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The FIFA World Cup for men (hereafter referred to as the FIFA World Cup) is possibly the biggest global media event. Winning or losing often gives rise to expressions of collective degrees of national pride or disappointment. But, it is not only the performance of the teams that is of significance in this respect; the devotion of fans to the game and their loyalty to their own national team are also an important vehicle of identity and self-affirmation as a nation. Thus, no country can afford to dispense with the travelling model of the enthusiastic fan as a representative of national identity. Through an ethnographic study of Ghana’s state-financed fan trip to the FIFA World Cup 2010 in South Africa, we will show how the actors involved (government, opposition, fans and media) negotiate national identity and representation. 相似文献
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Christina A. Rouse Sheila R. Alber‐Morgan Jennifer M. Cullen Mary Sawyer 《Learning disabilities research & practice》2014,29(3):117-125
Students with LD who struggle with reading comprehension can benefit from instruction on how to read strategically. One strategy that has been demonstrated to increase reading comprehension is self‐questioning. In this study, two fifth graders with LD were taught to self‐generate questions using a prompt fading procedure. The participants were provided with expository reading passages with embedded questions. As each participant demonstrated proficiency with answering the embedded questions correctly, the embedded questions were systematically faded and replaced with a prompt for the students to generate their own questions. A multiple baseline across participants design demonstrated that the self‐questioning intervention resulted in improvements in reading comprehension for both students. Additionally, the students demonstrated evidence of maintenance and generalization of reading comprehension outcomes. 相似文献
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Rebecca Schisler Laurice M. Joseph Moira Konrad Sheila Alber‐Morgan 《Psychology in the schools》2010,47(2):135-152
The purpose of this study was to compare the instructional effectiveness and efficiency of oral retelling, written retelling, and passage review comprehension strategies on third‐grade students' accuracy and rate of answering reading comprehension questions. A modified alternating treatment design was used to compare the effects of oral retelling, written retelling, and passage review strategies. Each strategy occurred within the context of repeated readings with phrase drill error correction. This study extended previous research findings by examining the effects of oral and written retelling as strategies for improving both literal and inferential comprehension and by investigating the efficiency of retelling procedures. Findings revealed that students' accuracy in answering reading comprehension performance was better under both retelling conditions than the passage review condition. The oral retelling coupled with repeated readings and phrase drill error correction was the most efficient instructional method for answering comprehension questions correctly. © 2009 Wiley Periodicals, Inc. 相似文献
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Patricia L. Wolford William L. Heward Sheila R. Alber 《Learning disabilities research & practice》2001,16(3):161-173
Four 8th graders with learning disabilities were taught to recruit assistance from peers during cooperative learning activities in two general education classrooms. The students were taught to show their work to a peer and make statements such as:“Can you help me?” or “How am I doing so far?” Training was conducted in the special education classroom and consisted of modeling, role playing, corrective feedback, and praise. A multiple baseline across students design showed that recruitment training increased (1) the rate of recruiting responses by the students, (2) the rate at which the students received instructional feedback and praise from peers, and (3) the productivity and accuracy with which the students completed their language arts assignments. 相似文献
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Sandy Alber 《Journal of Early Childhood Teacher Education》2013,34(3):265-274
The aim of the present study was to examine prospective early childhood educators' attitudes towards teaching multicultural classes using the planned behavior theoretical framework. One hundred and forty-eight undergraduate students voluntarily participated in the study. Participants were divided into two groups. The first group comprised students who attended courses on multicultural education, whereas the second group comprised students who did not attend those courses. A specifically designed questionnaire was administered to assess attitudes toward teaching multicultural classes, subjective norms, perceived behavioral control, and self-assessed knowledge. Results showed that the planned behavior model can be applied to the multicultural domain. Self-assessed knowledge significantly increased the predictability of the prospective students' intentions only for the first group (R 2 = .61). It was concluded that prospective early educators' participation in courses regarding cultural diversity facilitated their attitudes towards teaching children from various cultural backgrounds. 相似文献
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