Organization and management of an institutional theatre     

Albert Johnson 《Quarterly Journal of Speech》2013,99(2):198-206

Mikhail Bakhtin's concept of heteroglossia is central to his concept of dialogism and the way discourse achieves meaning. Bakhtin ‘s catalog of kinds of heteroglossia in the novel offers a method for describing the narrative discourse in Flannery O'Connor's Wise Blood, a novel that has evoked disagreement about its quality and its effects. Bakhtin's concept has greater explanatory power than other theories used to explore the rhetorical effects of the novel and the values embodied in its language. In turn, the application of Bakhtin's theory suggests that some kinds of heteroglossia play a larger role in establishing ideology than even Bakhtin claimed.  相似文献   

THE AMERICAN SEMINAR     

F. Ernest Johnson∗ 《Religious education (Chicago, Ill.)》2013,108(8):867-869

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MORAL EDUCATION THROUGH SCHOOL ACTIVITIES     

Franklin Winslow Johnson A.M. 《Religious education (Chicago, Ill.)》2013,108(6):493-502

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How do Teachers Teach Memory Skill?     

Barbara E. Moely  Silvia S. Hart  Kevin Santulli  Linda Leal  Terry Johnson  Nirmala Rao 《教育心理学家》2013,48(1-2):55-71

Research on teachers' efforts to influence the ways in which children approach memory tasks and understand and regulate their own memory processes has been limited, possibly because of the restrictive views of memory held by cognitive theories that have previously guided research efforts. A more complex perspective on the memory skills that develop over the elementary school years has been elaborated by developmental psychologists and information-processing theorists, but their work has had limited influence on either teacher-training practices or research in teaching. In order to begin to apply this newer perspective to an understanding of classroom teaching processes, research needs to consider teacher practices and expectations for children's learning and memory. A program of research that has been concerned with how teachers teach memory and metacognitive skills and with teachers' views of memory processes is summarized in this article, and implications for teacher training are discussed.  相似文献   

Universities in Europe: North American Perspectives on European Historiography     

Paul Mattingly  Konrad Jarausch  John Craig  Joseph Kett  James Turner 《History of education》2013,42(3):469-490

This 2005 conference dialogue does not attempt to review the formidable A History of the University in Europe, 1800–1945 edited by Walter Rüegg. But it does use this magnificent piece of scholarship to open a discussion of the scholarship on the university, worldwide. The precipitating event was a book session at the Social Science History Convention in Portland, Oregon (2005). The participants are scholars of the higher education discourse and sought to reflect upon the conceptual patterns that have produced our higher education canon. They have found both foundational bedrock and time‐bound, limited assumptions about the ‘university’ in this volume’s 16 major essays. The central issue of this critique addresses the methodological problem of how another discourse, say, American higher education, might conceive a different version of the history of the university. In the course of the discussion the participants try to lay out the conceptual guidelines for a new history of higher education.  相似文献   

Development of the nonverbal immediacy scale (NIS): Measures of self‐and other‐perceived nonverbal immediacy     

Virginia P. Richmond  James C. McCroskey  Aaron D. Johnson 《Communication quarterly》2013,61(4):504-517

In recent years nonverbal immediacy has received considerable attention from researchers concerned with instructional communication, interpersonal communication, and organizational communication. Unfortunately, the instruments used to measure nonverbal immediacy in these contexts sometimes have been problematic in terms of their reliability estimates. This research attempted to overcome this problem, or failing that, to identify the cause(s) of the reduced reliability. The research resulted in a scale with high reliability when used as either a self‐report or an other‐report measure. It was also found to be equally reliable across the contexts of instructional, interpersonal, and organizational communication. Content validity of the scale is good and an initial test of predictive validity produced a high validity correlation. Unexpected sex differences were observed in the results and these are discussed in this report.  相似文献   

Imagining a profession: a beginning teacher's story of isolation     

Kerryn McCluskey  Cheryl Sim  Greer Johnson 《Teaching Education》2013,24(1):79-90

Policy documents informing the profession of teaching in Australia and elsewhere explicitly recommend nurturing those new to the profession working collaboratively with colleagues. Key to the development and growth of beginning teachers is the informal exchange of ideas and knowledge between colleagues – essentially through the functioning of a community of practice. In practice there are beginning teachers who do not experience productive professional collaborations. In this article we use positioning theory and discourse analysis as a methodological “hearing aid” to listen to the story of a beginning teacher, a global English speaker, as she tells of her personal experiences of being excluded by her colleagues as she begins teaching at her first school. Speakers of global English are defined, for this research, as those for whom English is not their first language but may be one of many spoken languages. This story reflects similar accounts gathered during a larger research study conducted by the authors that focused on the early career experiences of global English speaking teachers. We conclude with suggestions for ways forward through awareness and practical reforms.  相似文献   

The audacity of building community: a teacher looks at the end of every fork     

Jaye Johnson Thiel 《Teaching Education》2013,24(3):292-301

In this article, I theorize a specific pedagogical moment as a teacher educator by taking up a particular aspect of phenomenological philosophy – the phenomenological reduction – and a particular conception of pedagogy informed by Bourdieu’s philosophies – nomos and habitus – in order to put them in closer dialog with one another. I also bring the theoretical and conceptual work of other critical and poststructural thinkers – hooks and Boler – to bear on a nagging pedagogical concern I experienced as a teacher educator when one of my students made me painfully aware of something I had missed, creating a landscape for how each may be imagined as not only exercises of teaching but as larger commitments to practice and theory, relationship with learners, as well as relationship with self. This concern became a phenomenological pedagogical moment of self-discovery and defined possibility in the classroom where I learned to shift and suspend pedagogical practices and step back to take a moment to see what had yet to be noticed, a time in which I chose to eat a naked lunch.  相似文献   

The unfortunate human factor: A selective history of human factors for technical communicators     

Robert R. Johnson 《Technical Communication Quarterly》2013,22(2):195-212

Human factors Is an important discipline for technical communicators to explore, but an examination of its historical bias toward the technological system and away from the user should be part of this exploration if we are to effectively use human factors methods in print and on‐line document development. Beginning with the advent of formal human factors in the early twentieth century, this essay reviews moments in the history of human factors that are especially relevant to technical communicators. The essay concludes with a discussion of human factors research that is most applicable to technical communications, specifically qualitative usability research, minimalism, and human activity interface design.  相似文献   

The Ubiquity Paradox: Further Thinking on the Concept of User Centeredness     

Robert R. Johnson 《Technical Communication Quarterly》2013,22(4):335-351

Where do words go to live when they become meaningless?

—Anonymous

Men of the world who value the Way all turn to books. But books are nothing more than words. Words have value; what is of value in words is meaning.

—Zhuangzi (as quoted in Mao)

For questioning is the piety of thought.

—Heidegger in The Question ConcerningTechnology and Other Essays

This essay argues that user centeredness has become ubiquitous and is in danger of being rendered meaningless. To address this problem, a meditative essay theorizes user centeredness by examining a base term—use—as defined through the ancient concepts of techne and the four causes of making. It concludes that user-centered design should employ the causes in order to avoid inversions during the development of all things technological.  相似文献