Research Guide to Mexican Law*     

Bianca Anderson  Marisol Florén-Romero  Julienne E. Grant  Jootaek Lee  Lyonette Louis-Jacques  Teresa M. Miguel-Stearns 《Legal Reference Services Quarterly》2013,32(1):18-76

ABSTRACT

Carrying out effective and efficient research on Mexican law presents special challenges. Some of these are structural because they condition the entire research process. This guide covers all aspects of Mexican legal research, providing a contextualized overview of the subject. The guide is organized into three main sections: Primary Sources, Secondary Sources, and Online Resources. The reader of this guide will gain a solid foundation in how to do research on Mexican law.  相似文献   

E-Readers: New Opportunities for Hospital Patients and Staff     

Priscilla L. Stephenson  Teresa R. Coady  Janet M. Schneider  Dorothy P. Sinha 《Medical reference services quarterly》2013,32(2):219-224

E-readers provide an opportunity for hospital librarians to reach out to staff and patients with new approaches to library lending. Librarians in four Veterans Health Administration medical centers are using e-readers to enlarge their scope of service in unique ways. The libraries of VA hospitals in Minneapolis, Des Moines, Tampa, and Philadelphia have developed several ways to reach out to new library users.  相似文献   

Aligning a State's Alternative Standards to Regular Core Content Standards in Reading and Mathematics     

Teresa J. Eckhout  Barbara S. Plake  Dawn L. Smith  Ann Larsen 《教育实用测度》2013,26(1):79-100

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Children's conceptions of the earth,sun and moon     

Brian L. Jones  Patrick P. Lynch  Carole Reesink 《International Journal of Science Education》2013,35(1):43-53

Understanding of the Earth/Sun/Moon system represents a major cultural nexus in the history of ideas as well as being an important conceptual area in junior science teaching. The situation is one in which the objects in question can be observed but do not lend themselves to hands‐on experience in the case of the Sun and Moon or to obvious meaningful experience of the system in the case of the Earth.

Children from 9 to 12 years of age were questioned using a clinical interview technique and stimulus materials, about the shape, size and motion of the Earth, Sun and Moon. A number of alternative views appear to be held. The use of a similar procedure with a group of children would seem to offer a powerful teaching methodology in which both teacher and students gain from the dialectic learning situation that is developed by this technique ‐ apart from providing insights concerning children's understanding.  相似文献   

Solving Problems in Genetics,Part III: Change in the view of the nature of science     

M. Teresa Ibáñez‐Orcajo 《International Journal of Science Education》2013,35(6):747-769

Numerous investigations show that most school science teaching, in Spain and elsewhere, implicitly transmits an inductivist and very stereotyped view of science and conveys an unrealistic image of scientific work. We present some results of an investigation with fourth‐level Spanish secondary education students (15 year olds) who were taught genetics through a unit based on an open problem‐solving methodology as an investigation. Among the learning objectives were the modification of their view of the nature of science in relation to ideas about: how science is done, what a theory is, what scientists do, and, finally, what the relationship is between Science–Technology–Society. The conceptual change about the nature of science experienced by the students in the experimental group was not observed in the control group, which worked in a traditional manner. Also, these new concepts remained with the students over time without a significant backward shift.  相似文献   

Creating a dialogue between sociological and egalitarian theory in education     

Kathleen Lynch 《International Studies in Sociology of Education》2013,23(3):237-260

No one discipline has a monopoly on the truth, especially in the analysis of a complex subject such as equality. If we are to deepen our understanding of inequality in education, we must open a dialogue with other disciplines, most especially with egalitarian theory. Bearing in mind the limitations of writing in a majority language tradition, the article explores the potential for creating a dialogue about equality between sociologists and critical and feminist egalitarian theorists. What sociologists can gain from egalitarian theory is a deepening of their understanding of the interface between the ethical and the empirical, of the interrelationship between fact and value in social life. In addition, egalitarian theory has the capacity to broaden our understanding of inequality in education beyond the distributive view of social justice that has dominated thinking in education to date. Drawing on the work of egalitarian theorists the article outlines four particular interpretations of equality that have relevance for researchers in education.  相似文献   

Planning as action research     

Carmen Beatriz de Gonzalez  Teresa Hernandez  Jim Kusch 《Educational Action Research》2013,21(1):59-76

Planning contains so much more than the written plan. Early in 2000, an invitation came from the Collaborative Action Research Network (CARN), to people experienced in action research who might want to help plan and present an action research event for elementary school science teachers in Venezuela, South America, in Autumn 2000. This article analyses the outcomes from planning and enacting the resulting workshop to show how planning can be the subject of action research. It goes on to show how planning and teaching interact in a multifaceted way towards technical, practical and emancipatory ends. Planning and teaching are best seen as conversation, a conversation that is both synchronous and asynchronous.  相似文献   

Breaking silence: educating citizens for love,care and solidarity     

Kathleen Lynch  Maureen Lyons  Sara Cantillon 《International Studies in Sociology of Education》2013,23(1-2):1-19

An indifference to the affective domain and an allegiance to the education of the rational autonomous subject and public citizen are at the heart of formal education. The impact of Cartesian rationalism is intensifying with the glorification of performativity measured by league tables and rankings. The citizen carer and the care recipient citizen are only recognised in the educational arena when professionals are being trained to manage those in need of care. Education for informal care labour, solidarity work and love labour is generally not part of the formal educational trajectory. Because the scholarly understanding of work has been equated with economic self preservation and self‐actualisation through interaction with nature, education is seen as preparation for this type of work. Education is indifferent to other‐centred work arising from our interdependencies and dependencies as affective, relational beings. In particular it has ignored the centrality of nurturing for the preservation and self‐actualisation of the human species. In this article the authors argue that sociologists need to engage with the extensive feminist scholarship on care if they are to challenge the deeply care‐less view of the citizen that is implicitly accepted in new and older forms of liberal thinking. The rational economic actor model of the citizen is contrasted with the care‐full view of the citizen and the implications of both for education are explored.  相似文献   

On the Frontier of Science: An American Rhetoric of Exploration and Exploitation     

John Lynch 《Quarterly Journal of Speech》2013,99(3):559-563

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Effects of feedback on collaborative writing in an online learning environment     

Teresa Guasch  Anna Espasa  Ibis M. Alvarez  Paul A. Kirschner 《Distance Education》2013,34(3):324-338

The need for supporting student writing has received much attention in writing research. One specific type of support is feedback—including peer feedback—on the writing process. Despite the wealth of literature on both feedback and academic writing, there is little empirical evidence on what type of feedback best promotes writing in online environments. This article reports on research that tries to determine what type of feedback best improves the quality of collaborative writing and what the effects of feedback are on student learning in an environment based on asynchronous written communication. The results reveal that concerning the type of feedback, epistemic feedback or epistemic and suggestive feedback best improve the quality of collaborative writing performance. The nature of the feedback-giver (whether teacher feedback or teacher and peer) makes a difference to the final text only when the feedback is epistemic, or epistemic and suggestive.  相似文献