Special delivery: like it or not, it could soon be easy to choose the sex of your baby     

Klotzko AJ 《New scientist (1971)》1998,160(2155):49

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Cultural studies meets academic literacies: exploring students’ resources through symbolic objects     

Arlene Archer 《Teaching in Higher Education》2013,18(4):383-394

This paper reflects on a first year communication project in a South African engineering foundation programme which attempted to bring a cultural studies perspective to the teaching of academic literacy practices. In the project, students identify everyday objects that have symbolic meanings and examine these in a range of physical, cultural and communicational contexts. These objects are seen as catalysts for enabling student narratives and understandings to emerge. Objects also become a way of exploring notions of culture and cultural practices in the classroom and the tensions between convention and change they often index. This paper focuses on a particular manifestation of this tension, in the form of a moralistic discourse, or a discourse of ‘propriety’. The pedagogical implications of this kind of cultural studies project are explored, including the importance of opening up less regulated spaces to allow different competencies to be validated and, crucially, ways of framing and critiquing students’ resources in order to harness these constructively.  相似文献   

Increasing social interaction of preschool children with “mixies”     

Arlene Shaw Sacks  Roy A. Moxley  Richard T. Walls 《Psychology in the schools》1975,12(1):74-79

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We can rebuild ... cloning is back on the agenda, but the focus is now on spare parts     

Klotzko AJ 《New scientist (1971)》1999,161(2175):52

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Reading and cognitive abilities: Longitudinal studies of brain and behavior changes in young children     

Dennis L. Molfese  Victoria J. Molfese  Sasha Key  Arlene Modglin  Spencer Kelley  Shona Terrell 《Annals of dyslexia》2002,52(1):99-119

This paper focuses on methods useful for identifying differences in the development of language reading abilities in children that rely on measures of brain responses and behavioral assessments. Findings from longitudinal and cross-sectional studies using brain and behavior measures are described, along with findings from research designed to influence changes in brain and behavioral responses through training. The findings show differences in event-related potentials (ERP) responses recorded at birth that are related to a child’s later performance on language and reading tasks. Such findings point to a strong biological influence on the development of language and reading skills. However, other findings show that the influence of biological factors on brain processing can be modified through learning. In fact, several studies show that even brief periods of stimulation and opportunities for learning can produce changes in the brain’s ERP repsonses. Such findings suggest that new approaches to evaluating the effectiveness of interventions might change the rate and likelihood of developmental changes.  相似文献   

The role of environment in the development of reading skills: a longitudinal study of preschool and school-age measures     

Molfese VJ  Modglin A  Molfese DL 《Journal of learning disabilities》2003,36(1):59-67

The purpose of this study was to extend previous studies on the influence of environmental measures on intelligence scores by examining how proximal and distal measures of children's environments in the preschool period and in the primary-grade period are related to their performance on reading achievement tests. Reading performance was explored using two approaches. The first approach involved the identification of children within a longitudinal sample who had poor reading skills at 8 years of age. The second approach used the full range of reading scores to explore whether factors influencing poor reading were different from those influencing good reading. Participants were 113 children, including 35 children with poor reading skills, who were part of a longitudinal study of cognitive development. Socioeconomic status (SES), Home Observation for Measurement of the Environment (HOME) scores at 3 and 10 years of age, and school-administered and individually administered reading achievement scores were obtained. Both SES and HOME scores were found to be related to reading abilities, but preschool environment measures were more strongly and consistently related to and predictive of reading scores. Differences in the patterns of correlations and the results of the predictive models were found between the full sample and the poor readers. Variables other than proximal and distal measures of the environment are involved in the development of reading skills.  相似文献   

Great expectations: does reproductive technology pave the way for a new eugenics?     

Klotzko AJ 《New scientist (1971)》1999,162(2184):56

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Coercive Invitations: how young women in school make sense of mothering and waged labour     

Arlene Tigar Mclaren 《British Journal of Sociology of Education》1996,17(3):279-298

This paper examines the ways that young women take up powerfully institutionalised invitations about mothering and waged labour and relate them to notions about equal parenting, family structure, masculinity, femininity, the sexual division of labour and non‐parental childcare. It shows how the young women in this study articulate a range of often shifting discourses and strategies which help them to make sense of the options available to them. The findings suggest much movement and interweaving of discourses and contexts and even ‘signs of change’ but all within definite, circumscribed parameters.  相似文献   

Teachers’ reflections of professional change during a literacy-reform initiative     

Diane Corcoran Nielsen  Arlene Lundmark BarryPam Trefz Staab 《Teaching and Teacher Education》2008

Policymakers recently have targeted teacher quality, and school systems have increased their attention to instructional reform through professional development. The purpose of this study was to examine teachers’ views about the change process and professional development that supports change. Semi-structured focus-group data were gathered from 41 primary-grades teachers (students ages 5–9) across five schools in a high-poverty urban district that participated in a 2-year literacy-reform initiative. Results indicated that teachers viewed the change process from two stances: as learners and as change agents. Three conditions supported their professional growth: professional development embedded in school and classroom contexts, professional development focused on limited and clearly defined learning goals, and on-demand access to time and resources. Changes that occurred did so in three phases: movement from curriculum-centered to student-centered practices, increased collaboration, and requests for policy changes via teacher autonomy and advocacy for students.  相似文献   

The home instruction program for preschool youngsters: An alternative for early intervention     

Arlene Brett 《Early Childhood Education Journal》1992,20(2):30-31

The Home Instruction Program for Preschool Youngsters (HIPPY) is a home-based program in which paraprofessionals from the community teach parents how to use structured educational materials to enrich the education of their four- and five-year-old children. HIPPY was developed in 1969 by Dr. Avima Lombard of the National Council of Jewish Women Research Institute at the Hebrew University of Jerusalem. It has since become a national program in Israel for disadvantaged families and their preschool children.Arlene Brett is Associate Professor in the School of Education, University of Miami, Coral Gables, FL  相似文献