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敦煌写本碑铭赞文书历来是敦煌学研究所倚重的重要文献资料。文章以前人释本为基础,参核缩微胶片及相关文献材料,补正了部分字词的释录,疏解了一些未被各类语文辞书收录的词语,以供研究者参考。 相似文献
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In this essay, I discuss three key ideas related to the construction and treatment of “difference” in and around schools and schooling. First, just as difference is most commonly located within marginalized populations at the intersections and along the lines of race, disability, social class, national origin, sexuality, sex, language, and religion, such “locating” is done by those socialized and reinforced to view themselves as normal and the norm against which they compare those different from them. Therefore, normalcy operates to maintain positions of superiority for some and inferiority for others. Next, the situation of disability at the intersection of non-dominant identities can be a powerful tool for disrupting normative spaces, practices, and beliefs. Finally, I call for critical action that exposes the negative construction of and consequences of difference in the academy, noting how epistemologies, methodologies, publication outlets and formats, and sentence structures that fall outside what we associate with normalcy, and those who employ them, are also sorted along lines of competence and incompetence, leading to the dismissal or exclusion of disabled scholars, scholars of color, and those scholars engaging in more public praxis outside the academy walls. 相似文献
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ABSTRACTMany behavioural and emotional characteristics are associated with children’s peer relationships. The purpose of this study is to examine behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children. 773 third-grade children (51% girls) are assessed with a sociometric questionnaire and self-evaluations of their behavioural and emotional strengths and difficulties. Teacher evaluations are also used to assess the children’s academic competencies and behaviour. Univariate analysis of variance (ANOVA) is used to analyse the data. Results indicate that children in the popular status group assess their behavioural and emotional strengths as being better than children in the rejected status group. The behavioural profile of the controversial status group is similar to that of the rejected status group. Children in the neglected status group differ from other sociometric status groups in some behavioural and emotional strengths. Issues pertaining to gender differences are also discussed. 相似文献
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《Studying Teacher Education》2013,9(2):143-156
This is a self-study of my professional and cultural biography and identity, a history which directed me first toward the work of urban teaching and then into teacher education and research into comparative educational issues of racial and national identity. I use this inquiry to demonstrate how biography and identity influences the lived experience of teaching and the researcher's stance. I also examine areas where preservice urban teacher education programs must improve. My personal recommendations describe experiences that would have better prepared me for urban teaching. Suggestions include expanding coursework in the historical, political, and sociocultural influences on urban education and in designing culturally responsive curricula. I also recommend restructuring field experiences to offer richer classroom-based learning opportunities for preservice teachers and extending fieldwork into urban communities. Finally, I suggest ongoing inservice teacher education in learning-community models that respond to educators' context-specific teaching concerns. 相似文献
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Irene W. Gaskins John T. Guthrie Eric Satlow Joyce Ostertag Linda Six Janice Byrne Beth Connor 《科学教学研究杂志》1994,31(9):1039-1056
This article describes the interplay of goals, teacher development, and assessment in the context of a yearlong research and development project. The aim of the project was to integrate the teaching of science, reading, and writing processes in a conceptually based, constructivist curriculum for middle school students who read below grade level. A performance-based assessment was designed and implemented to determine the level of student awareness and control over the processes taught during a unit of instruction. Interviews with science teachers and supervisors revealed the important interaction of curricular goals, the performance assessment, and instructional practice. 相似文献
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School disciplines,social representations,and the construction of the didactics of history,geography, and civics 总被引：1，自引：0，他引：1
The author presents a concept of the didactics of history, geography, and civics that seeks to link, through a single dynamic, the civic, political, and social goals of school knowledge with everyday classroom practice and pupils' learning. Two concepts occupy the heart of this construction: those of school disciplines and social representations. The concept of school disciplines addresses the fact that school knowledge is a creation of the school, designed to enable it to achieve the social goals it is assigned. A school discipline is thus a particular combination of goals, content (in the form of shared knowledge), methods, and practices. The concept of social representations is a tool serving to analyze knowledge as theories of the natural and social world, its production, and its reception by the different actors involved. 相似文献
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Shailesh A. Shirali 《Resonance》2010,15(2):116-123
This article describes a connection between the Gregory-Leibnitz series for pi and the representations of positive integers
as sums of two squares. It emerges from a study of the geometry of lattice points in the plane. 相似文献
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This longitudinal research study focused on persistence and financial aid of women, underrepresented minorities, and needy students majoring in science, engineering, and mathematics (SEM) in a large, public university in a metropolitan area. Beginning in fall 1989, four consecutive freshmen cohorts (n's = 1967, 1679, 1614, and 1924, respectively) were tracked through 1996–97. SEM majors persisted and graduated at higher rates, but took longer to graduate than non-SEM majors. Women, underrepresented minorities, and needy students received more gift aid than other student populations. However, only women had lower departure rates and graduated at higher rates than other SEM student populations. Compared to non-SEM majors, gift aid for SEM majors was more likely to be awarded on the basis of merit rather than need. Average loan indebtedness increased rapidly from 1989–90 through 1996–97 for both SEM and non-SEM majors. Implications of the findings for improved institutional and federal policy are indicated, and further research on the study topics recommended. 相似文献
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Annette M. Holba 《Quarterly Journal of Speech》2013,99(3):349-352
THE ADVERSARIES: POLITICS AND THE PRESS. By William L. Rivers. Boston: Beacon Press, 1970; pp. xi+273. $730. THE LEFT‐LEANING ANTENNA: POLITICAL BIAS IN TELEVISION. By Joseph Keeley. New Rochelle, N. Y.: Arlington House, 1971; pp. 320. $8.95. PUBLIC OPINION AND FOREIGN POLICY. By James N. Rosenau. New York: Random House, 1961; pp. vii+118. Paper $1.35. PUBLIC OFFICIALS AND THE PRESS. By Delmer D. Dunn. Reading, Mass.: Addison‐Wesley, 1969; pp. vii+208. Paper $2.95. 相似文献
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Richard T. White 《Instructional Science》1976,5(2):133-152
An investigation was made of the effects of amount of guidance, sequence of instruction, and attribute-treatment interactions on speed of learning, retention, and transfer of ten intellectual skills that form part of a learning hiererchy and which are commonly part of secondary school physics courses. Four clearly-defined instructional methods were used; the methods form a linear scale from least to most guidance. It was found that the numbers of errors made in reaching a criterion performance on the skills decreased as the amount of guidance was increased, but transfer and retention were unaffected. Two sequence styles were used, which were both consistent with the requirement that no skill should be taught before the skills that were subordinate to it in the learning hierarchy. Form of sequence had no effect on speed of learning, retention, or transfer, and there was no interaction between sequence and amount of guidance. A novel method was employed to search for the presence of any interaction between attributes of learners and the amount of guidance. None was found. It is concluded that a maximum of guidance can be used to teach intellectual skills to all learners with no negative effect on retention and transfer. It is suggested that variables other than amount of guidance or sequence are more likely to affect a learner's retention or transfer of a skill. Finally, patterns of retention of skills that are connected in the learning hierarchy were found to be contrary to an earlier result. The patterns suggest that a skill in a learning hierarchy cannot be recalled unless its relevant subordinate skills are also recalled. 相似文献
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