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1.
In this interview Fiona French discusses her work and career with David Lewis. She describes early influences and stresses her lifelong love of colour and pattern. Amongst other themes she considers the factual basis of most of her books and her lack of interest in fantasy; her preference for clear, simple prose; her constant shifts in style and approach and the increasing freedom of expression she has developed over a long career. David Lewis has been a primary school teacher, educational researcher and teacher trainer. He has written numerous articles on children's picturebooks and is the author of Reading Contemporary Picturebooks: Picturing Text. He is a member of the UK editorial board of Children's Literature in Education.  相似文献   

2.
There are numerous academics who have also been novelists, including several prominent writers of children’s literature. Yet the relationship between academic writing and the writing of fiction has not been systematically explored, nor have the kinds of knowledge gained from the experience of writing fiction always been easy to incorporate into the scholarly and institutional contexts of academic criticism. The author discusses some of the ways in which academic and fiction writing can complement and inform each other, drawing on his own experience in both fields. He also argues that ‘the act of writing’ needs to be far more thoroughly integrated into English studies at both a practical and a theoretical level. Charles Butler was a fiction writer before he was an academic, writing his first novel before he went to London University to study English Literature. He readily admits that his first and second novels remain deservedly unpublished, the influence of other authors hanging too heavily over them. The Darkling (1997) was the first of his six fantasy novels published to date and, as he relates in this article, he has also written a number of critical works. As Charles is one of that rare breed of writers who have managed to combine these two careers (though he has some illustrious precursors, in Tolkien, of course, C.S. Lewis and Ursula Le Guin), we invited him to share his views on both the rewards and possible pitfalls of trying to keep both activities buoyant. Charles Butler is a Senior Lecturer at the University of the West of England, Bristol, where he specializes in children’s literature. He is author of Four British Fantasists: Place and Culture in the Children’s Fantasies of Penelope Lively, Alan Garner, Diana Wynne Jones, and Susan Cooper (Scarecrow/ChLA, 2006), and editor of Teaching Children’s Fiction (Palgrave Macmillan, 2006). He is also the author of six children’s fantasy novels, of which the most recent are Death of a Ghost (HarperCollins, 2006) and The Lurkers (Usborne, 2006). His web site is http://www.charlesbutler.co.uk  相似文献   

3.
As art objects, picturebooks have the potential to contribute to readers’ aesthetic development. Many scholars and practitioners have recognized how using picturebooks with older students can augment their reading motivation and extend their understanding of visual elements of art and design, as well as develop their literacy, language, and thinking skills. The Red Tree (Tan, 2001) was one of the picturebooks used during two multifaceted, classroom-based research projects with Grade 7 students. The studies explored how the students responded to and interpreted picturebooks and graphic novels with metafictive devices, and examined how the students transferred their knowledge and understanding of various literary and art elements when creating their own multimodal print texts. Overall, the content analysis of the students’ written responses to The Red Tree revealed an adoption of an “aesthetic attitude” (Doonan, Looking at Pictures in Picture Books, 1993, p. 11) towards the picturebook. The students’ responses reflected how they positioned themselves as active readers who looked closely at Tan’s sophisticated and metaphorical paintings, and who embraced a co-authoring role as they interpreted the emotional landscapes and textual fragments in the picturebook. The article concludes with a discussion of several pedagogical issues associated with using picturebooks in middle years’ classrooms.  相似文献   

4.
Faith Ringgold, best known for Tar Beach, her 1991 Caldecott award winning picturebook, has been addressing social issues in her art since the early 1960s. The purchase of her Tar Beach story quilt by the Guggenheim Museum demonstrates the acceptance of her fabric art by the fine arts community. An examination of the connections between Ringgold’s fabric art and picturebooks, including connections between themes, characters, narrative style and her use of visual elements, points to the conclusion that her quilts and picturebooks are related in their use of literary and fine art elements. Using Ringgold’s work as an example, this article supports the view that picturebooks should be considered a fine art form. Joyce Millman is an art teacher in the Philadelphia public schools and teaches in the Art Education Department at Moore College of Art and Design. As a teacher and former Philadelphia Writing Project Scholar, she continues to explore art and literacy.  相似文献   

