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Janet Evans 《Education 3-13》2016,44(1):53-67
ABSTRACTThis article gives a brief overview of reader response theory before sharing the views of some nine-year-old children working collaboratively as part of a community of readers. Prior to responding to some philosophical picturebooks the children talked about what they thought philosophy was, they then shared their thoughts on some of the very questions of existence to include: Who am I? Why am I here? Where did I come from? and Where will I go to? Their initial thoughts and responses were followed by detailed reading, thinking and responding to one specific picturebook, Die Schopfung (The Creation) by F.K. Waechter. 相似文献
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J”lain 8 biEd Bird has the instinCt to learn to fly lain hovenng to look for a fine site lain driffing to keep out of sight lain wingllg to cross the sky lpromise Iwlll be the escort o i以SOu. （袁志强荐稿）我是一只飞鸟鸟儿学习飞翔是与生俱来的天性我盘旋着想要找寻最佳的位置我飘荡着想要到达视野之外我振翅一飞想要穿越茫茫天际我发誓「—我将成为我灵魂的守卫者I am a bird@袁志强… 相似文献
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《小星星(作文100分)》2004,(18)
英语课上,老师带领学生做口语练习,题目是“What am I doing”就是由一个学生做动作,然后问: “What am I doing?”其他同学根据动作去猜,并用英语回答。 相似文献
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I am old,I am wise（有智慧的）．
I like to hunt before sunrise．
（我喜欢在太阳升起之前捕猎。） 相似文献
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In fifteen years, I think I’ll be a big fish(大人物). I think I’ll live in New York. I love the city very much, for it is a beautiful city. I think I’ll have a villa and a personal computer, and I’ll have a robot. It can do everything, for example, do the dishes, sweep the floor and so on. I’ll go to Canada on vacation. That’s also a beautiful country. I will have many pets. I don’t have any pets at pre- sent, because my father doesn’t like them at all. At weekends, I’ll wear be… 相似文献
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Brenton Prosser Faye McCallum Philippa Milroy Barbara Comber Helen Nixon 《The Australian Educational Researcher》2008,35(2):15-35
In this paper, we draw on accounts from students to inform a Middle Schooling movement that has been variously described as
“arrested”, “unfinished” and “exhausted”. We propose that if the Middle Schooling movement is to understand the changing worlds
of students and develop new approaches in the middle years of schooling, then it is important to draw on the insights that
individual students can provide by conducting research with “students-as-informants”. The early adolescent informants to this
paper report high hopes for their futures (despite their lower socioeconomic surroundings), which reinforces the importance
of supporting successful learner identities and highlights the role of schooling in the decline of adolescent student aspirations.
However, their insights did not stop at the individual learner, with students also identifying cultural and structural constraints
to reform. As such, we argue that students may be both an important resource for inquiry into individual school reform and
for the Middle Schooling movement internationally. 相似文献
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Catherine Lang Deborah Neal Maria Karvouni Debbie Chandler 《Asia-Pacific Journal of Teacher Education》2015,43(4):338-354
We present a sustainable and innovative model for pre-service teacher paired professional placements called the Teaching School model. The Teaching School model was piloted initially in partnership with a Metropolitan University and a P-12 College located in Melbourne’s northern suburbs in 2013. It was expanded in 2014 to capitalise on an existing university school partnership at a regional campus of the university. We present evidence of success through the voices of pre-service teachers, mentor teachers and school principals to demonstrate the success of professional experience model. The findings clearly show the benefit of this model of professional experience for producing work-ready graduates and for creating authentic learning and teaching environments that, according to the school principals and mentor teachers, contribute to school improvement. Our research demonstrates that this Teaching School model builds relationships and creates a community of learning and teaching educators; however, its adoption is not without challenges and limitations. 相似文献
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I am twelve years old. I'm in No. 2 middle school. I have very great desire. That is I want to study in No.1 Senior Middle School, because it's a very famous school. It may be a dream for me, for I am not a top student, but I will study hard from now on and make the dream come true. When I am not a student any longer, I want to become an artist. I like drawing very much and I 相似文献
