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1.
Trends towards greater flexibility are to be found in the reform of post-school education and training around the globe. They are part of a wider profile of changes to workplaces and labour relations within which greater flexibility is pursued. This paper charts our journey, through which we have sought to locate flexibility as a globalizing and globalized policy metaphor. Drawing on recent policy texts, we illustrate the multiple meanings of flexibility. The latter is explored within the growing debates about the globalization of education policies and the metaphors which have been deployed to frame these practices. Finally, we outline the role that metaphors have in policy texts and the readings to which they are subject. We argue for metaphorical readings of the texts of flexibility and globalization as a way of countering attempts to inscribe certain meanings and in order to sustain policy openings. 相似文献
2.
Boston Public as Public Pedagogy: Implications for Teacher Preparation and School Leadership 总被引：2，自引：2，他引：0
The media play a major role in the construction of popular cultural “texts,” such as films and television programs. These media forms are conceptualized as “public pedagogies”—i.e., as texts that have great potential to teach the public about a wide range of educational issues. This article focuses attention on the representation of teachers and principals in the popular television series Boston Public. Specifically, the authors provide two complimentary accounts of how the representations of teachers and principals can be engaged through critical analyses or “readings.” One account develops a deconstructive reading of how Boston Public treats teacher preparation, teacher competence, and principal leadership. The second account examines how preservice teachers were engaged in multiple readings of the program. The article concludes by suggesting that analyzing popular representations of teachers and educational leaders in film and television can become one important strategy, among others, for developing critically reflective educational leaders and teachers. 相似文献
3.
Carey Philpott 《Discourse: Studies in the Cultural Politics of Education》2013,34(5):689-702
Ball argues that ‘policy authors do make concerted efforts to assert control [of readings] by the means at their disposal … [and that] we need to understand those efforts’ (Ball, 1994, p. 16). Efforts by policy authors to control readings are influenced by their own assumptions about the nature of language, texts and communication. This paper explores the models of language and communication held by policy writers within one HEI and how these influence the strategies they use to try to control interpretations of policy texts. The dominant conceptions of language and communication that emerge underestimate the active work of the ‘receivers’ of policy texts and the need for shared understanding of the social situation in constructing meanings. This leads to a misguided attempt to reduce the ‘implementation gap’ by modifying formal features of policy texts. 相似文献
4.
This essay employs Barbara Herrnstein Smith's notion of “contingencies of value,” the idea that evaluations of text vary because our readings take place in specific contexts and are shaped by cultural and historical exigencies. In this study, we apply this notion to the reading of student texts in a college composition portfolio assessment. Through an analysis of taped teacher discussions of students' writing and an examination of student responses to the grading process, we conclude that in every reading of a text (but especially in the reading of the multiple texts of a portfolio) readers posit an “implied author.” That is, based on their reading of a single text or portfolio, teacher-readers construct a persona that represents the author, and this projection can strongly influence the reader's evaluation of student work. Group discussions of portfolios allow teachers to expose and explore the value-laden nature of these judgments. 相似文献
5.
Jeanette Rhedding‐Jones 《British Journal of Sociology of Education》1996,17(1):21-37
Locating oneself as a poststructuralist not only emphasises multiple readings of texts, but generates data comparable with this location. This article considers some possibilities in researching everyday happenings at primary school. Reading and producing discourses, rather than texts only, involves bringing into play our own subjective understandings. Writing differently then becomes a methodology for the analysis of what we have recorded as research data. For the study of sites and events, one possibility is for deconstructions to follow a form of ethnography. However, with poststructural theories and their related academic practices, the research choices are different. An effect of this difference is that the timings and resolutions of gathering, presenting and analysing data are dislocated. These dislocations may be read as an enactment of a radical philosophy. They may also be read as a puzzle to be resisted, but which is nevertheless constructed to match today's cultural shifts and to challenge the nature of researching. 相似文献
6.
John M. Sloop 《Communication quarterly》2013,61(4):345-362
After reviewing contemporary cultural and media scholarship that emphasizes the role of audiences in creating resistant readings of texts, this essay suggests that such audience‐oriented theories should be re‐supplemented with a concern for the ways in which texts, the grounds of interpretation, are constrained by cultural forces. Through a critical analysis of the controversy that ensued after Public Enemy's Professor Griff made universalizing claims about Jews, the essay investigates the economic, political, and ideological mechanisms that encouraged the band to withdraw the text (Griff's comments) and replace it with a text more consistent with the dominant cultural ideology of liberalism. 相似文献
7.