5.
This article looks at how Ted Hughes’ poetry for children developed over more than 30 years of publication. It traces the movement from his earlier, more conventional rhyming poems, such as Meet My Folks! (1961) and Nessie the Mannerless Monster (1964), to the mature, free verse “animal poems” for older readers of Season Songs (1976c), Under the North Star (1981) and the “farmyard fable” What is the Truth? (1984). The article argues that the later lyrical poems for younger readers where Hughes returned to rhyme, The Cat and the Cuckoo (1987) and The Mermaid’s Purse (1993), represent an undervalued final phase of Hughes’ work for children which is rarely discussed by critics. The discussion considers Hughes’ changing attitude to the concept of the “children’s poet” at different periods of his career. Reference is made throughout to Hughes’ own writing about children and poetry, such as Poetry in the Making (1967), and to parallel developments in his poetry for adults.  相似文献   

6.
In the first part of this article, we read about Alice’s guided tour through the cellular microfactory. In the second part, I introduce the methods of studying the materials and mechanisms of the molecular machines through dialogues. The three participants in this discussion are Alice, her elder brother Alex and her father Albert. The style of presentation here is adapted from Galileo’s Dialogue Concerning the Two Chief World Systems. Albert, a professor of biophysics, emphasizes the crucial differences between the mechanisms of the natural nano-machines and those of their macroscopic counterparts. He also points out some practical applications of this interdisciplinary research in biomedical science and nano-technology. Debashish Chowdhury is a professor of Physics at IIT Kanpur. He is a theoretical physicist and the areas of his research interest are statistical and biological physics. He plays with toy models using mathematical formulae and simulates nature with computers.  相似文献   

7.
The now late great Max Velthuijs was filmed in April 2004 discussing his work with Victoria de Rijke and Howard Hollands, who began the interview expecting Max to be working under certain artistic and cultural influences, none of which seemed to be the case! Max describes what brought him home to Andersen Press, the freedom of children’s picturebooks and his particular way of working, the irony of the white canvas, his attachment to certain symbolic motifs such as apples and blackbirds, and his affinity with the creatures that make up the universally popular and internationally acclaimed Frog series.This piece draws on many voices: those of Max Velthuijs, (represented here in italics), the interview questioners Victoria de Rijke, Howard Hollands & camerawoman Rebecca Sinker (in bold type), and comments (in ordinary type) drawing upon Joke Linders’ biography Ik Bof dat ik een Kikker Ben (Glad to be a Frog) Leopold, 2003, kindly translated into English by Lena Winter.  相似文献   

8.
A & C Black’s Flashbacks series invites its readers to “Read a Flashback...take a journey backwards in time”. There are several ways in which children’s fiction has encouraged its readers to engage with and care about history: through the presence of ghosts, through frame stories, time travel, or simply setting the narrative in the past. However, modern critical theory has questioned the validity of traditional modes of the genre. This paper defends historical fiction for children by arguing that, whatever narrative strategy is used, such writing stands or falls through its evocation of a historical sensibility—or what Raymond Williams calls a ‘structure of feeling’. This is achieved through elements of style, both in the representation of dialogue and thought. Pastiche, sometimes thought of as an unsatisfactory feature of contemporary culture, can often perform a similar evocative function. The paper is based on close readings of Alan Garner’s The Stone Book from 1976, and 21st century fiction by Kevin Crossley-Holland, Kate Pennington and Paul Bajoria. If these books do not overtly use the techniques of “historiographic metafiction”, it may be because awareness of historiography is implicit in the very texture of their writing. Christopher Ringrose is Principal Lecturer in English at the University of Northampton, and Head of Learning and Teaching in the Arts. He is an Editor of The Journal of Postcolonial Writing, and has published on Canadian literature, literary theory, eighteenth-century literature, and autobiography, as well as writing a study of the novelist Ben Okri, published in 2006. For CLE, he wrote on Lying in Children’s Fiction in Volume 21 No.3 (July 2006).  相似文献   

