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41.
Peet, M. C. and Robinson, D. (1978) The Critical Examination. Morris, Helen (1979). Where's That Poem? Swatridge, C. and S. (1979) The Biblio File: an Index of prose Passages. Raggett, Michael, Tutt, Christine, qnd Raggett, Patricia (Editors), (1979) Assessment and Testing of Reading: Problems and Practices. 相似文献
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Nadine M. Kalin Daniel T. Barney Rita L. Irwin 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):353-367
In this article we articulate a view of mentoring that extends into interactive and relational forms, fostering a redefinition of traditional roles and practices within mentor‐protégé models. From the perspectives of a senior administrator and two assistant professors, we revisit the mentoring spaces and relations within which we were engaged while working in an approach to arts‐based educational research known as a/r/tography during dissertation research projects. From our interconnected experiences, we propose a framing of the intersections between a/r/tographic research and mentorship informed by complexity thinking. We analyzed our work together while deconstructing the ways in which we have supported and unsettled each other. Through narrative inquiry we share reflections from dissertation research experiences, while also describing patterns of an emerging pedagogy of mentoring within higher education that we term complexity thinking mentorship. Borrowing from complexity theory, this conception of mentorship attends to the specific conditions of redundancy, decentralized control and diversity as being facilitative of evolving change and insight within graduate student research development. 相似文献
43.
Nadine Ehlers 《传播与批判/文化研究》2013,10(4):313-334
This article examines the intersectionality of law and race to argue that law, in its broadest understanding, has played a pivotal role in the performative constitution of racial subjects. This disciplinary regulation, which has operated to “fix” an individual within a racial status under law, has augmented the production of the individual as a raced subject. An analysis of Rhinelander v. Rhinelander, however, illuminates that a defiance of racial performative dictates can render “race” hidden in plain sight. This rendering represents an escape from the regulatory mechanisms of law, posing a counter‐power that threatens to disturb hegemonic whiteness. 相似文献
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M. Asif Khawaja Gangadhara B. Prusty Robin A.J. Ford Nadine Marcus Carol Russell 《European Journal of Engineering Education》2013,38(6):631-651
Online interactive systems offer the beguiling prospect of an improved environment for learning at minimum extra cost. We have developed online interactive tutorials that adapt the learning environment to the current learning status of each individual student. These Adaptive Tutorials (ATs) modify the tasks given to each student according to their previous responses. Feedback, assessment and remediation are also adapted. Over a three-year period we progressively blended ATs into notoriously challenging courses in introductory Engineering Mechanics. We assessed the impact of this initiative by reviewing three lines of data: (i) the built-in diagnostics of the system, (ii) changes in student grades from year-to-year and (iii) supplementary surveys. Generally, students liked the new blended system and grades improved. Detailed analysis revealed nuances in the measures of student learning, such as differences between high-performing and low-performing students. With these insights we are able to further adapt the system to meet the learning needs of our students. 相似文献
46.
In this classroom intervention study, reciprocal teaching (RT) of reading strategies was combined with explicit instruction in self-regulated learning (SRL) to promote the reading comprehension of fifth-grade students (N = 306). Twelve intact classes were randomly assigned either to an RT + SRL condition or to an RT condition without explicit instruction in self-regulation. Three additional classes served as a no-treatment comparison group. Strategies instruction was delivered by trained assistants in conventional German language lessons. Students practiced the application of these strategies in small groups. Both at posttest and at maintenance (8 weeks after the intervention), students in the two intervention conditions (RT and RT + SRL) outperformed comparison students in measures of reading comprehension, strategy-related task performance, and self-efficacy for reading. Relative to RT students, students in the RT + SRL condition were better able to maintain training-induced performance gains over the follow-up interval. A moderated mediation analysis revealed that this difference in the sustainability of the two treatments was (a) mediated by the successful mastery of the learned strategies and (b) most evident among students with poor reading fluency skills. 相似文献
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