Editorial Note     

Susanne K. Clement  Judith M. Nixon 《资料收集管理》2018,43(2):87-88

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Editorial Note     

Judith M. Nixon  Susanne K. Clement 《资料收集管理》2018,43(1):1-2

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Trends in Cultural Journalism     

Annemarie Kersten  Susanne Janssen 《Journalism Practice》2017,11(7):840-856

Various studies report that cultural journalism increasingly focuses on service and entertainment instead of serious arts coverage. The press prioritizes popular culture over traditional high arts to a growing extent. However, this shift in journalistic attention does not necessarily signify a straightforward decline in aesthetic standards, as popular cultural forms like film have developed along the lines of high art principles in the past decades. This article charts trends in American, Dutch, French, and German film journalism between 1955 and 2005. It demonstrates that coverage is typified by a serious aesthetic approach from the 1970s onwards. The principles of art are seen to steer journalists’ attention to an important degree: the review remains the predominant journalistic genre, and newspapers devote more attention to films by prestigious directors than strictly commercial moviemakers. As such, film’s prominence in the press does not seem to indicate a decline in serious cultural journalism but rather a revaluation of a popular cultural form.  相似文献   

Editorial     

Erik de Graaff  Esat Alpay  Jonte Bernhard  Susanne Ihsen  Anette Kolmos 《European Journal of Engineering Education》2012,37(1):1-2

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Interesting times: a short introduction from the new editorial team of Gender and Education     

Carol Taylor  Susanne Gannon  Jayne Osgood  Kathryn Scantlebury 《Gender and education》2016,28(7):821-822

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Neo-liberalism and universal state education: the cases of Denmark,Norway and Sweden 1980–2011     

Susanne Wiborg 《比较教育学》2013,49(4):407-423

This article investigates neo-liberal policy on education in Denmark, Norway and Sweden. Traditionally, the edifice of the education system in these Scandinavian countries has been built on egalitarian values, but over the last 20 years they have increasingly adopted market-led reforms of education. The extent of neo-liberal policy varies between the countries. Denmark and Norway have remained more hostile toward such policies, thus protecting the education system from extensive deregulation and privatisation. Conversely, in Sweden a greater credence has been given to market forces, allowing private providers to play a much more significant role in delivering education services. This variation in neo-liberal policy on education in Scandinavia is usually ascribed to the increasing power of the Right. However, this article differs from most other education research in that it argues, on the contrary, that the answer is to be found mainly within the social democratic parties themselves.  相似文献   

INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS          下载免费PDF全文

Lisa Paleczek  Susanne Seifert  Barbara Gasteiger‐Klicpera 《Psychology in the schools》2017,54(3):228-245

The present study aims at examining variables (at individual and class level) that influence the accuracy of teacher judgments of second and third graders’ reading abilities (decoding and reading comprehension). Data of 1,468 students and 86 teachers were collected. Due to the nested structure of the data, multilevel regression analyses were applied. Results revealed about 5% of the variance in judgment accuracy at class level. Generally, teachers judged reading comprehension abilities more accurately than decoding abilities. Low‐achieving students’ abilities, though, were judged less accurately. Accuracy in judging decoding was higher in small classes and in students with special educational needs. Accuracy in judging reading comprehension grew along the years (higher in Grade 3 and at the end of the academic year). Additionally, teachers judged second language learners' reading comprehension less accurately. The results are discussed in the light of implications for teacher training.  相似文献   

For Love of the Word: English Teaching,Affect and Writing1     

Susanne Gannon  Cristyn Davies 《Changing English: An International Journal of English Teaching》2007,14(1):87-98

Research in the UK, USA and Australia confirms that secondary English practising and pre‐service teachers are typically characterised as great readers. Indeed the subject position of English teacher entails a ‘love’ of reading (Peel, R., Patterson, A. & Gerlach (Eds), 2000 Peel, R. 2000. “Beliefs about ‘English’, in England,”. In Questions of English: Ethics, Aesthetics, Rhetoric and the Formation of the Subject in England, Australia and the United States, Edited by: Peel, R, Patterson, A and Gerlach. 116–188. London: Routledge/Falmer.  [Google Scholar]). However there is no corollary with writing. Few English teachers are simultaneously ‘writers’ in any sustained, pleasurable or publicly successful ways. This paper examines data gathered from pre‐service secondary English teachers and from experienced teachers who are also writers about their own writing practices and experiences and looks at the relationship between these issues of affect and pedagogy. Embodied and positive affects—characterised as ‘love’, ‘passion’ and ‘immersion’ in writing—are prominent features of the stories told by accomplished writers. Love of ‘the word’, including a love of reading, and a productive tension between form and freedom, are further threads in the discursive textures of their stories of coming to writing.  相似文献   

Investigating changes in self-evaluation of technical competences in the serious game Serena Supergreen: Findings,challenges and lessons learned     

Kapp  Felix  Spangenberger  Pia  Kruse  Linda  Narciss  Susanne 《Metacognition and Learning》2019,14(3):387-411

Metacognition and Learning - Self-evaluation of one’s competences is considered a core factor in various domains of human functioning, including learning and instruction, as well as academic...  相似文献   

Interdisciplinary education in comprehensive school： Can a deep understanding occur？     

Sonja Andersson  Susanne Bergstrom-Nyberg  Martina Dumbrajs  Sivbritt Dumbrajs  Victoria Martelin  Tove Westerlund 《美中教育评论》2010,7(9):34-46

The authors investigate how disciplines at school. Interdisciplinarity can be addressing a topic that is too broad to be understanding of the topic, the process going an integrative approach can be applied to teaching of different defined as a process of answering a question, solving a problem or dealt with by a single discipline. In addition to an integrated on inside the learner interests the authors. Unsuspected abilities, development of new views of the world and new commitment may emerge. Constructivism and narration, together with the socio-cultural theory of learning, form the background of the teaching and learning processes. The curriculum will integrate between subjects and recommends work in small groups to develop students＇ social capacities. The collaborative problem-solving approach, while including telling and re-telling features, allows students of natural sciences to hypothesize and test hypotheses using scientific methods. The target audience of this paper is class teachers and subject teachers in comprehensive schools （Grades 1-9）. The research questions are： Do students that undergo integrative education work think and problem-solve in different ways compared to when partaking in standard instruction？ Can they develop a deep understanding of the topic they are studying？ The authors plan to present story re-telling and visualization activities in groups concerning one theme： eggs. The topic covers arts, foreign languages, mathematics and science. Such an approach strengthens students＇ understanding of the disciplines themselves. It is hoped that this work can be useful for teachers that are interested in giving their students a more holistic view of their life world.  相似文献