9.
The paper discusses the children’s novel Gaffer Samson’s Luck (1984), by Jill Paton Walsh, from three different perspectives; those of a cultural geographer, a literary scholar and an English teacher. It is part of a larger research project on children’s perception of their place-related identities through reading and writing. The novel is used as a case study to develop a multidisciplinary approach, drawing upon theories of literature and reading, and a conceptualisation of space in cultural geography. Employing ideas from different disciplines, the paper offers an original interpretation of the text as well as innovative analytical tools for future research and for classroom application.  相似文献   

10.
It is always of interest when one finds a property that is true only of some given object, or some given class of objects. For example, if n > 1 is an integer, then (n − 1)! + 1 is divisible by n just when n is a prime number. In this article we look at some properties that are true only for the integer 2. Shailesh Shirali has been at Rishi Valley School, Andhra Pradesh (Krishnamurti Foundation India) since the 1980’s. He has a deep interest in teaching and writing about mathematics at the high school/post school levels, with particular emphasis on problem solving and on historical aspects of the subject. He has been involved in the Mathematics Olympiad movement at the national and international level for the past two decades. He is the author of several expository books and articles aimed at interested high school students.  相似文献   

11.
This article describes an integrated art and early literacy project entitled, ‘Picture Partners’. The main purpose of the project was to explore how young children create and express meaning through art. Children’s responses, both written and spoken, were included because accompanying modes of expression expand the nature and content of their drawings and inform teachers about children’s intentions and processes of thinking. A secondary purpose was to investigate how children use illustrations from familiar picture books as models for their own creations and whether children’s responses to stories might be enhanced through their collaboration with peers. Partnerships were formed and participants worked in close proximity as they drew pictures in response to a teacher directed prompt. Using qualitative, interpretative analysis, a small subset of drawings produced by kindergarten and first grade children was examined. The results revealed that the process of drawing was influenced by illustrations in picturebooks, peer interactions, and the artwork of partners in close proximity. The shift in emphasis away from the interpretations of visual realism in children’s drawings towards their own purposes allowed readers to focus on the way drawings represent meaning within children’s socio-cultural worlds.  相似文献   

12.
Carol Ann Duffy’s three volumes of children’s poetry are important and interesting because they emerge from the work of a writer whose adult poetry has persistently associated childhood with dark and difficult areas of experience. This article explores what happens to such challenging material when a poet of major significance changes the focus of her work to address child readers directly. Since these areas of experience are bound up with issues that have made the meaning of childhood particularly problematic within contemporary society, Carol Ann Duffy’s poetry may be read as an oblique commentary on the condition of childhood within late modernity. The author focuses on strategies used by the poet in representing both romantic love and disturbing emotions for a child readership, assessing the roles played by distancing and estrangement devices in mediating such experience. David Whitley is Lecturer in English in the Faculty of Education at Cambridge University, where he teaches English Literature, Film and Children’s Literature. He is particularly interested in film, poetry and environmental perspectives on the arts. He has published a number of articles, especially on Aesop’s Fables, and has recently completed a book on Disney animation.  相似文献   

13.
In this article, we present a case study of a beginning science teacher’s year-long action research project, during which she developed a meaningful grasp of learning from practice. Wendy was a participant in the middle grade science program designed for career changers from science professions who had moved to teaching middle grade science. An extended action research experience in the second year of induction proved valuable to her in learning how to modify her teaching to reach her goal, using evidence of student learning as her guide. This article closes with reflections on the value of extended action research within science teacher preparation, particularly early in one’s career, and explores the promise for ongoing practice-based professional development throughout a teacher’s career.  相似文献   

