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This article offers a detailed discussion of the writings of Antonio Gramsci, one of the founders of the Italian Communist Party. Gramsci's writings, and secondary source accounts of these, have had a profound influence in many areas of ‘radical’ adult and community education in the United Kingdom and elsewhere. The article attempts, by returning to Gramsci's original texts and by interpreting them within his own ‘leitmotiv’, to challenge many of the current applications of his thought within radical education and ‘left’ political practice. The former types of applications are normally filtered through the political and academic writings of the latter; therefore the challenge offered, on behalf of Gramsci, is directed primarily at these. 相似文献
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The purpose of this article is to support members of a student's multidisciplinary team to identify complex factors involved in providing valid classroom-based assessment data, including issues surrounding technology-based assessment for students who are deaf or hard of hearing (DHH). The diversity of this population creates unique challenges in creating guidelines for assessment. An overview of the diversity of DHH students is used to provide a framework for examining current assessment practices, including both effective and ineffective practices. Cognitive and linguistic learning differences and diverse language learning experiences in the population are discussed as they relate to assessment protocols. Paralleling technology-based learning experiences with comparable technology-based assessment experiences is also presented. Recommendations for planning for accessible and meaningful assessment include the use of innovative technologies to align instruction and assessment. 相似文献
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ABSTRACTThis article contemplates the unique responsibilities of teacher educators toward immigrant students and teachers in a changing immigration landscape. The article highlights scholarship in critical care pedagogy and culturally sustaining pedagogies and identifies three “action areas” where teacher educators can apply these theories. The authors also recommend practices that can be adopted to create more caring and culturally sustaining spaces for immigrant teachers and students. 相似文献
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Patterns of spelling in young deaf and hard of hearing students 总被引：1，自引：0，他引：1
Allman TM 《American annals of the deaf》2002,147(1):46-64
The study examined the invented spelling abilities demonstrated by kindergarten and first-grade deaf and hard of hearing students. The study included two parts: In Part 1, the researcher compared three groups (deaf, hard of hearing, and hearing) using posttesting only on the Early Reading Screening Inventory, or ERSI (Morris, 1998), and in part 2 collected and analyzed samples of the spelling of deaf students in a Total Communication program. Analysis showed that the deaf group performed significantly differently in three areas: concept of word, word recognition, and phoneme awareness ("invented spelling"; Read, 1971). The deaf group outperformed the hearing and hard of hearing groups in concept of word and word recognition. But in phoneme awareness, the deaf group performed significantly less well than the hearing group. Therefore, the deaf group's spelling was followed for 1 year. Deaf students' spelling patterns were not the same as those of hearing and hard of hearing students. Deaf students' spelling miscues were directly related to the cueing systems of lipreading, signing, and fingerspelling. 相似文献
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This research sought to answer two questions: (1) What are Utah junior and senior high school students' preferences and choices regarding science subjects? (2) Could preferences and choices be related to the type of school, age or gender? Two thousand students from grades six through twelve participated in this study. Findings show that zoology and human anatomy and physiology were most preferred. Ecology was least prefered. Topics in the physical sciences were also low. There was a trend among girls to prefer natural sciences such as botany while boys tended to prefer the physical sciences. Generally, students' choices were limited to those subjects presently taught in the formal school curriculum. They appeared unaware of the many science related subjects outside the texts or the approved course of study. 相似文献
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From a sample of 190 males and females (120 “young,”; 70 “old"), this study sought to determine differences in perceived levels of communication competence and communication satisfaction as a function of the main and joint effects of cohort‐centrism and perceived decoding ability. Analyses provided only weak support for the joint effects. However, older persons considered their conversational partners, whether young or old, to be more competent than did younger persons. Also, on the whole, older persons were more satisfied conversing with young persons, while younger persons were less satisfied, regardless of the age of the conversational partner. Those who perceived themselves as high decoders rated their partners as more competent than did those who perceived themselves as low decoders, and high decoders were also more satisfied with the interaction than low decoders. Cohort‐centrism was supported only in the case of low‐decoding older persons. 相似文献
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