Too Much Feeling: S.E. Hinton’s The Outsiders (1967), Conflicting Emotions,Identity, and Socialization     

Wistisen  Lydia 《Children‘s Literature in Education》2021,52(2):200-216

Children's Literature in Education - This article argues that emotions are utilized for norm breaking, identity formation, and socialization in S.E. Hinton’s YA novel The Outsiders...  相似文献   

Quality assurance in a nursing library     

Lydia Porter 《Health information and libraries journal》1991,8(3):197-198

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Validation of automated scoring of science assessments     

Ou Lydia Liu  Joseph A. Rios  Michael Heilman  Libby Gerard  Marcia C. Linn 《科学教学研究杂志》2016,53(2):215-233

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Points from the SENCo-Forum     

Klaus Wedell  Chris Stevens  Terry Waller  & Lydia Matheson 《British Journal of Special Education》1998,25(1):41-42

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An advocacy project for multicultural education: The case of the Shiyeyi language in Botswana     

Lydia Nyati-Saleshando 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(5-6):567-582

Multicultural education respects cultural differences and affirms pluralism which students, their communities and teachers bring to the learning process. It is founded on the belief that a school curriculum which promotes the ideals of freedom, justice, equality, equity and human dignity is most likely to result in high academic achievement and quality education. In Botswana, English is the official language and medium of instruction and Setswana is the national lingua franca which is used for formal occasions in the villages and other informal settings. Any other languages spoken by unrecognised tribes are banned from use in schools or the media, including minority languages taught before independence in 1966, This paper describes the Shiyeyi Language Project, initiated by the Wayeyi tribe, which advocates for a multicultural model of education where children learn in their mother tongue and about their local culture at an early stage, then add the national language, and eventually an international language as medium of instruction. The project operates within an unfriendly political and legal context, but has achieved some results. Continued efforts, especially as supported by similar language projects, have the potential to change the situation in Botswana.  相似文献   

Metamorphosis in Two Novels by Melvin Burgess: Denying and Disguising ‘Deviant’ Desire     

Lydia Kokkola 《Children‘s Literature in Education》2011,42(1):56-69

Melvin Burgess has gained a reputation as an enfant terrible, whose writing tackles topics and presents attitudes which are controversial in literature for adolescents. Kimberley Reynolds cites him as an author whose work demonstrates that “writing about sex, sexuality and relationships between the sexes [is] one of the most radically changed areas in contemporary children’s literature.” Reynolds argues that novels depicting teenage sexuality no longer focus on socialising teenagers into adult-approved behaviours. Yet changes in literature are never fully “radical”; they always build on established traditions. This article examines the ways in which Burgess uses the motif of animal transformation in Tiger Tiger and Lady: My Life as a Bitch to maintain the prevailing view of adolescent carnality as a deviant variation of “proper,” adult sexuality, whilst celebrating early sexual experiences.  相似文献   

Automated Scoring of Constructed‐Response Science Items: Prospects and Obstacles     

Ou Lydia Liu  Chris Brew  John Blackmore  Libby Gerard  Jacquie Madhok  Marcia C. Linn 《Educational Measurement》2014,33(2):19-28

Content‐based automated scoring has been applied in a variety of science domains. However, many prior applications involved simplified scoring rubrics without considering rubrics representing multiple levels of understanding. This study tested a concept‐based scoring tool for content‐based scoring, c‐rater?, for four science items with rubrics aiming to differentiate among multiple levels of understanding. The items showed moderate to good agreement with human scores. The findings suggest that automated scoring has the potential to score constructed‐response items with complex scoring rubrics, but in its current design cannot replace human raters. This article discusses sources of disagreement and factors that could potentially improve the accuracy of concept‐based automated scoring.  相似文献   

Neural Correlates of Performance Monitoring During the Transition to Young Adulthood     

Martina Kneevi&#x;  Kim Veroude  Jelle Jolles  Lydia Krabbendam 《Mind, Brain, and Education》2016,10(2):81-90

Cognitive challenges during transition to adulthood are generally high and require particular skills, such as self‐control, performance evaluation, and behavioral adjustment for success in everyday living. However, age and sex differences in timing and efficiency of brain maturational processes in the early twenties are not well known. We used a go/no‐go paradigm and fMRI to focus on the neural processes underlying response inhibition and performance monitoring during the transition from late adolescence (aged 18–19) to young adulthood (aged 23–25). During performance monitoring, late adolescents showed more activation in right inferior frontal gyrus than young adults, while males showed more activation in left inferior parietal lobe than females. No effects of age and sex were found for response inhibition. Our findings suggest that age and sex‐related differences in neural basis of performance monitoring continue to change between late adolescence and young adulthood.  相似文献   

The big picture? Video and the representation of interaction     

Lydia Plowman  Christine Stephen 《British Educational Research Journal》2008,34(4):541-565

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Children, play, and computers in pre-school education   总被引：2，自引：0，他引：2  

Lydia Plowman  Christine Stephen 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(2):145-157

The paper reports a study designed to inform the development of an information and communication technology strategy for the pre‐school years of education. The main methods of collecting evidence were observations at seven pre‐school settings and interviews with at least two practitioners and a number of children at each site. Practitioners generally referred to children “playing with the computer”. We describe some of the problems to be found in the emphasis on free play in nurseries and play groups when this means children are using computers as complete novices. There were few examples of peer support; adults rarely intervened or offered guidance and the most common form of intervention was reactive supervision. Interaction with a computer was therefore a limited experience for most children, but we provide examples of guided interaction that suggest a way forward for professional development.  相似文献