Troublesome knowledge: why don't they understand?     

Sophie Hill 《Health information and libraries journal》2010,27(1):80-83

  相似文献   

Xavier Greffe,Artistes et marchés     

Sophie Ragot 《Journal of Cultural Economics》2009,33(1):79-83

  相似文献   

Forging an identity as a linguistic minority: Intra- and intergroup aspects of language,communication and identity in Western Canada     

Sophie Gaudet  Richard Clément 《Int J Intercult Relat》2009,33(3):213-227

Language has often been understood as the carrier of culture [Chiu, C. H., & Chen, J. (2004). Symbols and interactions: Application of the CCC model to culture, language, and social identity. In S. H. Ng, C. N. Candlin, & C. H. Chui (Eds.), Language matters: Communication, culture, and identity (pp. 155–182). Hong Kong: City University of Hong Kong Press; Fishman, J. A. (1977). Language and ethnicity. In H. Giles (Ed.), Language, ethnicity and intergroup relations (pp. 15–57). London: Academic Press]. Contact with other cultural groups, however, effects many changes to the social context and linguistic répertoire of minority group members (e.g. [Phinney, J. S. (2003). Ethnic identity and acculturation. In K. M. Chun, P. B. Organista, & G. Marín (Eds.), Acculturation: Advances in theory, measurement, and applied research (pp. 63–81). Washington, DC: American Psychological Association]). While there is a link between language and culture, there is still a lack of firm understanding regarding the dynamics that surround the relationship between language, group interactions, and acculturative outcomes. The goal of this study is, therefore, to further delve into the components of social interactions and communication to map out these processes. A total of 218 Francophone students enrolled in French schools in Saskatchewan completed a questionnaire assessing their psychological adjustment, ethnic identity, social support, communication networks, intergroup contact, and linguistic confidence. The results indicated that social interactions with both the in- and outgroup were important for identity maintenance, adoption, and adjustment. The relevance of communication networks and social support in acculturative situations is discussed.  相似文献   

记得我吗?   总被引：1，自引：0，他引：1  

Sophie Kinsella 《海外英语》2008,(5):47-47

[abstract]提要28岁的LexiSmart醒来时,发现自己身处医院,修了完美的牙齿,恢复了健康的体魄。在一次车祸中幸存下来的Lexi忘掉了整整3年的记忆,而这本书就是讲述她如何找回记忆,以及迎接新生活的历程。下面选的这段是本书的第一段,以第一人称的身份描述了刚刚醒来的Lexi的心理活动。  相似文献   

Deaf Students and Higher Education in the United Kingdom     

Sophie Corlett 《欧洲特需教育杂志》2013,28(3):219-230

Abstract

In the United Kingdom, 233 higher education institutions were surveyed in 1988 and 1989 providing 166 returns. The survey sought information on equal opportunities policies, provision of technical support, the availability of support personnel and interpreters, funding arrangements, and the numbers of deaf students within higher education (HE). With a few notable exceptions, the returns showed a generally poor level of services available to deaf students, an ignorance of the required support needs and a low representation of deaf people within HE. The need for positive action seemed to be least recognized within teacher training colleges. The study also highlighted the absence of any monitoring of deaf or disabled students within HE. Several suggestions are made on how policies and practices in institutions could be changed to widen access to this group of students.  相似文献   

Introduction to the Special Section on The Effects of Early Experience on Development     

Nathan A. Fox  Michael Rutter 《Child development》2010,81(1):23-27

  相似文献   

VIII. POSTADOPTION ENVIRONMENTAL FEATURES     

Jennifer Castle  Celia Beckett  Michael Rutter  Edmund J. Sonuga‐Barke 《Monographs of the Society for Research in Child Development》2010,75(1):167-186

  相似文献   

X. CONCLUSIONS: OVERVIEW OF FINDINGS FROM THE ERA STUDY, INFERENCES, AND RESEARCH IMPLICATIONS     

Michael Rutter  Edmund J. Sonuga‐Barke 《Monographs of the Society for Research in Child Development》2010,75(1):212-229

  相似文献   

Teachers' situation-specific mastery experiences: teacher,student group and lesson effects     

Lars-Erik Malmberg  Hazel Hagger  Sophie Webster 《European Journal of Psychology of Education - EJPE》2014,29(3):429-451

Following a model on the cyclical nature of teacher (“trait”) self-efficacy and context-, task- and situation-specific (“state”) mastery experiences (TSSME), we investigated the variability and effects of lesson characteristics (e.g. lesson sequence), student group characteristics (e.g. proportion of students receiving free school meals) and teacher characteristics (e.g. teacher experience) on teachers' situation-specific mastery experience. Forty-three teachers reported on 1,055 lessons in 385 student groups using electronic questionnaires in Personal Digital Assistants during a period of 2 weeks. Two domains of TSSME (support of learning and organisation of classrooms) and perception of students (engagement and behaviour) were found. Multilevel models found roughly a quarter of the variance in TSSME between teachers, a quarter between student groups and half between lessons. Student group characteristics differentially predicted TSSME. Perceived student engagement was more predictive of TSSME than perceived student behaviour. More experienced and high-efficacy teachers had higher TSSME. The findings have implications for our understanding of teachers' everyday practice with different student groups.  相似文献   

Drawing out the value of the visual: children and young people theorizing time through art and narrative     

Sophie Rudolph  Susan Wright 《课程研究杂志》2013,45(4):486-507

This article examines the role that drawing can play in enabling children and young people to theorize concepts of time. In two, independent Australian research projects, children aged between 5 and 8 years were asked to respond to the question, ‘What might the future be like?’, while 12–14 year olds were asked, ‘What does history look like?’ There are points of connection and convergence in the analysis of the drawings and the ways in which the children articulate their visual representations of temporality to demonstrate deep and philosophical insights. This research illuminates possibilities for both the value of art practices in learning and the capacity for such approaches in schools. It disrupts narrow visions of neoliberal policy that privileges the teaching of literacy and numeracy in schools and seeks to transform children and youth into particular citizens for the future. We argue that expanding our view of the use and value of visual forms of learning and expression can contribute to a more layered and complex understanding of the capacities of children and young people. Further, this research contributes to better understanding of how students navigate challenging local curriculum and school terrain as they are increasingly posited as global citizens.  相似文献