the communication environment has changed as social media provides more choices for people to actively select information generated by other people, instead of passively receiving from satellites and cable channels. [11]
The mass media regularly present politically crucial information on huge audiences and also represent the reaction of the audience rapidly through the mass media. The government or the political decision-makers have the chance to have a better understanding of the real reaction from the public to those decisions they have made.
In M. Lynne Markus' essay in Communication Research entitled "Toward a 'Critical Mass' Theory of Interactive Media", [22] several propositions are made that attempt to predict under what circumstances interactive media is most likely to achieve critical mass and reach universal access—a "common good", using Oliver et al.'s terminology. One ...
In some cases this is done individually. Often, however, it is done as part of a cohort acceleration program, in which many such students are accelerated into college together at the same time. These programs are usually targeted to gifted students, and may provide the students with a social support network and help in dealing with the adjustment.
The first teaching materials, written for Years 7 and 8 (ages 11–13) science lessons, were called Cognitive Acceleration through Science Education (CASE). After three years the results of intervening in science teaching in a dozen classes were compared with control classes which were taught in the usual way.