共查询到20条相似文献，搜索用时 46 毫秒
1.
Christina M. Desai 《Children‘s Literature in Education》2006,37(2):163-184
This article explores the question of how children’s literature reflects national identity in a diverse society. Drawing parallels with Ellison’s Invisible Man, it speculates on how literary omissions and misrepresentations of diverse groups may influence the minds of young readers in their attitudes toward themselves, their nation, and others. In a sampling of the current children’s picture book literature of Malaysia in English, it relates current thinking in multiculturalist and post-colonial theory to the forms of multiculturalism found in these works. It examines this literature’s representations of history, diversity, class, gender, and values to determine who is represented, how they are portrayed, who is excluded, and what values are promoted, exploring what image of national identity this literature projects.
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| Christina M. DesaiEmail: |
2.
In response to the mounting national support provided to mentoring programs and initiatives in higher education, the present
article updates a review article written by Jacobi (Rev Educ Res 61(4):505–532, 1991). The article revisits the mentoring literature in an attempt to re-frame and update the definition and characteristics of
mentoring provided by Jacobi. It also synthesizes and critically analyzes empirical literature specific to mentoring college
students published between 1990 and 2007. Finally, the article presents broad theoretical perspectives of mentoring from the
business, psychology and education literature in preface to a proposed theoretical framework specific to mentoring college
students. The article concludes with specific recommendations to advance the mentoring literature.
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| Gloria CrispEmail: |
3.
Don Latham 《Children‘s Literature in Education》2008,39(3):213-226
In Skellig, Kit’s Wilderness, and Clay, David Almond employs various types of intertextuality to enrich his narratives. Through the use of allusion, adaptation,
collage, and mise-en-abyme, he encourages his adolescent readers to seek out precursor texts and to consider the interrelationships between these texts
and his own. By so doing, he demonstrates the respect he has for his readers and empowers them to become active makers of
meaning.
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| Don LathamEmail: |
4.
Lewis Roberts 《Children‘s Literature in Education》2008,39(2):121-134
Sharon Creech’s Walk Two Moons is a defining example of contemporary realistic fiction for children. This article argues that
Walk Two Moons models storytelling as a tool which children need to understand their own relationship to reality and to literature.
Rather than employing a grim verisimilitude, as some critics have charged, Creech has created a novel of realistic character
development which also challenges any simplistic understanding of children’s realistic fiction through its complex and self-referential
narrative structure and use of literary language. The result is a narrative which, in the face of painful and tragic circumstances,
empowers readers toward a hopeful and optimistic view of life’s mysteries.
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| Lewis RobertsEmail: |
5.
Sanne Parlevliet 《Children‘s Literature in Education》2008,39(2):107-120
This article examines adaptations in their capacity of preserving literary heritage. It describes how the Middle Dutch beast
epic Reynard the Fox lost its position in literature for adults and became part of a literary heritage that was no longer read but only studied
for its historical value. Versions for children kept the story alive. A comparison of English and Dutch adaptations of the
beast epic demonstrates the influence of different cultural contexts on transformation strategies used to cross the bridge
between the rough medieval satire and children’s literature. While English adaptations affiliated the story to other genres,
its status as the embodiment of Dutch national character compelled Dutch rewriters to find a satisfying justification to provide
children with a story lead by a remarkably scandalous hero.
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| Sanne ParlevlietEmail: |
6.
Thomas Crisp 《Children‘s Literature in Education》2008,39(4):237-261
Few pieces of GLBTQ fiction have received the popular and scholarly acclaim awarded to Alex Sanchez’s Rainbow Boys series. Although “problem novels” are rarely taken seriously as literature, the books—the first novel in particular—have
joined the few pieces of GLBTQ literature incorporated into educational discourse and curriculum. In this article, the author
suggests that although the positive nature and surface construction appeals to those seeking “affirmative” representations
of GLBTQ youth, the contributions made by the series may be overshadowed by its reliance on heteronormative gender stereotypes
that may actually work to perpetuate homophobic attitudes toward gay sexuality.
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| Thomas CrispEmail: |
7.
