Centuries of Change: Movement's Many Faces     

Joan Paul 《Quest (Human Kinetics)》2013,65(4):531-545

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The third shadow and hybrid genres: horror,humor, gender,and race in Alien Resurrection     

Caroline Joan S. Picart 《传播与批判/文化研究》2013,10(4):335-354

Alien Resurrection (1997) heightens the movements across dark humor and horror, and enables more pronounced and complex conjunctions across the three types of shadows put forward by Rushing/Frentz and Picart, particularly in the case of the monstrous female characters like Ripley and Call. These characters bisociate the realms of first shadow (female bodies), second shadow (products of technology), and third shadow (fearsome female freedom fighters). Nevertheless, both live—a rarity among Frankensteinian cinemyths. Alien Resurrection enables us to glimpse, through a glass darkly, other ways in which the gendered and raced complexities of the Frankenstein cinematic myth may be traced.  相似文献   

'It was Better than Sitting in a Group and Talking'. An Evaluation of a Film-Making Project with Young People in Trouble or 'At Risk' in School     

Gillean McCluskey  Researcher    Gwynedd Lloyd  Head of Educational Studies    Joan Stead  Senior Research Fellow 《Pastoral Care in Education》2004,22(4):34-39

This paper will explore some issues raised by an evaluation of a Scottish video making project which works with young people in trouble or 'at risk' in school. In the paper we reflect on the problems of evaluating work with troubled and troublesome pupils and on the difficulties of both collecting and presenting appropriate evidence. It offers a contribution to continuing debates over educational exclusion and inclusion and to the research literature on strategies for supporting young people in school. The paper also raises key questions about the planning and evaluating of support services for young people by schools.  相似文献   

Writing for children: A social engagement?     

Gillian Avery  Alec Lea  Joan G Robinson  Roy Brown 《Children‘s Literature in Education》1971,2(3):17-30

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National identity,social institutions and political values. The case of FC Barcelona and Catalonia from an intergenerational comparison     

Joan Barceló  Peter Clinton  Carles Samper Seró 《Soccer & Society》2015,16(4):469-481

Using the case of FC Barcelona and Catalonia, this paper examines the relationship between national identity, social institutions and political values. Through different methods of qualitative research, we present an intergenerational comparison between age cohorts to capture continuities and discontinuities in the discursive linkage between FC Barcelona and national feelings of belonging. As the context has changed, the identity construction process should have changed in conjunction with it. The results point to how the old cohort tended to use Barça, as an escape valve, intertwined with Catalan nationalism and political freedom. In contrast, the young ones reproduce the old discourse leaving aside those political values formerly attached to the idea of Barça.  相似文献   

Educating child practitioners: a (re)turn to the university disciplines     

Joan Forbes  Elspeth McCartney 《Discourse: Studies in the Cultural Politics of Education》2015,36(1):144-159

This paper analyses a specific disjunctive policy space in Scotland involving the current key children's social and educational policy agenda, Getting it Right for Every Child (GIRFEC), and a recent national report on teacher education, the ‘Donaldson Report’. In four main parts, the paper first introduces and applies in policy review and analysis a capitals frame to identify the policy–practice discontinuities currently inherent in the ‘GIRFEC-child practitioner education’ policy space, exemplified by the Donaldson Report. Then, the same capitals frame is applied to examine the capitals resources demanded in the particular ‘child–child practitioner education’ policy space previously delineated. Next, examples of policy disconnects amongst current child practice and practitioner education policy production and implementation, which warrant a concerted integrative cross-sector project to ensure coherent social and intellectual capital relations at all levels, are discussed. Finally, the paper calls for the governing professional registration bodies and universities involved in the education of child-sector practitioners to engage in the redesign of university programmes underpinned by principles of transdisciplinarity and transprofessionalism. The methodology is policy sociology and policy text analysis.  相似文献   

Talking Together,Learning Together: The Story of English PGCE Student Teachers’ Adventures in Classics     

Lorna Smith  Joan Foley 《Changing English: An International Journal of English Teaching》2015,22(1):60-71

This article reports on the first two phases of a project to promote the classics through English at Key Stage 3, a scion of the Cambridge Schools Classics Project. We discuss the primary importance of speaking and listening in the English classroom both for the individual and the collective, and reflect on the power and importance of using classic tales in English as a means of promoting good-quality oracy. We comment on the precarious position of both oracy and story in the 2014 national curriculum. We report on the impact of a project during which student teachers were introduced to classical oral storytelling and encouraged to use it in their teaching. Findings suggest that the student teachers recognised oracy and storytelling as fundamental to their developing pedagogy and that they saw the need to promote oracy.  相似文献   

Chapter VII. Atypical Patterns of Early Attachment: Discussion and Future Directions     

Douglas Barnett  Christine M. Butler  & Joan I. Vondra 《Monographs of the Society for Research in Child Development》1999,64(3):172-192

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English Language Learners and Learning Disabilities: Research Agenda and Implications for Practice     

Peggy McCardle  Joan Mele‐McCarthy  Kathleen Leos 《Learning disabilities research & practice》2005,20(1):68-78

Although little is known about learning disabilities (LDs) in English language learners (ELLs), there is a substantial knowledge base about the identification, assessment, and intervention of and for LDs in monolingual native English‐speaking students. Building on this knowledge, participants at an October 2003 National Symposium on Learning Disabilities in English Language Learners were asked to suggest research questions, priorities, and suggestions on how to build the necessary infrastructure to address critical research needs. In the discussions that took place, important themes emerged: (1) identification and assessment of LD and/or reading disabilities (RD) in ELLs (ELL/Ds), (2) understanding of the language and literacy developmental trajectories of ELLs, (3) understanding of the individual and contextual factors affecting outcomes, (4) the intersection of all of these areas with neurobiology, and (5) developing and testing the effectiveness of interventions for learning disabilities in ELL/Ds. These themes, and the research agenda that was forged around them, are presented. In addition, the practice implications of this agenda are presented, along with some suggestions for current practice while we await future research findings.  相似文献   

Robert J. Richards,The Romantic Conception of Life: Science and Philosophy in the Age of Goethe. Chicago: University of Chicago Press, 2002; Astrida Orle Tantillo,The Will to Create: Goethe's Philosophy of Nature. Pittsburgh: University of Pittsburgh Press, 2002     

Steigerwald  Joan 《Metascience》2003,12(3):305-311

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