Literacies and social practice: sociological perspectives on reading research     

Gemma Moss 《Education 3-13》2021,49(1):41-51

ABSTRACT

This article considers the distinctive contribution that sociological perspectives have made to understanding reading as a profoundly social and cultural activity, differentiated by the specifics of time and place. Literacy researchers, using a social lens, have sought to explore, explain and redress inequalities in access to and uses of literacy in its different forms. This has often meant championing pedagogies premised on dialogue and connection. Yet this may conflict with an emphasis in current policy on children mastering a relatively narrow skills-based definition of literacy as they begin to learn to read. The article explores how the tension points in the literacy curriculum, intensified in test-based accountability systems, can be navigated in this light.  相似文献   

Understanding visual and intertextual approaches in pedagogical and curriculum research: a pretext     

Julianne Moss 《International Journal of Inclusive Education》2013,17(4):379-388

In our globalised and hypertexual world, representations of curriculum reform are highly visual. The material world of these practices can be analysed through visual research methods. This paper is a pretext developed to explain the elements of the visual and intertextual approaches that can be applied in researching inclusive education through a curriculum focus. The pretext selectively situates recent developments in educational research that use visual methods as a part of the overall quest for ongoing conceptual and professional improvement of understanding a curriculum for all through practitioner and small‐scale research.  相似文献   

History of Broadcasting     

Nicholas Moss  Keith Geddes  Gordon Bussey  J.G. Q'Hara  W. Pricha  George H. Douglas 《Communication Booknotes Quarterly》2013,44(9-10):85-86

BBC TV PRESENTS A FIFTIETH ANNIVERSARY CELEBRATION by Nicholas Moss (London: BBC, 1986—about $8.00, paper)

THE HISTORY OF TELEVISION FROM EARLY DAYS TO THE PRESENT (same address as Burn's book on previous page—$50.00, Paper)

TELEVISION: THE FIRST FIFTY YEARS by Keith Geddes & Gordon Bussey (National Museum of Photography, Film, and Television, Prince's View, Bradford, West rorkshire BD5 0TR—also available at the Science Museum in London $3.00, paper)

HERTZ AND THE MAXWELL IANS by J.G. Q'Hara and W. Pricha (same publisher as Burns on previous page—$48.00)

THE EARLY DAYS OF RADIO BROADCASTING by George H. Douglas (McFariand Publishing, Box 611, Jefferson, NC 28640—$25.95)

THE RADIO COLLECTOR'S DIRECTORY AND PRICE GUIDE by Robert E. Grinder and George H. Fathauer (Ironwood Publishing, P.O. Box 8464, Scottsdale, AZ 85252—$15.95, paper)

NIXON AND THE POLITICS OF PUBLIC TELEVISION by David M. Stone (New York: Garland Publishing, 1985—$35.00)

VOICES OF THE GAME: THE FIRST FULL-SCALE OVERVIEW OF BASEBALL BROADCASTING, 1921 TO THE PRESENT by Curt Smith (Diamond Communications, P.O. Box 88, South Bend, IN. 46624—$22.95)  相似文献   

Informed consent among chronically ill elderly: Assessing its (in)adequacy and predictors     

Stephen C. Hines  Laurie Badzek  Alvin H. Moss 《Journal of Applied Communication Research》2013,41(3):151-169

Physicians are legally and ethically required to obtain informed consent from patients prior to providing medical care. However, the chronically ill elderly may poorly understand the facts that are needed for them to make informed choices, and they also may wish to avoid discussing potentially discouraging information. Interviews of 142 elderly hemodialysis patients were conducted to determine whether informed consent for performing dialysis had been obtained and to explore potential causes of inadequate informed consent. As predicted, most patients lacked information needed to render fully informed consent. However, when we examined potential causes for the very low levels of knowledge reported by patients, we found that patients’ education level, cognitive capacity, and willingness to discuss medical contingencies were stronger predictors of informed consent than were the communicative practices of doctors. Neither doctors’ willingness to promptly disclose the need for dialysis nor their willingness to discuss forgoing dialysis were related to any of the patient characteristics. Results suggest that obtaining fully informed consent for chronically ill elderly requires both a modification of doctors’ communication practices and greater adaptation to the cognitive capacity, education, and communication practices of the patient.  相似文献   

Evaluating Evidence‐Based Practice Behaviors in Team Contexts     

Julianne Manchester 《Performance Improvement》2013,52(7):24-31

The article explores the application of the Hall and Hord (2010) levels of use model to the context of interprofessional teams in health care settings. The discussion provides a framework for evaluating the progression of evidence‐based practice behaviors over time. Although several forms of guidance exist for measuring the strength and characteristics of health care teams, there do not appear to be frameworks in place for assessing the evolution of evidence‐based practices in a team context.  相似文献   

Administrators' Roles in Helping Teachers Use Formative Assessment Information     

Connie M. Moss  Susan M. Brookhart  Beverly A. Long 《教育实用测度》2013,26(3):205-218

Research on formative classroom assessment practices and professional development is richer at the classroom/teacher level than at the building/administrator level. Yet administrator leadership is known to be critical for school reforms, including a change to more formative, learning-oriented assessment practices. The researchers conducted an exploratory study using two years of data from a large, rural school district to describe administrators' learning as they participated in a professional development project designed to increase their knowledge and leadership of formative assessment. Teachers skilled at formative assessment, in the view of their administrators, shared learning targets with students in multiple ways and before, during, and after the lesson. The leadership of administrators was critical to the implementation of formative classroom assessment in their buildings. Administrators who became the leading learner focused their observations in classrooms more intently than before on what the students (not just the teachers) were doing. They understood formative assessment themselves, and their schools were the ones that made progress implementing formative assessment.  相似文献   

Sure start     

Peter Moss 《教育政策杂志》2013,28(5):631-634

This paper outlines what is involved in Sure Start, one of New Labour's key social policy interventions. It is argued that there are policy continuities with older redemptive policies which focus on young children. It is also argued that Sure Start could provide a bridgehead for a more socially democratic orientation into early childhood policy.  相似文献   

Renewed Hopes and Lost Opportunities: early childhood in the early years of the Labour Government     

Peter Moss 《Cambridge Journal of Education》1999,29(2):229-238

The first 2 years of the Labour government have seen unparalleled attention and resources devoted to early childhood services. However, behind the current flurry of activity, a larger opportunity may be slipping away: the opportunity to transform a neglected and incoherent confusion of services into an integrated and coherent early years service. Rather than thinking the unthinkable, government seems to have settled for a process of reform, opting for more and better of the same. Transformation required six major issues to be fully addressed: what constitutes early childhood: administrative integration; staffing; funding; the type of early childhood services that the UK needs; and identifying critical questions about early childhood and the purposes of early childhood services. So far, however, they have not been. Having waited years for change, it would have been better to have waited a bit longer for a White Paper setting out the vision of a transformed early childhood service and the steps needed to achieve that vision over the next 5 to 10 years  相似文献   

Call for papers for a Special Issue of Literacy: Reading for pleasure: supporting reader engagement     

Teresa Cremin  Gemma Moss 《Literacy》2016,50(3):174-174

  相似文献   

A perspective on due process in teacher evaluation     

Julianne Coleman  Stephen T. Schroth  Lisa Molinaro  Mark Green 《Journal of Personnel Evaluation in Education》1988,2(1):53-57

A perspective on due process in teacher evaluation  相似文献