Mothers,Bosses, and Superwomen: The Construction of Identities of Russian Woman Administrators in Higher Education     

Tatiana Suspitsina 《Higher Education in Europe》2000,25(2):207-212

This article, which examines the conflicting role perceptions of ranking women administrators in Russian higher education and research organizations, is constructed around in-depth interviews of nine administrators. In a male-dominated academic culture in a country in which transition is leading to a patriarchal agenda for returning women to their ''proper'' place in the home, high-level women academic administrators are confronted with a number of conflicting demands forcing them to adopt a ''phantasmic superwoman identity''.  相似文献   

Vospitanie and regime change: Teacher-education textbooks in Soviet and post-Soviet Ukraine     

Tatiana Bogachenko  Laura Perry 《Prospects》2015,45(4):549-562

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“Immigrant” in Russian and French Print Media (Linguistic and Visual Composition Analyses)     

Tatiana M. Permyakova  Olga L. Antineskul 《Journal of Intercultural Communication Research》2016,45(4):319-337

This study addresses the representation of the linguistic and cultural type “immigrant” in French and Russian media discourse. Linguistic analysis of selected sources shows, on the one hand, signs of tolerance towards immigrants and, on the other hand, evidence of rejecting immigrants, which demonstrates the ambiguity of the matter and indirectly provokes conflicts. Visual composition analysis complements these results by revealing the following: the purpose of immigration – employment – is often socially rejected; immigrants’ sense of community is a specific cultural code in a host culture; and the cultural transfer of an “immigrant” into a different space creates uncertainty or ambiguity.  相似文献   

The Teaching Artist as Cultural Learning Entrepreneur: An Introductory Conceptualization     

Tatiana Chemi 《Teaching Artist Journal》2015,13(2):84-94

Cultural learning entrepreneur: A new professional identity for teaching artists?  相似文献   

A Spy in the Archives     

Tatiana Antsoupova 《档案与原稿》2014,42(1):98-100

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“Coerced Loss and Ambivalent Preservation”: Racial Melancholia in American Born Chinese          下载免费PDF全文

Sophia Tatiana Sarigianides 《Educational theory》2017,67(1):37-49

Recent applications of Freud's theory examine the social value of the lost love object as a way of understanding the suffering of non‐majority groups. Rather than pathologizing the individual suffering the loss, the lens of racial melancholia pathologizes the discourse that constitutes racially marked others as alien to the majority. Through a close reading of image and text, Sophia Tatiana Sarigianides applies David Eng and Shinhee Han's theory of racial melancholia to Gene Luen Yang's graphic novel American Born Chinese. Sarigianides argues that texts such as American Born Chinese provide grounds for a public language for examining the suffering that ensues from the failure of assimilation as a desired outcome for immigrants in the United States.  相似文献   

Frequency analyses of prephonological spellings as predictors of success in conventional spelling     

Kessler B  Pollo TC  Treiman R  Cardoso-Martins C 《Journal of learning disabilities》2013,46(3):252-259

The present study explored how children's prephonological writing foretells differential learning outcomes in primary school. The authors asked Portuguese-speaking preschool children in Brazil (mean age 4 year 3 months) to spell 12 words. Monte Carlo tests were used to identify the 31 children whose writing was not based on spellings or sounds of the target words. Two and a half years later, the children took a standardized spelling test. The more closely the digram (two-letter sequence) frequencies in the preschool task correlated with those in children's books, the better scores the children had in primary school, and the more preschoolers used letters from their own name, the lower their subsequent scores. Thus, preschoolers whose prephonological writing revealed attentiveness to the statistical properties of text subsequently performed better in conventional spelling. These analytic techniques may help in the early identification of children at risk for spelling difficulties.  相似文献   

Motivational Factors and Predictors for Attending a Continuing Education Program for Older Adults     

Meire Cachioni  Tiago Nascimento Ordonez  Thaıs Bento Lima da Silva  Samila Sathler Tavares Batistoni  Mônica Sanches Yassuda  Ruth Caldeira Melo 《Educational gerontology》2013,39(8):584-596

The objectives were to describe the stated motives of participants who enrolled in a program at the Open University for the Elderly (UnATI, in Portuguese), identify correlations between the stated motives and sociodemographic data, and find a set of predictors related to the listed motives. A total of 306 middle-aged and elderly adults aged 50 or older were surveyed through a sociodemographic questionnaire and a five-item scale to check their motives to enroll in the program. The following motivational factors were identified, in order of importance: enhancing general knowledge, investing in personal development, increasing social interaction, learning more in order to help others, and employing one's free time profitably. Age and years of schooling combined were strong predictors of participants seeking new knowledge. Being single and not retired was correlated with the motive Investing in Personal Development. Having attended elementary school only and being married was closely correlated to the motive Increasing Social Interaction. Employing One's Free Time Profitably was associated with single or widowed individuals with family income between 3.1 and 4.0 times the minimum wage. As for Learning More in Order to Help Others, no predictors were found for this motive. It was found that participants seek to satisfy a desire to learn/ know more, to be up-to-date, to exercise their rights as citizens, and to play an active role in society. Our data suggest that these are the assumptions that drive middle-aged and elderly adults to look for various types of educational programs.  相似文献   

Modernization of Russian higher education: exploring paths of influence     

Tatiana Gounko  William Smale 《Compare》2007,37(4):533-548

This article discusses the changes in Russian higher education policies and the role of international organizations—the World Bank and OECD—in promoting education reforms in this country. General and specific recommendations offered by the World Bank and the OECD expert teams to improve Russian higher education are analysed to determine if any of their suggestions have been considered and applied in recent government policies. We explore the mechanisms though which new policies are implemented at the institutional and national levels. Finally, we suggest that higher education institutions and the Russian government experience coercive, mimetic, normative and discursive pressures emanating from these global policy actors.  相似文献   

Facilitative effect of a pretest exposure to the CS: Analysis and implications for the memory trace     

Pascale Gisquet-Verrier  Tatiana Alexinsky 《Learning & behavior》1990,18(3):323-331

Retention of a brightness discrimination avoidance task by rats is impaired (Kamin effect) following a 1-h training-to-test interval (TTI), is enhanced after a 3-day TTI (reminiscence, or long-term spontaneous improvement), and is disrupted following a 21-day TTI (long-term forgetting). An exposure to the conditioned stimulus (CS), delivered 5 mm before a 1-h delayed retention test, not only compensated for the performance deficit that corresponds to the Kamin effect, but induced a large improvement in performance similar to that normally obtained after a 3-day TTI. It can be proposed that such cuing may act either by accelerating a natural memory-trace maturation process or by improving the retrievability of the memory trace. Since these possibilities lead to opposite predictions concerning the length of the facilitation induced by cuing, the effect of a pretest exposure to the CS on performance obtained during a 1-h delayed retention test was studied after several cuing-to-test intervals (0, 5, 10, or 20 min). The results, which indicate that cuing transiently enhanced subsequent retention performance, more convincingly support the retrieval hypothesis. The effects of pretest exposure to the CS (which occurred 5 min before testing) were also examined 10 min, 1 h, or 24 h after initial training. The results indicate that the facilitative effect of cuing obtained when retention performance was disrupted shortly after training (1-h TTI) was also obtained after a 24-h retention interval, in the absence of performance disruption. An interpretation of the facilitative effect of a pretest exposure to the CS is proposed, and implications concerning the memory trace are further discussed in relation to the multidimensional hypothesis.  相似文献