Suzanne E. Welcome Christine Chiarello Laura K. Halderman Christiana M. Leonard 《Reading and writing》2009,22(3):353-371
Despite an extensive literature linking individual differences in phonological processing to reading ability, some adults
show normal text comprehension abilities despite poor pseudoword reading (Jackson & Doellinger (2002). Journal of Educational Psychology, 94, 64–78). This study was undertaken to investigate differences between these individuals, termed resilient readers, and proficient
readers in performance and degree of lateralization on a variety of single word processing tasks. Participants completed seven
divided visual field tasks investigating various aspects of reading. Resilient readers performed less accurately on basic
word recognition tasks, but not on the tasks involving semantic access. Resilient readers did not differ from proficient readers
on reaction time or lateralization on any of the experimental tasks. These findings are consistent with the hypothesis that
skilled phonological decoding is not necessary for reading for meaning in a college population. It is proposed that higher-level
semantic information and general world knowledge may allow some readers to compensate for deficiencies in lower-level word
recognition processes.
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| Suzanne E. WelcomeEmail: |
8.
Susan Louise Stewart 《Children‘s Literature in Education》2009,40(3):180-196
When Ralph Ellison’s Invisible Man was published in 1952, he could not have known the impact his metaphor of invisibility would have on adolescent and YA literature.
However, upon closer inspection, the importance and prevalence of his metaphor becomes evident. Authors of adolescent and
YA literature routinely use the metaphor as an intertextual shortcut to discuss issues that shape adolescent subjectivity,
which is demonstrated through an examination of Sapphire’s Push, Virginia Hamilton’s The Planet of Junior Brown, and Robert Cormier’s Fade.
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| Susan Louise StewartEmail: |
9.
10.
Diann L. Baecker 《Children‘s Literature in Education》2007,38(3):195-206
Scott O’Dell’s Island of the Blue Dolphins tells the archetypal story of the young, virgin, orphan girl who is vulnerable to either debauchery or rescue. That such
a girl must succumb to either one or the other is a necessary element of the archetype. In O’Dell’s work—one intended, after
all, for children—the heroine is rescued by a paternalistic figure and re-inscribed into the patriarchal world. Yet, in the
hands of young readers, Island—part fairytale, part rescue narrative, part feminist parable—becomes a story of independence and survival, despite the heroine’s
“rescue” at the end.
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| Diann L. BaeckerEmail: |
11.
Zbigniew Semadeni 《Educational Studies in Mathematics》2008,68(1):1-17
To explicate certain phenomena, e.g., the possibility of deduction without definition, we hypothesize that an individual is
able to understand and appreciate reasoning with a due feeling of its necessity when the concept image of each concept involved
in the reasoning has reached a certain level of development; we then speak of deep intuition. This conception is presented (with a variety of examples) in the framework of D. Tall’s theory of three worlds of mathematics
(‘conceptual-embodied’, ‘proceptual-symbolic’, and ‘formal-axiomatic’).
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| Zbigniew SemadeniEmail: |
12.
Pauline W. U. Chinn 《Cultural Studies of Science Education》2009,4(3):639-647
This response draws from the literature on adaptive learning, traditional ecological knowledge, and social–ecological systems
to show that Brad’s choice is not a simple decision between traditional ecological knowledge and authentic science. This perspective
recognizes knowledge systems as dynamic, cultural and historical activities characterized by diverse worldviews and ways of
constructing and legitimizing knowledge. Brad’s decision is seen as an example of adaptive learning, identity development
and personal/collective agency oriented to increasing tribal influence in resource management decisions and policies. I will
conclude that science literacy for all is not served by a transcendent, universal, Western modern view of science.
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| Pauline W. U. ChinnEmail: |
13.
Brian L. Heuser 《Prospects》2007,37(3):293-303
This article explores the theoretical foundations of social cohesion as it relates to higher education institutions. In so doing it seeks (a) to understand the core elements of social cohesion—social
capital, human capital and ethical behavioural norms that serve a common good—and (b) to establish a flexible framework for
understanding the combined contributions of higher education to society. Tertiary institutional phenomena (those occurring
in higher education) that are involved in the creation of social cohesion are hereafter termed academic social cohesion. The particular emphasis is on higher education’s role in cultivating moral awareness as a vital product of institutions’
primary activities. These core functions of colleges and universities are discussed in relation to both academic social cohesion
and the degree to which they should involve the creation of specific ethical norms.
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| Brian L. HeuserEmail: |
14.
Melissa Gross 《Children‘s Literature in Education》2007,38(2):115-126
Alice Miller’s work provides a theoretical framework to assess the effects of child abuse and its relationship to the development
of creativity, hatred, and violence in the novel Ender’s Game. Analysis focuses on the extent to which children are manipulated in order to meet the needs of adults, the presence of behaviors
such as the repression of feelings and memories, the idealization of perpetrators, blind obedience to authority, and the expression
of repressed feelings in destructive acts, and identification of a helping witness as predictors for the actions and outcomes
in this story.
