Review of Shaping Science with Rhetoric: The Cases of Dobzhansky, Schrödinger, and Wilson     

Michael G. Moran 《Technical Communication Quarterly》2003,12(3):343-345

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A Fantasy-Theme Analysis of Arthur Barlowe's 1584 Discourse on Virginia: The First English Commercial Report Written about North America from Direct Experience     

Michael G. Moran 《Technical Communication Quarterly》2002,11(1):31-59

In 1584 Walter Raleigh received from Queen Elizabeth letters patent to colonize any region of North America not possessed by a Christian prince. In that same year he sent a reconnaissance fleet of two ships to explore the area surrounding Roanoke Island on what is now the Outer Banks of North Carolina. When the ships returned to England, Arthur Barlowe, probably with some help from Raleigh and others, produced his “Discourse”, which is the first English commercial report written about any place in North America based on careful reconnaissance. Using fantasy-theme methodology, this article examines the persuasive strategies that the report uses in its attempt to attract a larger group of English merchants, colonists, government officials, and adventurers to Raleigh's project.  相似文献   

发展观念中的怀旧心理     

邓默燃 《玉溪师范学院学报》2001,17(5):29-31

人们应当调整怀旧心理,树立正确的人生观,用发展眼光看待改革、支持改革,保证改革的顺利推进.  相似文献   

After behaviourism,navigationism?     

Seán Moran 《Irish Educational Studies》2013,32(3):209-221

Two previous articles in this journal advocate the greater use of a behaviourist methodology called ‘Precision Teaching’ (PT). From a position located within virtue ethics, this article argues that the technical feat of raising narrowly defined performance in mathematics and other subjects is not sufficient justification for the extensive use of behaviourist techniques such as this. The article uses ideas drawn from ancient Egyptian mythology as well as some more familiar Greek philosophy, to raise broader questions about the wisdom of relying too heavily on technical rationality in present-day educational practice. The polemical intent is to dismiss unreflective behaviourism and to offer a brief glimpse of a very new educational paradigm: ‘navigationism’.  相似文献   

STILL TO COME     

Gabriel Moran 《Religious education (Chicago, Ill.)》2013,108(4):495-502

The hundredth anniversary of any organization's founding is an occasion for celebration. At the least, one can celebrate the organization's longevity in surviving for a whole century. The organization has to be doing something right to exist that long. The Religious Education Association has done many good things in its hundred years of existence. These things should be remembered and praised.  相似文献   

Identifying Hidden Fund Sources Within The College's Energy Budget     

Christopher M. Moran  Alfredo Menendez 《Community College Journal of Research & Practice》2013,37(8):645-646

Community colleges often are catalysts for economic and workforce development in localities with high unemployment or large numbers of dislocated workers. Increasingly, dislocated workers—individuals who have experienced job loss due to occupational closings, reduced workforces, or severe local economic downturns—are enrolling in educational and retraining opportunities, career counseling, and other supports offered by their local community college in partnership with federal and state assistance programs. Although benchmarks for two-year college success include providing institutional supports to address students’ academic, social, and personal adjustment needs, little research exists to help guide effective practices aimed at supporting dislocated workers’ two-year college adjustment, retention, and success. To help fill this gap, this study collected data describing 117 dislocated-worker students’ academic, social, personal-emotional, and institutional adjustment. Next we compared dislocated worker adjustment factors with those of 143 nondislocated worker students. Contrary to our expectations, the dislocated workers in our study actually reported better academic adjustment and better academic performance than other students. Also contrary to our expectations, we found no differences in adjustment needs between the two different groups on the basis of social support, goal-directedness, or barriers to employment success. We discuss implications for practice arising from our unexpected findings and present limitations of the study and directions for future research.  相似文献   

Changes in Understandings of Three Teachers' Beliefs and Practice Across Time: Moving From Teacher Preparation to In-Service Teaching     

Lori A. Caudle  Mary Jane Moran 《Journal of Early Childhood Teacher Education》2013,34(1):38-53

Beliefs often guide a teacher's decision-making, thinking, and practice in the classroom (Vartuli, 2005 Vartuli, S. 2005. Beliefs: The heart of teaching. Young Children, 60: 76–86.  [Google Scholar]). There is limited longitudinal research on how early childhood preservice teachers develop new knowledge about their beliefs as they transition into in-service teaching positions (Joram & Gabriele, 1998 Joram, E. and Gabriele, A. J. 1998. Preservice teachers' prior beliefs: Transforming obstacles into opportunities. Teaching and Teacher Education, 14: 175–191. [Crossref], [Web of Science ®] , [Google Scholar]). Across 4 years that encompassed a series of three studies, this article chronicles three teachers' understandings of how their beliefs and practices were interrelated and informed by one another. Preservice teachers were interviewed and completed written reflections as they moved from under the umbrella of an undergraduate early childhood teacher preparation program into classrooms as in-service teachers. Findings reveal (a) how the preservice teachers' beliefs were initially unstable and nascent during Study One, (b) how a transactional nature between beliefs and practice began to emerge during Study Two, and (c) how, during Study Three, this relational exchange contributed to an increase in deliberate action as in-service teachers. Implications for early childhood teacher preparation programs include ensuring opportunities for preservice teachers to use self-reflection and inquiry across a range of course and field experiences as they identify and make connections between beliefs and practice.  相似文献   

Aerospace propulsion: D.G. Shepherd. 276 pages,diagrams, 7 x 1014 in. New York,American Elsevier, 1972. Price, $13.00 (approx. £5).     

M.J Moran 《Journal of The Franklin Institute》1973,295(2):181-182

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The Impact of a High Stakes Teacher Evaluation System: Educator Perspectives on Accountability     

Renee M. R. Moran 《Educational Studies A Journal of the American Educational Studies Association》2017,53(2):178-193

The use of student achievement data to evaluate an individual teacher's effectiveness has become a new focus in educational policy. This article focuses on the underresearched teacher perception of this new policy measure. Drawing on ethnographic research procedures, this article explores how first-grade teachers in one state navigated a new high-stakes teacher evaluation system. Although the results indicate that teachers have a desire for accountability, findings also show a variety of beliefs on the validity of teacher evaluation, as well as differing applications of scoring measures across school contexts.  相似文献   

Change in atypical maternal behavior predicts change in attachment disorganization from 12 to 24 months in a high-risk sample     

Forbes LM  Evans EM  Moran G  Pederson DR 《Child development》2007,78(3):955-971

This longitudinal study examined links between disorganization and atypical maternal behavior at 12 and 24 months in 71 adolescent mother-child dyads. Organized attachment and maternal not disrupted behavior were more stable than disorganization and disrupted behavior, respectively. At both ages, disorganization and maternal disrupted behavior were significantly correlated. Change in atypical maternal behavior predicted change in disorganization across time. The results provide substantial support for extant theories linking anomalous maternal behavior to the development of disorganized attachment. The Interesting-but-Scary paradigm, introduced in this study, promises to be a useful tool for assessing attachment and maternal behavior in toddlerhood.  相似文献