《Early childhood research quarterly》1998,13(2):295-318
In recent years, many scholars have called for greater inclusion of expository texts in early schooling. A first step in assessing the wisdom of these calls is to examine what young children actually know, and can learn, about the language of these reputedly-difficult texts. This study provides information about 20 preliterate kindergartners' knowledge of one genre of expository text, information books, at two points in time—in September, when the children first entered kindergarten, and in December, after children had spent 3 months in a classroom in which information books were read aloud on a near-daily basis. Children's pretend readings of an unfamiliar wordless information book in September contained key features of information book language: their December readings contained far greater use of these features, and among more children. These young children's fast-developing knowledge of information book language provides one indication that inclusion of such texts in early schooling may be well-advised. 相似文献
8.
高年级精读课堂上时常出现教师、学生互不干涉抑或教师自问自答的尴尬局面。究其原因之一就是学生缺乏认知文本的语感图式,因而无法实现与课文、教师之间的真正互动。本文将王尚文先生语感图式理论引入精读教学,探讨如何通过构建和完善英语专业学生的语感图式来提高他们的英语语感素质,并以此帮助高年级精读课走出所谓＂枯燥乏味＂的尴尬局面。 相似文献
9.
In studies carried out in the 1980s the algebraic symbols and expressions are revealed through prealgebraic readers as non-independent texts, as texts that relate to other texts that in some cases belong to the reader’s native language or to the arithmetic sign system. Such outcomes suggest that the act of reading algebraic texts submerges the reader into a network of intertextual relations derived from that reader’s prior mathematics and linguistic experiences. In this article we propose an analytical perspective of algebraic activity that is based on intertextuality and that makes it possible to advance our knowledge concerning the production of sense in said activity. In particular, we resort to the notion of intertextuality as a means of theoretically describing and explaining sense production processes in the learning of two algebraic methods: the Cartesian Method (for the algebraic solution of word problems) and the Substitution Method (for the solution of systems of two linear equations with two unknowns). We support our arguments via a series of episodes of empirical study interviews with secondary school students, in order to demonstrate the pertinence and relevance of carrying out their analysis from the perspective proposed. 相似文献
10.
Drawing on anthropological evidence that interactions with texts are often mediated through oral language practices and Vygotsky's ideas about the primacy of social dialogue for individual intellectual development, the authors argue that children's informal talk about both electronic and printed texts throws new light on the reading process as a whole. They analyse children's talk about a school library book, a piece of graffiti, a television programme and a film to show how readings are shaped by the social organization and personal relationships of the readers, whether in curriculum activities, friendship groups or at home in the family. Readings are constructed, contested and negotiated through talk at the point where texts are first calculated and reshaped again when they are jointly recalled. Talk also helps to construct the text's legitimate audience and the reader's position within it. 相似文献
11.
《Learning and Instruction》2003,13(1):93-115
Processes involved in learning from text were analysed as the result of social interactions in cultural settings, in which text remembering is defined in terms of mediated actions. Teacher–student dyads from two levels in adult education were presented with four expository texts and asked to study and remember them jointly. The analyses show different kind of actions both in study and recall of the texts. Results showed differences in the study and recall of the texts related to the educational level and phase. The general pattern of study and recall observed in more experienced students and in latter phases was characterised by a selective attention to the structural aspects of the texts. Teacher–student interaction could be promoting this form of study and recall of the texts. Teachers might have facilitated the acquisition and internalisation of new forms of remembering texts that are characteristic of school activities. These forms or remembering are social in a double sense: because of their origins, and because they are performed in interaction. 相似文献
12.
ABSTRACTThis essay offers readings of three significant texts within the history of subject English: The Teaching of English in England (1921), The Education of the Poetic Spirit (1949), and Growth Through English (1967). These texts each yield valuable insights into what students and their teachers can learn through their exchanges with one another within the social space of the classroom, especially the conversations that centre on the reading and writing they do together. Those insights, however, become more readily available to us if we resist accepted accounts of the history of subject English and attempt to read these texts anew. All three texts provide important intellectual resources in the struggle against neoliberal tendencies in educational thinking. The very attempt to engage in a responsive and nuanced dialogue with them over the historical divide that separates us constitutes a significant form of resistance to the instrumentalist thinking that characterises neoliberal ideology. 相似文献
13.
