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1.
Margaret Mackey 《Children‘s Literature in Education》2011,42(4):289-307
This article argues that if we paid attention to the local situation of a reader the way we attend to the life story of an
author, we might gain a very different understanding of children’s literacy. It explores the literate approaches of a single
child exploring a single theme—the settler culture as represented in a variety of materials accessible to her in the 1950s—across
the discourses of television cowboy shows, school and recreational texts featuring settlers and indigenous people, and a British
children’s novel about claiming the land. The article suggests that this kind of miscellaneous intertextuality is a larger
feature of early reading than we sometimes assume. 相似文献
2.
American publishers have published numerous children’s books about Barack Obama over the past several years; most take the
form of informational biographies. This article reports on a research project aimed at how these books incorporate sociohistorical
narratives, particularly those related to the civil rights movement. Though the features of the books might cause the reader
to presume political neutrality, the books link readers to distinct Discourses (Gee, 1996), suggesting particular ideologies. In this article, we identified the following differences: (1) specific happenings from
Obama’s life were included in some texts while omitted in others; (2) when the events were included, how they were framed
differed; and (3) the narrative constructions of the events varied. We use the differences amongst these texts to argue for
the importance of critical literacy in elementary classrooms. 相似文献
3.
Basudeb Datta 《Resonance》1998,3(2):8-15
In the first part of this article we discussed the nonexistence of division algebra structures and vector products on ℝn. We now show how results fromtopology can be used to prove the results in the first article.While the discussion in the first part of the article required only
elementary mathematics, this (second) part requires notions from basictopology, with which, we hope, many students at the M Sc level are familiar. 相似文献
4.
Ted Glynn Stuart McNaughton 《International Journal of Disability, Development & Education》2002,49(2):161-173
In our previous article, we reported on a research project designed to improve the attending, reading, and writing behaviour of nine older low-achieving children in a special class in an urban primary school. We attempted operational definitions of important reader and tutor behaviours that occur during one-to-one oral reading, and we applied direct observational principles to coding and recording their occurrence from transcribed tapes of children's regular reading with their teacher. This provided data that served to monitor short-term and long-term change in both child and tutor (teacher) behaviour during oral reading interactions. In the present paper, we describe how these direct observational principles have contributed to the development of assessment and tutoring strategies for both adults and peers in the English language Pause Prompt Praise and the M # ori language Tatari Tautoko Tauawhi reading tutoring programs. The assessment strategies generated from observations of reader and tutor interaction around written texts have provided strong support for students learning to read in both English medium and M # ori medium contexts. They have also served as powerful components of successful professional development programs for teachers. 相似文献
5.
Effective schools should be superior in both enhancing students’ achievement levels and reducing the gap between high- and
low-achieving students in the school. However, the focus has been placed mainly on schools’ achievement levels in most school
effect studies. In this article, we focused our attention upon the school-specific achievement dispersion as well as achievement
level in determining effective schools. The achievement dispersion in a particular school can be captured by within-school
variance in achievement (σ2). Assuming heterogeneous within-school variance across schools in hierarchical modeling, it is possible to identify school
factors related to high achievement levels and a small gap between high- and low-achieving students. By analyzing data from
the TIMMS-R, we illustrated how to detect variance heterogeneity and how to find a systematic relationship between within-school
variance and school practice. In terms of our results, we found that schools with a high achievement level tended to be more
homogeneous in achievement dispersion, but even among schools with the same achievement level, schools varied in their achievement
dispersion, depending on classroom practices. 相似文献
6.
Ruth Gilbert 《Children‘s Literature in Education》2010,41(4):355-366
This discussion explores the role that storytelling and stories might have in leading children towards an awareness of uncertainty
and ambiguity in relation to Holocaust representation. It focuses on Morris Gleitzman’s Once (2006), its sequel Then (2008), and John Boyne’s The Boy in the Striped Pyjamas (2006) to consider the narrative techniques used to draw young readers into an understanding of the Holocaust. In particular, the
discussion examines the role of silence within these narratives to suggest that a meaningful dialogue with silence is a crucial
aspect in communicating the fractured nature of Holocaust history. Literature aimed at a young audience engages explicitly
with the oft-cited injunction not to forget the Holocaust by setting out to inform a new generation of readers about the horrors
of the Nazi genocide. In my analysis of these texts, however, I want to consider whether we should assume that such works
do necessarily perform a progressive educative role. The article argues that the blunt didacticism of Boyne’s text might close
down possibilities for the child reader’s imaginative engagement with the ungraspable nature of the Holocaust. In contrast,
Gleitzman’s novels confront the child reader with a complex set of ideas about the relationship between narrative and subjectivity. 相似文献
7.
