Discourse analysis in classrooms: approaches to language and literacy research     

Laura Rutter Strickling 《Teaching Education》2013,24(4):429-432

This study reports the results of an innovative assignment in which preservice teachers’ mental representations were examined through drawing floor plans of an “ideal middle-level mathematics classroom.” The 41 middle-level mathematics preservice teachers created two floor plans, one at the beginning of the semester and the other for the course final. An essay was also submitted describing how the final floor plan addressed the National Council of Teachers of Mathematics principle of Teaching. Participants designed and described floor plans that encouraged the use of inquiry and hands-on activities and technology as instructional strategies, focused on student learning styles and individual needs, established a comfortable, organized and safe learning environment, demonstrated flexibility in grouping strategies, and encouraged communication between peers and with the teacher. The essays also suggest that the preservice teachers’ emerging teacher identity was influenced by professional experiences such as field placements and peer lessons.  相似文献   

Inter-organizational knowledge management in a coopetitive context in the aeronautic and space industry     

David?SalvetatEmail author  Micka?l?Géraudel  Sophie?d'Armagnac 《知识管理研究与实践》2013,11(3):265-277

Coopetition analyses the simultaneity of competitive and cooperative behaviours between rival firms. Scholars have focused their attention on strategic alliances, but specific coopetition issues are seldom addressed through in-depth studies. On the basis of inter-organizational relationships, coopetition provides partners with a competitive advantage by enhancing their knowledge creation and transfer, but exposes firms to the risk that rivals may capture their own knowledge. In this, it becomes necessary for firms to mix knowledge creation and transfer strategies with knowledge protection practices. This paper reports on a qualitative study of 37 firms and sheds light on the specific knowledge development process for the partners engaged in coopetition.  相似文献   

Teaching English as a Missionary Language     

Alastair Pennycook  Sophie Coutand-Marin 《Discourse: Studies in the Cultural Politics of Education》2003,24(3):337-353

Surveying the massive current project of teaching English as a missionary language, this article raises concerns about the scale and cultural politics of this work, as well as issues of trust and disclosure, and the implicit support it provides for furthering the global spread of English. We discuss various responses to this work, from the Christian evangelical and Christian service positions, to the liberal agnostic, secular humanistic and critical pedagogical. Unless we engage in debate over the various moral projects tied up with English language teaching, we argue, educators will be unable to establish the grounds for our choices between missionary, liberal or critical projects.  相似文献   

My Fair Metadata: Cataloging Legal Deposit Ebooks at the National Library of France     

Sophie Derrot 《Cataloging & classification quarterly》2016,54(8):583-592

French law on digital legal deposit covers websites and online content as well as ebooks. It imposes no obligation to produce a bibliography, indexing being sufficient. But despite their innovative characteristics, ebooks are still books, and their metadata is closer to that of printed materials than to the web indexing. To set up an ebook deposit workflow, the BnF benefits from its experience with digital documents and its tradition of legal deposit. This is to present the questions that it faces when dealing with the cataloging of ebooks and the management of their metadata, and the solutions that are emerging.  相似文献   

Effects of motivational regulation strategies on writing performance: a mediation model of self-regulated learning of writing in English as a second/foreign language     

Lin Sophie Teng  Lawrence Jun Zhang 《Metacognition and Learning》2018,13(2):213-240

Motivational regulation has long been recognized as an essential but insufficiently investigated aspect of self-regulated learning (SRL), especially in relation to learning English-as-a-foreign-language (EFL) writing. This study intends to fill the gap by investigating the predictive effect of motivational regulation strategies on EFL students’ writing performance mediated by SRL strategies. Data were collected from undergraduate students in mainland China (N = 512) through self-report questionnaires and an English writing test. Results of structural equation modeling (SEM) confirmed a partial mediation model in which motivational regulation strategies, as a whole, not only had direct and indirect effects on students’ writing performance but were also significantly correlated with their reported use of SRL strategies relating to cognition, metacognition, and social behavior. In addition, only cognitive and metacognitive strategies were found to be significant mediators in the model while social behavior strategies were not. The findings suggest that cumulative knowledge of motivational regulation is an antecedent of the reported use of other SRL strategies in affecting EFL writing performance. The inclusion of SRL strategies in the mediation model also contributes to a clear understanding of L2 writing processes within the SRL mechanism for improving writing outcomes.  相似文献   

To “uplift the Aborigine” or to “uphold” Aboriginal dignity and pride? Indigenous educational debates in 1960s Australia     