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Iamabraveboy any trouble 15 a toy IWillneVCrfear rain and wind let me j oy Mallna IwillsPreadmywings Y6ll See how high 1 ean fly 单词咖啡豆: brave「breiv]勇敢的 trouble[，t认bl]困难 toy[toi]玩具 never〔，nev司决不 fear[fig]害怕 rain[rein]雨 wind[wind]风 joy[叱01]快乐 sPread[sPred]展开 wing[wi习]翅膀 high[hai]高 fly[flai]飞I am a brave boy@茉茉~~… 相似文献
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Lucy Avraamidou 《科学教学研究杂志》2020,57(3):311-341
Framed within intersectionality and using science identity as a unit of analysis, in this single case study I explore the barriers, difficulties, and conflicts that Amina, a young Muslim woman, immigrant in Western Europe confronted throughout her trajectory in physics and the ways in which her multiple identities intersected. The main sources of data consisted of three long biographical interviews, which were analyzed through a constant comparative method. The analysis of the data provided insights into how intrapersonal, interpersonal, sociocultural factors, alongside a myriad of experiences nurtured Amina's intersectional identities and what this may mean for Muslim women's participation in physics. The findings are summarized in two main assertions: (a) Amina was confronted with various barriers across her journey in physics with the intersection of religion and gender being the major barrier to her perceived recognition due to cultural expectations, sociopolitical factors, and negative stereotypes and (b) Amina's social class, religion, gender performance, and ethnic status positioned her as Other in various places throughout her trajectory in physics, and consequently hindered her sense of belonging. These findings suggest the urgency and importance of: (a) examining the intersection of science identity with other identities, especially, religion, gender, and ethnicity for the purpose of extrapolating a more comprehensive understanding of how minoritized groups participate in science; (b) rethinking recognition through an explicit intersectionality lens across various geographical and sociopolitical contexts; and (c) transforming physics into a diverse world where multiple ways of being are recognized, where minoritized groups will not have to compartmentalize parts of their identities to exist, and where they can perform their authentic and intersectional identities. 相似文献
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有这样一个句子:-Are you hungry?-Yes,I sure am.你饿吗?对,我确实很饿。这种句子结构怎样理解?对此,许多同学提出疑问。现笔者拟对其作一简析:一、sure在此作副词用,是美国英语,相当于surely,of course或certainly。在表示这层意思时,用sure或surely都可 相似文献
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This article outlines a collaborative study between higher education institutions in Australia, which qualitatively explored the online learning experience for undergraduate and postgraduate students. The project adopted a narrative inquiry approach and encouraged students to story their experiences of this virtual environment, providing a snapshot of how learning is experienced by those undertaking online studies. The study explores what impacted upon students’ engagement in this environment and how different facets of their learning experience made a qualitative difference to how individuals enacted engagement. Drawing upon Sharon Pittaway’s engagement framework, the article seeks to foreground student voice as the learners define their engagement in learning, the strategies they employed to assist this process and how engagement was enacted at an individual level. The students’ reflections presented in this article can be used to inform teaching and learning strategies designed to improve engagement in the online environment within the higher education sector. 相似文献
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人教版新编高中英语第三册(上)第13课有这样一个句子:——Are you hungry?——Yes,I suream.(——你饿吗?——对,我确实很饿。)这句中的sure是何意思?这种句子结构又怎么理解?对此,许多同学提出疑问。现笔者拟对其作一简析: 一、sure在此作副词用,是美国英语,相当于surely、of course或certainly。在表示这层意思时,用sure或surely都可以。比较例句: 相似文献
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雷贤平 《全国优秀作文选(高中)》2002,(1)
季风的熔炉，卷碎一切痛苦。每当情感再次荒芜，我一遍又一遍地将往事回味，咀嚼你的亲密，反思我的冷漠与残酷。这一回我却觉得深深的内疚，除去虚伪的面纱，双手捧着真诚献给你，我相信这是世界上最珍贵的礼物。 （一）花园的丁香开了，年轻的心就像那只美丽的蝴蝶。我摘一朵花给你，插在头上。微风吹来淡淡的清香，你那腼腆的笑容及那半睁半闭的眼神惹得我说你像蒙娜丽莎。你吟了济慈的诗献给我，诗来自那一片心灵的净土，令我幸福得忘了回家。你是真诚的，可我当时却有的只是一颗年轻的心，年轻的心还不知道诚信的珍贵。… 相似文献
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《中学科技》2009,(9):27-27
1. Ni hao ma？ People always deseribeme as cute and roly-poly, which suits me fine. My black and white fur usually gets me recognized, as does the bamboo I love to consume. Because my friends and I are Chinese, we usually have names like Mei Mei and Hua Sheng. What mammal am I？ 相似文献
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Who am I Between “US” and “THEM”? 总被引：1，自引：1，他引：0
Mualla Selçuk 《Religious education (Chicago, Ill.)》2013,108(5):511-516