In three studies, the effects of visual and phonological distinctness on the visual–verbal paired associate learning of dyslexic
and normal readers at the age of 10–12 were examined. We hypothesized that both groups would be equally affected by the visual
distinctness of the pictures, whereas the learning performance of the dyslexic children would be more susceptible to the phonological
distinctness of the verbal stimuli (words). As expected, in Study 1 we found that the visual distinctness of pictures had
a similar effect on both groups. However, the results of Studies 2 and 3 on the effect of phonological distinctness did not
support the hypothesis. Both reader groups were equally affected by the phonological distinctness of the words. In addition,
we found that, although not consistently, dyslexic children tended to be worse in verbal learning, which could to a large
extent be explained by their problems with phonological processing. 相似文献
8.
Narrative for a dual audience of children and adults is a field of expanding interest among children’s literature scholars.
A great deal of the extant research is implicitly or explicitly informed by longstanding anxieties about the status of children’s
fiction, a context that shifts the parameters of the analysis to questions of literary sophistication. Whilst some attention
is paid to the reader-subject position of the child reader, rather less is given to the positioning of the adult reader in
relation to the pedagogical agendas of such texts. This article examines picture books featuring parents reading to preschool
children. In the context of family literacy, it is an instance in which the pedagogical address to the adult reader is as
significant as the address to the child. Drawing on distinctions between double and dual address, the article examines the
ways in which representations of parents reading to children position adult and child reading-subjects to understand reading
as work and leisure, respectively. We conclude with some observations about how the dual address might in fact subvert the
literacy agendas in these texts. 相似文献
9.
Lisa Boggiss Boyce 《Children‘s Literature in Education》2011,42(3):243-255
Discussions of children’s literature frequently neglect the pop-up. This universally popular type of book is often considered
ephemeral and insubstantial, although some titles have managed to attain popularity and critical recognition, elevating the
form to iconic status. One of the most acclaimed and lasting titles in contemporary pop-up books is Jan Pieńkowski’s Haunted House. Gothic themes have always been popular with pop-up book originators, especially as the form lends itself perfectly to concepts
of transformation, but a close reading of this particular title is ideally suited to the investigation of place and space.
Everything is carefully designed to draw the reader in. The familiar experience of arriving in a strange house is a concept
even the youngest child can relate to, while the text poses questions and, even in its title, establishes the potential for
surprise. Each turn of the page delivers this as each pop-up unfolds and demands reaction from the reader, linking narrative
place and space with actual three dimensional place and space. Using Pieńkowski’s Haunted House as a focus, this article argues for a revaluation of the pop-up form. 相似文献
10.
Shailesh A. Shirali 《Resonance》2011,16(5):437-445
In this article we introduce the reader to some pretty results concerning a circle and regions within it defined by various
line segments. We have framed the results in terms of a pizza, so we could well call this an introduction to Pizza Geometry! The novel aspect is the variety of approaches used to prove these results. 相似文献
11.
This article describes a theory of how culture enables literary interpretations of texts. We begin with a brief overview of
the reader response field. From there, we introduce the theory and provide illustrative participant data examples. These data
examples illustrate the four cultural positions middle grade students in our research assumed when responding to salient textual
features embedded in African American children’s novels. Our theory suggests that because a range of cultural positions factors
into students’ meaning making, we should mine texts more carefully for cultural milieu as well as find acceptance with a broader
range of literary interpretations. We conclude by discussing implications for literary researchers and practitioners who study
or use multicultural children’s literature. 相似文献
12.
Basudeb Datta 《Resonance》1998,3(1):8-14
In 1843 Hamilton discovered the quaternions and in the same year Graves found an algebra with 8 basis elements. So, mathematicians
knew the division algebra structures (over ℝ) on ℝ, ℝ2, ℝ4 and ℝ8 in the first half of the 19th century itself. It took more than 100 years to prove that these are all the division algebras
over ℝ. This follows from a theorem of Adams (which we will discuss in Part 2). In this part we also discuss ‘vector products’
on ℝ3 and ℝ7 and Hurwitz’s theorem on ‘sums of squares formulae’ 相似文献
13.
H. R. Krishnamurthy 《Resonance》2005,10(11):55-69
This article attempts to acquaint the reader with the seminal contributions made by Hans Albrecht Bethe to the area of solid
state theory. It should be read in conjunction with the other tributes to Bethe’s work that appeared in the October 2005 issue
ofResonance. 相似文献
14.