Sophie Rudolph 《Paedagogica Historica: International Journal of the History of Education》2019,55(1):152-165

Abstract

The 1960s in Australia was a politically turbulent time with assimilation policies being questioned by moves in various spheres, including education, to address inequality. The late 1960s also saw the emergence of activist responses to racism as well as the groundbreaking 1967 Referendum, which called for the alteration of two clauses within the Australian Constitution that discriminated against the Indigenous population. A few months after the Referendum was held, a conference called Aborigines and Education was convened at Monash University. Education was seen to be vital in addressing what was described as “profound educational disadvantage” experienced by Indigenous people. The debates that ensued show how education was imagined to be able to solve the problems Indigenous students were encountering. In this article I confine my interest to a selection of papers and examine the features of two distinctive discourses that emerge: that of “uplifting the Aborigine” and that of “upholding” Aboriginal dignity and pride. In doing this, I demonstrate how particular “race logics” were employed and contested in these debates. I argue that the insights garnered through analysis of these discourses offer opportunities for education research and practices that are in solidarity with the emancipatory goals of marginalised communities.  相似文献   

Nature, nurture, and development: from evangelism through science toward policy and practice     

Rutter M 《Child development》2002,73(1):1-21

During the second half of the 20th century there was an immense increase in both empirical findings on, and conceptual understanding of, the effects of nature, nurture, and developmental processes on psychological functioning--both normal and abnormal. Unfortunately, the good science has also been accompanied by excessive polarizing claims and by unwarranted extrapolations. This article provides a summary review of the real gains in knowledge, outlines some of the misleading claims, and notes the potential for research and for science-led improvements in policies and practice. The need to bring about a better interpretation of genetic, psychosocial, and developmental research strategies and theoretical concepts is emphasized.  相似文献   

International Students in Australia: Read ten thousand volumes of books and walk ten thousand miles     

Sophie Arkoudis  Ly Thi Tran 《Asia Pacific Journal of Education》2007,27(2):157-169

A number of international students, predominately from Asian countries, are present in universities in the UK, United States, and Australia. There is little research exploring their experiences as they negotiate the disciplinary requirements of their courses. This paper investigates students' agency as they write their first assignment for their Master's of Teaching English to Speakers of Other Languages course and the academics who teach them. Talk around texts and the positioning theory are used to analyse the data. It is argued that the students demonstrate strategic agency, which allows them to better understand the academic requirements of their disciplines. The analysis reveals the complexities involved in international students' adaptation to disciplinary discourse and the implications for teaching and learning in higher education.  相似文献   

Context-related problems and university students’ dropout intentions—the buffering effect of personal best goals     

Bardach  Lisa  Lüftenegger  Marko  Oczlon  Sophie  Spiel  Christiane  Schober  Barbara 《European Journal of Psychology of Education - EJPE》2020,35(2):477-493

This study investigates the effects of contextual and motivational factors as well as, crucially, their interaction in predicting university students’ dropout intentions. We focus on context-related problems in students’ degree program as contextual factors and students’ personal best goals (PB goals) as motivational factors. The sample of this study comprised 432 university students (74.3% female) enrolled in master’s degree programs at Austrian universities. Data was analyzed by means of structural equation modeling and latent moderated structural equation modeling. The results indicated that PB goals were negatively associated with dropout intentions, while context-related problems were positively associated with dropout intentions. In addition, the context-related problems × PB goals interaction effect proved significant and negatively predicted dropout intentions. By showing that the positive relation between context-related problems and dropout intentions can be reversed by increasing PB goals, we provide empirical evidence of the buffering effect of PB goals in the face of context-related problems.

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The effects of global severe privation on cognitive competence: extension and longitudinal follow-up. English and Romanian Adoptees Study Team     

O'Connor TG  Rutter M  Beckett C  Keaveney L  Kreppner JM 《Child development》2000,71(2):376-390

The current study extends previous research on a sample of children adopted into the United Kingdom following severe early deprivation and a comparison sample of nondeprived, within-country, early adoptees. We assessed 165 children adopted from Romania and 52 U.K. adoptees at age 6 years. Longitudinal data (at age 4 and 6 years) were available on 111 Romanian adoptees placed into U.K. homes before 24 months of age and on all U.K. adoptees. Results indicated that there was considerable catch-up among late-placed Romanian children from entry into the United Kingdom to age 6, but as a group they exhibited lower cognitive scores and general developmental impairment compared with earlier adopted Romanian children. In addition, the resilience suggested at the assessment at age 4 years was maintained longitudinally, but there was no further evidence of catch-up or recovery.  相似文献