Capitalism,Race, and the Role of Schools in Social Transformation: A Response          下载免费PDF全文

Pauline Lipman 《Educational theory》2015,65(3):341-349

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Correction of speech defects in a public school system     

Pauline B. Camp 《Quarterly Journal of Speech》2013,99(4):304-309

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Vicarious Comsumption: Food,Television and the Ambiguity of Modernity     

Pauline Adema 《Journal of American culture (Malden, Mass. : 2003)》2000,23(3):113-123

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A Review of “Cataloging and Classification: An Introduction”     

Pauline Cochrane  Kathryn La Barre 《Cataloging & classification quarterly》2013,51(3):331-333

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Animal Antics in Children's Literature     

Pauline Davey Zeece 《Early Childhood Education Journal》1998,26(1):35-38

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Mrs Trimmer's Plan of Appropriate Instruction: a revisionist view of her textbooks     

Pauline Heath 《History of education》2013,42(4):385-400

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Disasters!     

Pauline Davey Zeece 《Early Childhood Education Journal》1998,25(3):189-192

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Reciprocal elucidation: a student-led pedagogy in multidisciplinary undergraduate research conferences     

Helen Walkington  Jennifer Hill  Pauline E. Kneale 《高等教育研究与发展》2017,36(2):416-429

There is no previous study of the benefits of attending a national multidisciplinary conference dedicated to undergraduate researchers, despite the growing number of such conferences internationally. This paper addresses the gap in knowledge of the learning gains from these conferences, and reveals a student driven learning process, a multidisciplinary signature pedagogy. It presents the results of 90 in-depth interviews with student conference participants conducted over three consecutive years of a multidisciplinary National Conference of Undergraduate Research (2012–2014). This paper uniquely captures the student voice on their perceived learning gains from this experience. The results reveal that some students co-create a pedagogy of Foucauldian reciprocal elucidation, through a sense of ‘unfinishedness’, allowing them to reflect on their own learning in the light of divergent perspectives, questions and frames of reference. Bidirectional exchange of ideas and insights enabled students to ask and answer questions that transformed each other’s thinking, allowing them to arrive at understandings they could not have achieved by themselves. The opportunity to present research in an authentic setting beyond disciplinary and institutional contexts developed students’ skills and confidence, giving additional value over and above the recognised benefits of engaging in research. The undergraduate research conference is framed as a threshold experience for the development of self-authorship. Significant implications for practice include supporting constructive dialogues between students and the creation of authentic and professional multidisciplinary contexts for sharing research.  相似文献   

“How do I remember when I got my dog?” The structure and development of children’s metamemory     

Kristina Fritz  Pauline Howie  Sabina Kleitman 《Metacognition and Learning》2010,5(2):207-228

Kreutzer et al.’s (Monographs of the Society for Research in Child Development 40(1):1–60, 1975) metamemory interview has been widely used in children’s metamemory literature, yet the psychometric properties of the measure have yet to be reported, and the format and language of some subtests may pose problems for young children. Researchers often combine subtests with other tests purported to measure metamemory, yet there is little empirical data regarding how these subtests relate. It has been proposed that metamemory is comprised of distinct procedural and declarative components, but this has not been empirically tested in young children. Therefore, the two studies reported here aimed to adapt Kreutzer et al.’s interview to increase its developmental appropriateness, to examine the relationship between the interview subtests, to add subtests that purport to test procedural metamemory, and then to examine the factor structure of the resulting scores and investigate how metamemory changes with age across the elementary school years. The results suggest that the adapted versions of the subtests are generally less contaminated by language ability, especially for the younger children. Factor analysis indicated the presence of two declarative metamemory factors and one procedural metamemory factor. Both declarative factors followed a similar developmental trajectory, increasing steadily from early to late elementary school age, whereas procedural metamemory increased significantly between Grades 1 and 3 only.  相似文献   

Children and Young Adult Readers in Morocco     

Yacine Retnani  Pauline Dod 《Publishing Research Quarterly》2010,26(3):202-209

The development of the publishing industry for children and young adults is very recent in Morocco. Indeed it was in the 1980s that people became aware of its importance for future generations. The first national publications were mainly in Arabic language, stories were very short, books were of paperback format and the subjects were very much dominated by moral, social and religious didacticism. In the late 1990s, publishers started being more and more concerned with the appearance of the book (size, cover, illustrations, topic, etc.) and there are nowadays two publishers specialized only in children’s books—Yanbow al Kitab and Yomad—who produce books that respond to international norms. They are both very active in promoting reading and especially allowing children from disadvantaged social backgrounds to have access to books, price being a main constraint for those children. But there is still a lack of publishers specialized in children’s books in Morocco (two publishers for the whole country), not enough pleasant reading spaces and no real government policy to allow mass access by making books cheaper.  相似文献