14.
Allchin (2006) has misinterpreted a classic case of hypothetico-deductive (HD) science in terms of his preferred ‘let’s-gather-some-data-and-see-what-emerges’ view. The misrepresentation concerns the research program of Peter and Rosemary Grant on Darwin’s finches. The present essay argues that the Grants’ research is HD in nature and includes a statement by Peter Grant to that effect.
Anton E. LawsonEmail:
Dr. Anton E. Lawson’s   career in science education began in the late 1960s in California where he taught middle school science and mathematics for 3 years before completing his PhD at the University of Oklahoma and moving to Purdue University in 1973. Lawson continued his research career at the University of California Berkeley in 1974, and then moved to Arizona State University in 1977, where he currently conducts research and teaches courses in biology, in biology teaching methods, and in research methods. Lawson has directed over 100 workshops for teachers, mostly on inquiry teaching methods, and has published over 200 articles and over 20 books including Science Teaching and the Development of Thinking (Wadsworth: Belmont, CA, 1995), Biology: A Critical Thinking Approach, (Addison Wesley: Menlo Park, CA, 1994), and The Neurological Basis of Learning, Development and Discovery (Kluwer: Dordrecht, The Netherlands, 2003). Lawson’s most recent book is an introductory biology text called Biology: An Inquiry Approach (Kendall/Hunt: Dubuque, IA, 2004). Lawson is perhaps best known for his research articles in science education, which have three times been judged to be the most significant articles of the year by the National Association for Research in Science Teaching (NARST). He has also received NARST’s career award for distinguished contributions to Science Education Research as well as the outstanding science educator of the year award by the Association for the Education of Teachers in Science.  相似文献   

15.
Visual aspects of 12 collections of children’s writing that were published in South Africa between 1986 and 2003 are considered. The covers, illustrations, facsimiles of original writing and artwork, fonts, colours and author credits create images of childhood and youth and provide clues to the purposes for which the collections were made and published. Spanning the period from the last days of apartheid to today’s modern, democratic country, they provide an unusual insight into the changing place of the young in South African society. Elwyn Jenkins is Professor Extraordinarius in the Department of English Studies, University of South Africa, Pretoria. His publications include Children of the Sun: Selected Writers and Themes in South African Children’s Literature (Ravan, 1993), South Africa in English-language Children’s Literature, 1814–1912 (2002), and contributions to The Cambridge Guide to Children’s Books in English (2001) and The Oxford Encyclopedia of Children’s Literature (2006).  相似文献   

16.
Éric Binet 《Prospects》1999,29(3):444-454
Conclusion Her brief experience of paediatrics and her subsequent discovery of psychoanalysis gave Fran?oise Dolto access to a therapeutic practice enabling her to apply ethical principles that were in conformity with her view of the human person. This path led her to develop a prophylaxis, put to the test in various institutional projects, with a ‘socializing’ or ‘educational’ value. Psychoanalysis thus not only enabled her to bring the light of ethics stemming from it to bear on the therapeutic process, but also stimulated her in her educational and spiritual activity. It was, no doubt, that feature of her thinking that prompted Dolto, in her relations with others, always to use speech for the benefit of the person by calling or recalling each person to his or her archaic desire. This is perhaps the origin of what prompted in her readers and listeners that jubilant enthusiasm so decried thereafter. There is a paradox here between the rejection of any claim to set standards and any imitation, and the power to attract an extensive readership or audience that ‘imitated’ and ‘set standards’, and, above all, was not steeped in the ethical convictions that she alone knew to be essential to any application of her ‘advice’. The very inner distinctiveness of her therapeutic, educational and spiritual action no doubt explains the absence, as Dolto saw it, of pupils to whom she might have taught the essence of her practice, since her subjectivity—the sense of her genius, her faith—is not something that can be taught. Original language: French éric Binet (France) Clinical psychologist in the public child welfare department of the département of Hauts-de-Seine, Paris, and mother and child welfare service for the City of Paris. He is also an instructor at the National Childhood and Family Institute, Centre d'Innovation et de Recherche dans le Champ Social, Paris. He is at present working for a doctorate in the educational sciences at the Université Lyon II, under Professor Guy Avanzini, and completing a thesis on the educational thinking of Fran?oise Dolto. I wish to thank Colette Parcheminier, who is in charge of the association ‘Archives et documentation Fran?oise Dolto’ [Fran?oise Dolto: records and documents], for her invaluable assistance in this work.  相似文献   