孙慧玲 《河北师范大学学报(教育科学版)》2007,9(4):132-136
文选式是我国传统的语文教材编制模式,国内有不少代表性的文选式语文教材,关于该编制模式的理论研究也比较完备,但该模式存在不少问题,如选文安排不科学,随意性较大。将语文教学演变为选文教学。使口语交际教材沦为写作、阅读教材的附庸。因此,语文教材编制有必要借鉴国外经验,考虑其他编制模式如专题式、话题式,走教材编制多样化道路。 相似文献
14.
Mary Scott 《Assessment & Evaluation in Higher Education》2005,30(3):297-305
This paper aims to encourage teachers in higher education to reflect on the criteria they apply when assessing students’ academic writing. Grounding its arguments in readings of postgraduate students’ texts, the paper identifies complexities that evaded the teachers’ assessments. These complexities are made visible by the development of particular theoretical perspectives. The concept of the ‘motivated sign’ is given central significance in view of its relevance to the increasing diversity of student histories and expectations in higher education classrooms in the UK. 相似文献
15.
Ian Hardy 《The Australian Educational Researcher》2009,36(1):73-88
This paper reveals how the provision of teacher professional development is conceptualised within the Australian Government
Quality Teacher Programme (AGQTP) policy text and its predecessors, and uses these texts to infer the nature of the production
practices associated with the development of these policies. The paper argues that multiple tensions within these texts gesture
towards support for complex and contested approaches to professional development during the policy production process. To
make sense of this contestation, the paper draws suggestively upon Bourdieu’s field theory, which conceptualises the social
world as consisting of social spaces or “fields”, and extensions of his theory, which reveal fields as exerting considerable
influence upon one another. The paper argues that “Quality Teacher Programme” texts infer support for more progressive, social
democratic approaches to the provision of teacher professional development within the educational policy field, as well as
more economistic and neoliberal approaches. 相似文献
16.
Richard H. Haswell 《Assessing Writing》1998,5(2):231-268
Categorization theory helps make sense of writing placement. As developed by psychologists, social scientists, and language analysts, current theory suggests that human acts of categorization fall roughly under three models: classical, prototypical, and exemplar. Results of actual holistic scoring, however, show that readers behave as if the categories (scale points) had prototypical structure. In many ways, prototypical and exemplar categorization support a different writing-placement method, one more efficient than the holistic, a two-tiered sequence of quick, blind, and single readings followed by careful, informed, and multiple readings. The procedure is flexible and admits wide variations. Categorization theory itself, and standard research techniques associated with it, can be productive in inquiry into writing assessment. 相似文献
17.
译者作为语言习得者和语言使用者在翻译过程中不可避免地会受到语感的影响。译者可以通过语义感、语法感和语音感来深入理解原作思想内容,传达源语所表达的情感和意义。从语言本质、思维过程与译者语感的关系来看,背离了语言特征的言语行为就是不地道的,这就造成了译语的偏离。从语感研究角度,对译语的超额和亏损问题做一些尝试性探讨。 相似文献
18.
Becky Parry 《English in Education》2009,43(2):148-161
This article presents the findings of a small-scale research project which aimed to enable young people to reflect on their childhood responses to the popular films, 'Shrek' and 'Shrek 2'. During the project the participants develop new readings of the films in the light of their own recent experiences both of life and of other texts. The research draws on reader response theories to describe the complex readings of the films made by two young women from Rotherham. These readings include an engagement with an element of the films' narrative structure, the relationship dilemma between the main characters. There was also clearly recollection of enjoyment of the animation style, the humour and the fairytale intertextuality of the film. However, the strongest response was based on more recent experiences and involved considerable empathy with the characters. This has important implications for both educational research and classroom practice. This paper argues for an increased recognition of the significance of children and young people's engagements with popular children's films as integral to their development as readers and creators of narrative texts. 相似文献
19.
Donna E. Alvermann 《Teaching Education》2013,24(1):7-25
Following a brief overview of the current context for middle years teaching education in the United States, this article goes on to explore the multiple literacies that youth use both in and out of school to make sense of the various print, visual, aural, and digital texts that they encounter daily as part of the middle years experience. The article concludes with a brief analysis of two case studies that illustrate how these multiple literacies play out in relation to cultures in which the oral tradition is central to students' understanding of middle school curricula. 相似文献
20.
The authors respond to the charge that reading for intentionality necessarily leads critics into a naive conception of agency. They argue for methods that hold authors, texts, and audiences in productive tension. Genetic criticism is offered as a perspective in which the author may be integrated within this tension. Using Di Gregorio and Gill's study of Darwin's marginalia and Campbell's examination of Darwin's notebooks, the authors apply genetic criticism to Darwin's writings to demonstrate that intentionalist readings offer scholars a useful critical resource. 相似文献