Toward an Expanded Understanding of Two-Way Bilingual Immersion Education: Constructing Identity through a Critical,Additive Bilingual/Bicultural Pedagogy     

Sharon Adelman Reyes  Trina Lynn Vallone 《Multicultural Perspectives》2013,15(3):3-11

This literature review will take a focused look at the three currently accepted theoretical foundations upon which two-way bilingual immersion programs are based. Through an examination of research on identity construction in childhood and adolescence, particularly as seen through a critical pedagogical lens, it proposes that there exists a fourth and relatively unexamined component: identity construction. Further, it postulates that identity construction is of particular relevance to linguistic minority students.  相似文献   

Knee extensor and flexor torque development with concentric and eccentric isokinetic training     

Miller LE  Pierson LM  Nickols-Richardson SM  Wootten DF  Selmon SE  Ramp WK  Herbert WG 《Research quarterly for exercise and sport》2006,77(1):58-63

This study assessed muscular torque and rate of torque development following concentric (CON) or eccentric (ECC) isokinetic training. Thirty-eight women were randomly assigned to either CON or ECC training groups. Training consisted of knee extension and flexion of the nondominant leg three times per week for 20 weeks (SD = 1). Eccentric training increased ECC knee extension and flexion peak torque more than CON training. The ECC group improved acceleration time and time to peak torque with ECC movements versus the CON group. Slow-velocity ECC isokinetic training yielded greater ECC and similar CON torque development gains versus CON training over the course of 20 weeks in young women.  相似文献   

Effects of AM3 (Inmunoferon) on increased serum concentrations of interleukin-6 and tumour necrosis factor receptors I and II in cyclists     

Cordova A  Monserrat J  Villa G  Reyes E  Soto MA 《Journal of sports sciences》2006,24(6):565-573

The aims of this study were to examine the changes in plasma concentrations of inflammatory cytokines induced by training and competition in professional cyclists. We report the serum concentrations of interleukin-6 (IL-6), tumour necrosis factor alpha (TNF-a), tumour necrosis factor receptors I and II (TNFR-I and -II) in a prospective, randomized, double-blind trial involving the administration of AM3 (Inmunoferon), an oral booster immunomodulator, or placebo to 16 professional cyclists (n = 8 in each group) for 65 consecutive days. Serum was collected just before treatment began (baseline), at the end of pre-competition training, before the mountain stage of the competition (60 days), 4 h after finishing this stage (62 days), and 18 h after the fifth and last day of competition (65 days). To determine the normal levels of cytokines and soluble TNF receptors, individual samples from 14 moderately trained healthy controls were studied. After 60 days of training, the serum concentrations of IL-6 did not differ significantly from those at the beginning of the study for either group of cyclists (placebo and AM3). A significant rise was seen in IL-6 concentrations in both the AM3 and placebo groups at 62 days, 4 h after finishing the mountain stage. The increase was significantly greater in the placebo group than in the AM3 group. At 65 days of treatment, 18 h after the fifth and last day of competition, IL-6 concentrations were similar to those recorded at the end of the training, but were significantly higher in the placebo group than in the AM3 group. At the end of training, serum TNFR-I concentrations in both groups of cyclists were significantly lower than at baseline. The concentrations of serum TNFR-I and -II both 4 h after finishing the mountain stage and 18 h after the fifth and last day of competition were significantly higher than those recorded after training in both groups. Professional cycling competition is associated with increases in serum IL-6 and TNFR-I and -II concentrations. Inmunoferon treatment reduced significantly the concentrations of IL-6 but not those of TNFR-I and -II.  相似文献   

Report of the action caucus on teacher certification standards     

Sharon A. Ratliffe 《Communication Studies》2013,64(4):319-321

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Curriculum innovation within an evaluative state: issues of risk and regulation     

David Halpin  Marny Dickson  Sally Power  Geoff Whitty  Sharon Gewirtz 《Curriculum Journal》2013,24(3):197-206

The English EAZ experience illustrates the difficulties of developing an innovative, responsive and inclusive curriculum within an evaluative state characterized by high stakes testing. Consequently, while government exhortations to ‘raise standards’, ‘innovate’ and ‘promote social inclusion’ clearly serve an important rhetorical function, they may underestimate the challenges involved and overestimate the capacity of schools within disadvantaged areas to ‘make a difference’.  相似文献   

Writing for Social Scientists: How to Start and Finish Tour Thesis,Book, or Article.     

