Developing narrative skills through case-studies     

Peter Davies 《Curriculum Journal》2013,24(2):217-232

This article describes the adaptation of ‘story grammar’ to developing the subject understanding and literacy of 14–16-year-old students. ‘Story grammar” analyses the structure of episodes of a typical story and it was developed through research into the narrative development of younger, frequently language-delayed, children. Reasons for expecting this story grammar to provide a helpful basis for teaching older students are summarized. An application of story grammar in teaching business studies is described through the activities designed for students and evidence from students' work. Implications for understanding of literacy in a subject context are discussed.  相似文献   

Early nineteenth‐century reform newspapers in the provinces: The Newcastle Chronicle and Bristol Mercury     

Peter Brett 《Media History》2013,19(1-2):49-67

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The uses of history,the uses of memory     

Peter Cunningham 《Education 3-13》2013,41(3):70-73

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Innovators,networks and structures: towards a prosopography of progressivism     

Peter Cunningham 《History of education》2013,42(5):433-451

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Culture-based development in the USA: culture as a factor for economic welfare and social well-being at a county level     

Annie Tubadji  Brian J. Osoba  Peter Nijkamp 《Journal of Cultural Economics》2015,39(3):277-303

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Early years teachers and the influence of Piaget: evidence from oral history     

Peter Cunningham 《Early Years: An International Journal of Research and Development》2006,26(1):5-16

In studying the historical development of early years provision, a clear factor in raising its profile was the growth in scientific study of children, especially the reception and interpretation of Piaget's research. For an understanding of how the mediation of new thinking and new discoveries influenced students and teachers, textbooks provide an important documentary source, but evidence is also available through oral history in the living memories of practitioners themselves. This paper draws on the testimony of early years teachers who began their careers between 1927 and 1955 and continued teaching into the 1960s and 1970s. The account below begins with reflections on psychology and education in the early decades of the twentieth century drawn from a 1936 conference organised by the Nursery School Association of Great Britain, and from a widely used textbook that represents the gradual trend towards ‘fragmentation’ of educational theory into a multiplicity of disciplines. Reference is then made to two popular textbooks by prominent Froebelians, Brearley and Hitchfield, and by Ruth Beard illustrating the growing influence of Piaget as a post facto rationale for a pedagogy that was proceeding by instinct. Walkerdine, Lister and Hall are researchers who have investigated from various angles the impact of Piagetian psychology on primary practice, but the process whereby this translation from the laboratory to the classroom takes place is one that demands further investigation. Vital evidence lies in the living memories of early years teachers whose careers spanned the 1930s to the 1970s and a rich quality and personal texture of the data is apparent as retired early years teachers recounted their professional careers. It offers a more complex account than the grand narratives that historians have traditionally compiled from purely documentary evidence centring on great thinkers, key texts and policy initiatives. The role of in‐service education was clearly important in the experiences recalled in this paper. Above all we find evidence of a distinctive shift in teacher–child relationships over that historical period and of the contribution made to this by psychological theory, epitomised in the figure of Piaget and in his focus on the individual learner.  相似文献   

Memory,culture, and difference: Critical reflections     

Jolanta A. Drzewiecka  Peter Ehrenhaus  A. Susan Owen 《Journal of International and Intercultural Communication》2016,9(3):199-203

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Cindy Sherman: A Play of Selves. A collaborative approach to conservation     

J. Luca Ackerman  Peter Mustardo  Hanako Murata  Tatiana Cole 《文物保护研究》2016,61(3):1-6

In 2013, The Better Image (TBI) was contacted to examine A Play of Selves, a unique work created by artist Cindy Sherman during her graduate studies in 1975. The work is composed of 244 paper doll-like photographs of Sherman that are presented within 72 frames. During initial condition checks, it was noted that a number of individual elements had begun to show signs of chemical staining. Over the course of 2013/2014, a collaborative response was developed with the help of the artist, the artist's printer, the representing gallery, TBI staff and the owner. The main goal was to address the physical and chemical issues present and preserve this work for future exhibition and study. Determining an effective decision- making model based on a hierarchy of values was crucial before undertaking any conservation treatment, as there were several invested parties, each with a different perspective. The focus of this paper is the interplay of our responsibilities as conservators with the concerns of the artist, her gallery, her printer, and the owner to balance aesthetic vs. physical integrity of the artwork, reversibility of treatments, importance of record keeping while developing a balanced response within a world of rapidly disappearing traditional photographic papers.  相似文献   

Conspiracy of Silence: Sportswriters and the Long Campaign to Desegregate Baseball     

Peter Lush 《Sport in History》2016,36(1):128-131

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Performance differences when using 26- and 29-inch-wheel bikes in Swiss National Team cross-country mountain bikers     

Thomas Steiner  Beat Müller  Thomas Maier  Jon Peter Wehrlin 《Journal of sports sciences》2016,34(15):1438-1444

The purpose of this study was to analyse the effect of bike type – the 26-inch-wheel bike (26“ bike) and the 29-inch-wheel bike (29“ bike) – on performance in elite mountain bikers. Ten Swiss National Team athletes (seven males, three females) completed six trials with individual start on a simulated cross-country course with 35 min of active recovery between trials (three trials on a 26“ bike and three trials on a 29“ bike, alternate order, randomised start-bike). The course consisted of two separate sections expected to favour either the 29“ bike (section A) or the 26“ bike (section B). For each trial performance, power output, cadence and heart rate were recorded and athletes’ experiences were documented. Mean overall performance (time: 304 ± 27 s vs. 311 ± 29 s; P < 0.01) and performance in sections A (P < 0.001) and B (P < 0.05) were better when using the 29“ bike. No significant differences were observed for power output, cadence or heart rate. Athletes rated the 29“ bike as better for performance in general, passing obstacles and traction. The 29“ bike supports superior performance for elite mountain bikers, even on sections supposed to favour the 26“ bike.  相似文献