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| Melissa GrossEmail: |
15.
Kelly Wissman 《Children‘s Literature in Education》2007,38(1):17-34
This article explores how Sandra Cisneros alludes to and recasts popular fairy tales in The House on Mango Street to reveal their troubled legacy in the lives of many women in the novel. Drawing upon Latina feminist theory and Cisneros’s
autobiographical writing, this article posits that the main character Esperanza’s alternative “happily ever after” comes through
locating the vocation of writing as the fulcrum for self-definition and social change. It is suggested that feminist literary
criticism can be enhanced through analysis of heroines from diverse cultural backgrounds and theoretical frameworks attuned
to racial and ethnic diversity.
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| Kelly WissmanEmail: |
16.
Jeanette M. Grover Eula Ewing Monroe James S. Jacobs 《Children‘s Literature in Education》2007,38(1):71-86
The first author, a student in a graduate children’s literature class, designed a project to locate “good” mathematics-based
children’s literature selections. However, the reference tools usually consulted (e.g., Books in Print) to locate books by topic were of little help, and those she located under individual mathematics topics were mostly traditional
mathematics books rather than good read-aloud selections. Consequently, she perused the university library’s sizeable juvenile
collection to find books that would meet her selection criteria. This article describes the influence of two landmark documents
for mathematics teaching and learning—Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989) and Principles and Standards for School Mathematics (NCTM, 2000)—as she engaged in the process.
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| Eula Ewing MonroeEmail: |
17.
Christina Rose Dubb 《Children‘s Literature in Education》2007,38(3):219-232
This article compares the first-person narratives of two adolescent girls in the novels The Rain Catchers and The House on Mango Street. I propose that adolescent girls can use literacy to read the world around them as a text and therefore help them to form
their own identities enough to ultimately find authority in telling their own stories. I use Judith Langer’s theory of envisionment-building
as a primary lens through which to interpret the girls’ narrative work and further elucidate the feminist aspects involved
through Belenky et al.’s famous work, Women’s Ways of Knowing.
相似文献
| Christina Rose DubbEmail: |
18.
The aim of the study was to elucidate the nature and efficiency of the strategies that readers with phonological dyslexia
use for temporary retention of written words in Working Memory (WM). Data was gathered through a paradigm whereby participants
had to identify serially presented written (target) words from within larger word pools according to their presentation order,
with word pools containing code-specific distracter (CSD) words and non-code-specific distracter (NCSD) words. Analyses focused
on three aspects of performance: (1) false recognition of target words; (2) correct recognition of target words; and (3) retention
of word presentation order. Participants were readers with diagnosed phonological dyslexia (n = 20, mean grade level = 9.05 [0.89]) and a control group of regular readers (n = 25, mean grade level = 9.00 [0.76]). Results provide direct evidence that the dyslexic readers and the regular readers
used essentially different memory coding strategies for the temporary retention of written words, with the former predominantly
relying on a visual strategy and the latter on a phonological strategy. Findings further pinpointed a notably impoverished
ability of the dyslexic readers to retain word presentation order. The implication of these findings is discussed in relation
to theories predicting the acquisition and mastery of reading.
相似文献
| Paul MillerEmail: |
19.
Akiko Yamazaki 《Children‘s Literature in Education》2008,39(4):305-313
This article examines three novels which use stories of elves—especially the ballad “Tam Lin”—as pre-texts, and contemplates
how they explore the issue of Otherness. The three novels are The Sterkarm Handshake by Susan Price, Cold Tom by Sally Prue, and Fire and Hemlock by Diana Wynne Jones. Although the novels seem to be about elves as Other, they can be read as observations on human nature
and human relationships. The article speculates on how encounters with the Other illuminate what humans are like and how these
contacts affect the human characters by making them see themselves in a different light.
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| Akiko YamazakiEmail: Email: |
20.
Janis Dawson 《Children‘s Literature in Education》2007,38(2):141-152
This article discusses Philip Reeve's young adult science fiction novels as literary collages. It explores the ways in which
the author uses postmodernisms to introduce big ideas and construct a compelling futuristic world that combines fast-paced
adventure with the bildungsroman.
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| Janis DawsonEmail: |