共查询到20条相似文献，搜索用时 296 毫秒
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Huiwen Zhang 《Educational theory》2014,64(5):479-495
Inspired by Friedrich Nietzsche's idea of philology and William Gass's concept of transreading, Huiwen (Helen) Zhang employs “transreader” to suggest the integration of four roles in one: reader, translator, writer, and scholar. “Transreader” recognizes that close reading, literary translation, creative writing, and cultural hermeneutics are interdependent activities with intertwined goals: to transfer, transvalue, transform, and transcend the canon. From this perspective, Lu Xun, China's Nietzsche, is a twentieth‐century transreader of the canon, and his prose poem “Revenge (The Second)” delivers a self‐referential ethics of transreading. Zhang's transreading of this poem shows why slow reading is today more necessary than ever, in what sense translation is a universal dilemma, how humanity grows when its expression grows more subtle, and that transreading opens a space for genuine communication. 相似文献
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CD-ROMs are becoming more widely used now and one particular genre seems to have a good deal to offer as a medium for the development of reading. These so-called ‘interactive books’ have not yet been investigated in terms of their usefulness in teaching reading and Clare Burrell and John Trushell make a useful beginning to this. They are particularly concerned with whether the eye catching graphics of these books helps or hinders children’s reading of them and their report raises many interesting issues. 相似文献
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Camille Consolvo and Mike Dannells share the skills required to plan and execute a successful days‐long backpacking trip, which they have discovered are also useful in advising student leaders. 相似文献
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John E. Daniels 《Teaching Statistics》2017,39(3):75-78
This article provides some background for a classroom discussion of statistical research studies. The history of cigarettes and warning labels in the USA is reviewed here in order to demonstrate the challenges of statistical research and communication. 相似文献
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The evolution of school league tables in England 1992–2016: ‘Contextual value‐added’, ‘expected progress’ and ‘progress 8’ 
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下载免费PDF全文 Since 1992, the UK Government has published so‐called ‘school league tables’ summarising the average General Certificate of Secondary Education (GCSE) ‘attainment’ and ‘progress’ made by pupils in each state‐funded secondary school in England. While the headline measure of school attainment has remained the percentage of pupils achieving five or more good GCSEs, the headline measure of school progress has changed from ‘value‐added’ (2002–2005) to ‘contextual value‐added’ (2006–2010) to ‘expected progress’ (2011–2015) to ‘progress 8’ (2016–). This paper charts this evolution with a critical eye. First, we describe the headline measures of school progress. Second, we question the Government's justifications for scrapping contextual value‐added. Third, we argue that the current expected progress measure suffers from fundamental design flaws. Fourth, we examine the stability of school rankings across contextual value‐added and expected progress. Fifth, we discuss the extent to which progress 8 will address the weaknesses of expected progress. We conclude that all these progress measures and school league tables more generally should be viewed with far more scepticism and interpreted far more cautiously than they have often been to date. 相似文献
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Tereza Markidou 《The International Journal of Art & Design Education》2019,38(4):902-915
This article reports on the findings of a series of participatory video art/documentary workshops designed and implemented to enhance understanding and collaboration between teenagers of diverse cultural backgrounds in the city of Pafos in the Republic of Cyprus. This research initiative was part of The Alien Trail (2017); a photographic project that explored the everyday life of refugees and migrants currently living in the island through the images of four distinguished photographers: Antoine D’Agata, Nikos Economopoulos, Bieke Depoorter and Nicolas Iordanou (Project Creator). The workshops were co‐designed by artists, educators and anthropologists in order to promote visual and multimodal communication amongst participants through short video and documentary making and collaborative drawing sessions. The findings of this practice highlight that teenagers were able to develop empathy and understanding by discussing and sharing meaning through exploring each other’s visual narratives. 相似文献
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