Sharon ABBEY Bev BAILEY  Jane Dubrick  Kathleen Moore  Joyce Nyhof-YOUNG  Erminia Pedretti  Ron Saranchuk 《International journal of qualitative studies in education》2013,26(1):101-102

Underlined by the belief that teachers' critical awareness of their actions is a vital issue in education, this study examines the insights that evolved from a long-term collaboration among seven doctoral students. To prepare for our comprehensive examinations, we collaborated as a study group for one and one-half years. Adopting the dual roles of listener-researcher and narrator-participant, we engaged in dialogue and narrative to convey to each other the meaning of our collaborative experiences. From grounded theory analysis, four elements of collaboration emerged: logistics, social dynamics, empowerment, and change. In order to convey the meaning of our experiences, we create a multiplicity of meanings based on our diverse and lived personal narratives. Finally, our collaborative process challenges academic administrations to examine how well their current policies encourage personal autonomy and cooperative learning approaches for students involved in preparing for their comprehensive examinations.  相似文献   

The Innovative School: Organization and Instruction     

Deborah Cutchin  J. Sharon Sherman 《School Effectiveness & School Improvement》2013,24(3):347-352

Researchers in the area of educational effectiveness should attempt to develop a new theoretical framework. A critical analysis of the current models of educational effectiveness research is provided and reveals that a dynamic model of effectiveness must: (a) be multilevel in nature, (b) be based on the assumption that the relation of some effectiveness factors with achievement may be curvilinear, (c) illustrate the dimensions upon which the measurement of each effectiveness factor should be based, and (d) define relations among the effectiveness factors. In principle, each factor that refers to the classroom, school, and system, can be measured by taking into account five dimensions: frequency, focus, stage, quality, and differentiation. Examples of measuring effectiveness factors operating at different levels using these 5 dimensions are given. More attention in describing in detail factors associated with teacher behaviour in the classroom is given, since this is seen as the starting point for the development and the testing of the dynamic model. Finally, suggestions for the next steps in the development of other parts of the model are provided.  相似文献   

Complicity and control in the workplace: a critical case study of TQM,learning, and the management of knowledge     

Fred M. Schied  Vicki K. Carter  Judith A. Preston  Sharon L. Howell 《International Journal of Lifelong Education》2013,32(3):157-172

This article analyses how a Total Quality Management process with an embedded workplace literacy programme was implemented in an industrial manufacturing plant. Designed as an insider/outsider team research project, data were collected through interviews with management personnel, education and training providers, and hourly workers. Findings reveal that the Total Quality Management process and the literacy programme were implemented under the guise of providing education and training for workers, but were driven by corporate policy to reduce labour costs. The study also examines the way in which adult education was complicit in controlling workplace knowledge.  相似文献   

Cloning the Blairs: New Labour's programme for the re-socialization of working-class parents     

Sharon Gewirtz 《教育政策杂志》2013,28(4):365-378

In his speech to the Confederation of British Industry (CBI) in July 1999, the UK Secretary of State for Education, David Blunkett, set out New Labour's vision for a system of education in which there is ‘excellence for the many not just the few’. He outlined what is essentially a bi-focal strategy for achieving this vision. The first focus is on the education system itself, the structures and practices that New Labour believes need to be in place if schools and services are going to meet the needs of all children and not just a privileged minority. The second focus is on the need to promote ‘a culture of achievement’, as, according to Blunkett, the vision ‘depends on changing attitudes as well as the system itself’. This paper focuses on this second strategy, more specifically the government's attempts to change the attitudes of parents. It is argued that this strategy aims to eradicate class differences by reconstructing and transforming working-class parents into middle-class ones, that it represents possibly the most important and far-reaching aspect of New Labour's policy agenda, and that it has not so far received the attention it deserves. The paper is in two parts. The first part sets out what is involved in New Labour's programme of re-socialization and explores the mechanisms by which New Labour is attempting to universalize the values, attitudes and behaviour of a certain fraction of middle-class parents. The second part develops a critique of this programme.  相似文献   

12. Educational politics and policy: and the game goes on     

Jay D. Scribner  Pedro Reyes  Lance D. Fusarelli 《教育政策杂志》2013,28(5):201-212

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