Rafael Martínez-Planell María Trigueros Gaisman 《Educational Studies in Mathematics》2012,81(3):365-384
In this study we analyze students’ understanding of two-variable function; in particular we consider their understanding of domain, possible arbitrary nature of function assignment, uniqueness of function image, and range. We use APOS theory and semiotic representation theory as a theoretical framework to analyze data obtained from interviews with thirteen students who had taken a multivariable calculus course. Results show that few students were able to construct an object conception of function of two variables. Most students showed difficulties finding domains of functions, in particular, when they were restricted to a specific region in the xy plane. They also showed that they had not fully coordinated their R3, set, and function of one variable schemata. We conclude from the analysis that many of the interviewed students’ notion of function can be considered as pre-Bourbaki. 相似文献
15.
George R. La Noue 《Academic Questions》2005,18(2):49-56
Conclusion No one believes that Gratz/Grutter are the last word on the use of race in higher education, but there are no other cases in this area immediately on the horizon.
Instead we are in a period of “gathering good data,”31 “what evidence supports your conclusion,”32 “leave a paper against what criteria.”34 The outcome of the next round of litigation may well depend on how higher education has accomplished those tasks. The academic
world will be best served on this question, as on others, if persons with various ideological and methodological perspectives
take part. After all, the question is supposed to be about diversity.
He has been a researcher on race neutrality for the Department of Education's Office of Civil Rights. The opinions expreseed
here are his own and do not necessarily represent those of any other organization. 相似文献
16.
Koundinya Vajjha 《Resonance》2010,15(9):843-849
A Pythagorean triple is a triad of positive integers (x, y, z) which satisfy the Pythagoras’ equation x
2 + y
2 = z
2. In this article, we shall consider triples of the form (i, i + 1, k), and the recurrence relations governing them. In the process, we also solve completely the equation i
2+ (i + 1)2 = k
2. 相似文献
17.
18.
Susan G. Lea 《Children‘s Literature in Education》2006,37(1):51-67
The secondary worlds created in fantasy encourage the reader to compare and contrast the real world with the imaginary. In
this way, fantasy as a genre can be transformative. In this article, the dystopia created in The Giver (1993) by Lois Lowry
is examined as a metaphor for racism. After exploring the young adult novel as mystical fantasy in the context of reader response
theory, the author evaluates the monochromatic world of The Giver as a portrayal of the consequences of a colorblind stance.
Pedagogical considerations and implications for practice are also discussed.
Susan G. Lea received her M.Ed. from the University of Pennsylvania, where she is currently a doctoral candidate. She also
serves as Chair, Board of Trustees, The Agnes Irwin School, an independent girls day school in Rosemont, PA. Her areas of
research include how aesthetic response and co-constructed meaning are enhanced through well-known visual art presented in
intertextual sets of picturebook art parody, local public mural art parody, and original artwork.
Zelnick, “The battle for color-blind public policy.”
Lowry, The Giver. 相似文献
19.
Joseph Samuel 《Resonance》2005,10(5):54-61
In the first part of this article1 we gave an elementary introduction to Chern’s ideas and their impact on modern physics. In this concluding article we describe
some more advanced applications of Chern’s ideas. This second part is some-what more demanding than the first part and is
addressed to students with some background in mathematics and physics.
Joseph Samuel is a theoretical physicist and by natural inclination a classical mechanic. Over the years he has strayed into
other fields like optics, general relativity and very recently DNA elasticity. A unifying theme in his work is differential
geometry and topology in physics. He keeps moderately fit by raising and lowering indices and relaxes by playing semiclassical
guitar. 相似文献
20.
Kristen L. McMaster Christine A. Espin Paul van den Broek 《Learning disabilities research & practice》2014,29(1):17-24
Many studies have demonstrated the efficacy of reading comprehension interventions for struggling readers, including students with learning disabilities. Yet, some readers continue to struggle with comprehension despite receiving these interventions. In this article, we argue that an explicit link between cognitive psychology and intervention research contributes to knowledge regarding for whom and under what conditions reading comprehension interventions are most likely to be beneficial. First, we provide a brief overview of a cognitive perspective on reading comprehension. Next, we illustrate an application of this perspective by describing a collaborative project in which we examined interactions among reader characteristics, text properties, and instructional contexts. Last, we highlight directions for future research and implications for practice. 相似文献