Editors' Introduction     

Diane Haager  Christine Espin 《Learning disabilities research & practice》2009,24(3):121-121

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How an understanding of Bakhtin's theory of the chronotope can assist progression in classroom writing     

Paul Thompson  Christine Hall 《English in Education》2004,38(1):5-20

Our argument in this paper is that the model of literary progression which Bakhtin (1981, 1986) expounds in his writing on the chronotope can generate insight into the processes through which pupils improve their writing. We suggest more generally that there are concepts and clues in Bakhtin's historical model of the development of the European novel and in his theory of dialogue which can be helpful in both the evaluation and teaching of classroom writing.  相似文献   

Environmental attitudes of pre-service teachers: A conceptual and methodological dilemma in cross-cultural data collection     

Kevin Watson  Christine M. Halse 《Asia Pacific Education Review》2005,6(1):59-71

Human generated environmental problems are significant issues of global concern. Despite this, varying attitudes towards environments continue to exist across the globe, impacting on environmental decision-making and action at local, national and international levels. This paper probes some of the similarities and differences in environmental attitudes amongst pre-service teachers in Australia, Republic of Maldives and Indonesia. Data were collected using an established environmental attitude questionnaire and individual interviews. The three communities exhibited a similar range of environmental attitudes using the established questionnaire but significant differences emerged when the interview data were analysed phenomenographically. These differences reflect diversity within and across cultural groups that cannot be satisfactorily explained by the theory underpinning the established questionnaire. Consequently, a revised conceptual framework is proposed.  相似文献   

Children Talking to Learn     

Christine Craig 《Literacy》1994,28(2):2-5

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Examining the Impact of Opportunity Bursaries on the Financial Circumstances and Attitudes of Undergraduate Students in England     

Anne West  Carl Emmerson  Christine Frayne  Audrey Hind 《Higher Education Quarterly》2009,63(2):119-140

Notwithstanding the expansion of higher education across the OECD, there continues to be concern about the levels of participation amongst those from disadvantaged backgrounds. In response to this, a new form of financial support for students from low-income families, the 'opportunity bursary', was introduced for a limited period in England from 2001/02. Surveys of two cohorts of opportunity-bursary applicants were carried out and these suggested possible psychological, behavioural and economic impacts. Fewer opportunity-bursary recipients than non-recipients reported that part-time work had interfered with their studies and more reported that the bursary had made them less worried about meeting the costs of going to university. There was some evidence that the scheme led to increased retention in the first year of university study; it also appeared to lead to lower levels of debt, in particular bank overdrafts or credit card debt.  相似文献   

Reading Progress Monitoring for Secondary‐School Students: Reliability,Validity, and Sensitivity to Growth of Reading‐Aloud and Maze‐Selection Measures     

Renáta Tichá  Christine A. Espin  Miya Miura Wayman 《Learning disabilities research & practice》2009,24(3):132-142

The validity and reliability of curriculum‐based measures in reading as indicators of performance and progress for secondary‐school students were examined. Thirty‐five grade 8 students completed reading aloud and maze‐selection measures weekly for 10 weeks. Criterion measures were the state standards test in reading and the Woodcock–Johnson III Test of Achievement. Different time frames for each measure were compared. Most alternate‐form reliability coefficients were above .80. Criterion‐related validity coefficients ranged from .77 to .89. No differences related to time were found. Only maze selection reflected significant growth, with an average increase of 1.29 correct choices per week. Maze growth was related to the reading performance level and to change on the Woodcock–Johnson III from pre‐ to posttest.  相似文献   

Teachers' Perceptions of Discipline Problems in a Jordanian Secondary School     

Ramzi Haroun  & Christine O'Hanlon 《Pastoral Care in Education》1997,15(2):29-36

Teachers in a large, all-male urban school in Jordan were interviewed about their perceptions of the most frequently occurring student misbehaviour. It was hoped to be able to identify the causes of such 'disruption' to teaching and learning in the school. Teachers spontaneously identified eight forms of student misbehaviour, which reflected clearly different kinds of interference with the teacher's authority. Teachers showed great awareness of the constraints which operate in the school context, which in turn affect their means of managing discipline in the classroom. Though this study was undertaken in a context which is significantly different from England, it is interesting that the issues these teachers saw themselves confronted with were not significantly different from those reported in this country. The conclusions that the researchers draw from their data have relevance beyond the specific context in which this study was undertaken.  相似文献   

Required reading     

West KM 《Bulletin of the Medical Library Association》1980,68(2):250

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Shared Entertainment,Shared Opinions: The Influence of Social TV Comments on the Evaluation of Talent Shows     

Stephan Winter  Nicole C. Krämer  Brenda Benninghoff  Christine Gallus 《广播与电子媒介杂志》2018,62(1):21-37

The present research investigated whether co-viewer comments in social TV interactions are able to enhance or weaken media effects. With the example of talent shows, the valence of co-viewer comments (pro/contra/none) as well as the type of content (antisocial behavior vs. conventional performance) were varied in an experiment (N = 117). Results showed that participants’ own comments and their private attitudes about the judges varied in line with comment valence. Findings suggest that social TV viewers are prone to social influence of their co-viewers, which might amplify problems regarding the portrayal of antisocial behavior in reality TV.  相似文献   

Historical Inquiry in an Informal Fan Community: Online Source Usage and the TV Show The Tudors     

Jolie Christine Matthews 《学习科学杂志》2016,25(1):4-50

This article examines an informal online community dedicated to The Tudors, a historical television show, and the ways in which its members engaged with a variety of sources in their discussions of the drama’s real-life past. Data were collected over a 5-month period. The analysis included the types of sources used in conversation; members’ purpose for invoking and reaction to sources; as well as topic, participation, and response patterns in the discussion forum. The community is a space in which popular culture and the discipline of history meet. Members come together because of a fictional depiction of the past, yet a desire to corroborate, clarify, contextualize, or uncover what really happened leads users to participate in detective-like inquiry work and the learning of new topics they had not previously considered. Members also challenge and critique one another’s positions and the sources other members invoke in multiple ways, including by using more formal disciplinary heuristics in this informal setting. Key differences emerge in members’ purpose for invoking sources, with popular media used more frequently for illustrating a point or asking a question and nonfiction works most invoked to support and argue historical claims.  相似文献