17.
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18.
We examine the argumentative structure of Hwang et al.’s (2004) paper about human somatic cell nuclear transfer (SCNT, or ‘therapeutic cloning’), contrasted with four Journalistic Reported Versions (JRV) of it, and with students’ summaries of one JRV. As the evaluation of evidence is one of the critical features of argumentation (Jiménez-Aleixandre 2008), the analysis focuses on the use of evidence, drawing from instruments to analyze written argumentation (Kelly et al. 2008) and from studies about the structure of empirical research reports (Swales 2001). The objectives are: 1) To examine the use of evidence and the argumentative structure of Hwang et al.’s Science, 303: 1669–1674 (2004) original paper in terms of the criteria: a) pertinence of the evidence presented to the claims; b) sufficiency of the evidence for the purpose of supporting the claims; and c) coordination of the evidence across epistemic levels. 2) To explore how the structure of Hwang’s paper translates into the JRV and into university students’ perceptions about the evidence supporting the claims. The argumentative structure of Hwang’s paper is such that its apparently ostensible main claim about NT constitutes a justification for a second claim about its therapeutic applications, for which no evidence is offered. However, this second claim receives prominent treatment in the JRV and in the students’ summaries. Implications for promoting critical reading in the classroom are discussed.  相似文献   

19.
Alex Attewell 《Prospects》1998,28(1):151-166
Conclusion Florence Nightingale once quoted from an address on education delivered at the Universities of St Andrew's and Glasgow, which perfectly reflected her own standpoint: ‘[…] education is to teach men not to know, but to do’ (Nightingale, 1873, p. 576). It would seem fair to judge Florence Nightingale's contribution to education by the practical effect which her reforms had. A letter written to her by Benjamin Jowett should stand as her epitaph: There was a great deal of romantic feeling about you 23 years ago when you returned home from the Crimea […] and now you work on in silence, and nobody knows how many lives are saved by your nurses in hospitals; how many thousand soldiers […] are now alive owing to your forethought and diligence; how many natives of India in this generation and in generations to come have been preserved from famine and oppression and the load of debt by the energy of a sick lady who can scarcely rise from her bed. The world does not know all this or think about it. But I know it and often think about it (31 December 1879). Original language: English Alex Attewell (United Kingdom) Assistant curator of a hospital museum in the west of England before joining the Florence Nightingale Museum, London, in 1989. He became an Associate of the Museums Association in 1993 and Curator of the Florence Nightingale Museum in 1994. He often lectures, gives broadcasts and organizes temporary exhibitions in the area of his expertise.  相似文献   

20.
For non-negative integers k, n, let P k (n) denote the sum {fx27-1}. We show by two different means that if k ≥ 3 and odd, then n 2(n+1)2 iss a factor of the polynomial P k (n); and if k ≥ 2 and even, then n (n+1) (2n+1) is a factor of the polynomial P k (n). We also derive a relatively unknown result first obtained by Johann Faulhaber in the 17th century. Shailesh Shirali has been at Rishi Valley School, Andhra Pradesh (Krishnamurti Foundation India) since the 1980’s. He has a deep interest in teaching and writing about mathematics at the high school/post school levels, with particular emphasis on problem solving and on historical aspects of the subject. He has been involved in the Mathematics Olympiad movement at the national and international level for the past two decades. He is the author of several expository books and articles aimed at interested high school students.  相似文献   

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