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This article explores the British and West German public service radio’s abilities to reflect on and to address the specific needs and expectations of migrant groups in their programmes between the 1960s and 1980s. Mechanisms of social inclusion and exclusion alike can be investigated here. Empirically, it is based on comparisons of radio broadcasts on and for different immigrant communities, produced by BBC Radio Leicester on/for the post-war Asian migrants in England and by West German public service broadcasting on/for ‘Gastarbeiter’ (foreign workers) as well as for ‘Spätaussiedler’ (German repatriates from East Europe). Radio is studied as an agent of identity management and citizenship education. Not only did radio talk about migrants and migration to introduce these topics and the newcomers to the local population. It also offered airtime to selected migrant communities to cater for their needs and interests as well as to facilitate their difficulties of adjusting to an unfamiliar environment. 相似文献
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Degree in educational sciences. Technical adviser to the Centre for Curriculum Development of the Spanish Ministry of Education
and Science. Regional expert in special education at UNESCO's Regional Office for Education in Latin America and the Caribbean,
Santiago, Chile. 相似文献
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Gloria Dall’Alba 《高等教育研究与发展》2005,24(4):361-372
My aim in this paper is to theorize my teaching in a course for experienced university teachers, in a context of increased attention to such courses. My focus in the course is transforming and enhancing ways of being university teachers, through integrating knowing, acting and being. In other words, epistemology is not seen as an end in itself, but rather it is in the service of ontology. In the paper, I explore and illustrate how this focus on ontology is enacted in the course. 相似文献
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Marta Desimoni Teresa Gloria Scalisi Margherita Orsolini 《Learning and Instruction》2012,22(5):340-353
A sample of 170 Italian children was assessed for reading accuracy, reading speed, text comprehension and spelling in Grades 1 and 3 in order to investigate the concurrent and longitudinal relationships among literacy skills. Main results from multivariate analyses (regression, discriminant and path analyses) indicated that reading speed was the best predictor of later literacy and that spelling was the most stable measure and influenced text comprehension and reading speed. An asymmetry was also observed in the longitudinal relationship between reading and spelling errors, with reading errors predicting later spelling errors and a non-significant result in the opposite direction. 相似文献