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Elsie Rockwell 《Infancia y Aprendizaje》2013,36(55):29-43
ResumenInvestigaciones recientes sobre el uso de la lengua escrita muestran que las interpretaciones de los textos escritos son construcciiones sociales. Este artículo intenta mostrar cómo las interpretaciones de las lecciones del libro de texto se construyen en la interaction verbal que se da en el salón de clases. La relación social con la lengua escrita se enmarca dentro de la estructura de la clase y el uso del texto modifica las pautas de interacción y del discurso docente. 相似文献
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Elsie L. Olan 《Studying Teacher Education》2019,15(1):31-43
ABSTRACTFrom this year-long study, we offer new perspectives for being and becoming critical friends as co-authors. Informed by the Transactional Theory of Reading, a narrative view of experience and feminist communication theory, we positioned ourselves as collaborative, active meaning makers who could read and make meaning from our lived experiences and who could disrupt and problematize our narrative lives as teacher researchers. Through use of a collaborative conference protocol, we discovered what it means to be and to become critical friends who can co-author narrative understanding of self in the study. We have revisited the concept of critical friendship by repositioning our coauthoring as not just a resource for the completion of a better end product, but also as a way of being and knowing that enables an individual to revisit, reignite, disrupt, problematize and challenge one’s past and present storied lives. 相似文献
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Lennart Svensson Elsie Anderberg Christer Alveg?rd Thorsten Johansson 《Instructional Science》2009,37(3):205-225
Empirical results show that frequently the meaning of expressions used by students in expressing their understanding of subject
matter does not correspond to the meaning of those expressions in the subject matter theory that the students are expected
to learn. There is also often a lack of identity of meaning between the same students’ use of the same expression from one
use of the expression to another, in very similar contexts. The context gives a specific meaning to any expression. This variation
in context and meaning is very central to the phenomena of teaching and learning. In educational research there is a need
to differentiate between specific meanings expressed in conceptualizing subject matter, on the one hand, and concepts and
meanings seen as parts of cognitive systems and social languages, on the other. The contextual character of the use of language
is crucial to the understanding of teaching and learning and needs to be more carefully considered. The article is a discussion
of the problem of varying meanings of language expressions in relation to major traditions of research, focusing on meanings
and concepts within the field of learning and teaching. 相似文献
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Ecofutures in Africa: Jenny Robson’s Savannah 2116 AD 总被引：1，自引：0，他引：1
Elsie Cloete 《Children‘s Literature in Education》2009,40(1):46-58
Jenny Robson’s Savannah 2216 AD, a dark, futuristic novel for young adults, provides a strong critique on much of the world’s predilection for saving Africa’s
animals at the expense of those human communities who are perceived to be in the way of the preservation of the continent’s
remaining wild spaces. Using Robson’s novel as template, this article examines a few of those discourses regarding wilderness
and conservation that have attached to Africa. Savannah 2116 AD strongly yet indirectly hints that literary educators should revisit the often unquestioned adoption of ‘greening’ agendas
in school curricula which persist in re-colonising geo-political spaces by ignoring the fact that erecting fences between
perceived conservators and destroyers, between spaces for wild animals and humans, merely condemns Africa’s animal riches
to eventual death.
相似文献
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