Looking Beyond ‘Skills’ and ‘Processes’: Literacy as Social and Cultural Practices in Classrooms     

Barbara Comber  Phil Cormack 《Literacy》1997,31(3):22-29

This article explores the thinking and research that has led to a view of literacy as social and cultural practices. Literacy is described not as an internal cognitive state or a universal set of skills and processes that individuals must learn, but as social and cultural ways of doing things through the use of text. This view adds to our understanding of literacy by switching the focus to the ways in which individuals, groups, communities and societies put literate practices to work. For teachers, this means thinking about the sorts of literacies they are trying to produce through their programmes. This implies studying classrooms and preschools as social and cultural settings where particular practices count as good work – asking which kinds of texts, ways of talking, reading, writing and behaving are preferred and why.  相似文献   

Gender and Orientations Toward the Future: Links to Motivation     

Barbara A. Greene  Teresa K. DeBacker 《Educational Psychology Review》2004,16(2):91-120

Literature on future orientation and motivation was examined for gender differences. Research revealed gender differences from five theoretical orientations: achievement motivation, future time orientation, possible selves, expectancy-value, and social-cognitive. Some of those differences seemed best explained in terms of generational differences in gender role expectations. Gender differences were found in extension and density of future goals. Men had further extension but fewer goals than women. Evidence suggested that women's future expectations have become more similar to men's in the career realm, although women also have maintained their focus on interpersonal goals. An implication is that schools are a potentially powerful sociocultural context that can encourage students to envision futures that are not constrained by gender, race/ethnicity, or other stereotypes.  相似文献   

Computer-prepared questionnaires and grouping theories: Considerations for mail surveys in academic settings     

Dr. Jon S. Hesseldenz  Barbara G. Smith 《Research in higher education》1977,6(1):85-94

Possible respondents in a 1974 survey of University of Kentucky doctoral graduates were sent either computer-prepared or offset-printed questionnaires, personalized and identical in content. No difference was found in the overall response rates to the two types of instruments. But when the responses were categorized by the academic major of each recipient according to the theories of Holland (1973) and Biglan (1973a, 1973b), differential response rates appeared. Moreover, interactions of questionnaire type and grouping category were also evident. Response rates were projected using the best type of questionnaire for each grouping category in which a significant interaction occurred. Neither grouping theory was found to be superior to the other in projected response rates.  相似文献   

Vascular architecture:is it a helpful histopathological biomarker for hepatocellular carcinoma?     

GRIZZI Fabio  FRANCESCHINI Barbara  FIAMENGO Barbara  RUSSO Carlo  DIOGUARDI Nicola 《Journal of Zhejiang University. Science. B》2007,(4)

Hepatocellular carcinoma(HCC) remains one of the major public health problems throughout the world.Although originally associated with tumorigenic processes,liver angiogenesis has also been observed in the context of different liver in-flammatory,fibrotic,and ischemic conditions.Here we investigate the fractal dimension as a quantitator of non-Euclidean two-dimensional vascular geometry in a series of paired specimens of primary HCC and surrounding non-tumoral tissue,and discuss why this parameter might provide additional information regarding cancer behavior.The application of fractal geometry to the measurement of liver vascularity and the availability of a computer-aided quantitative method can eliminate errors in visual interpretation,and make it possible to obtain closer-to-reality numerals that are compulsory for any measurement process.  相似文献   

Focusing on informal strategies when linking arithmetic to early algebra     

Barbara A. Van Amerom 《Educational Studies in Mathematics》2003,54(1):63-75

In early algebra students often struggle with equation solving. Modeled on Streefland's studies of students' own productions a prototype pre-algebra learning strand was designed which takes students' informal (arithmetical) strategies as a starting point for solving equations. In order to make available the skills and tools needed for manipulating equations, the students are stimulated and guided to develop suitable algebraic language, notations and reasoning. One of the results of the study is that reasoning and symbolizing appear to develop as independent capabilities. For instance,students in grades 6 and 7 can solve equations at both a formal and an informal level, but formal symbolizing has been found to be a major obstacle. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

Research abstracts     

Donald P. Ely  Barbara Minor 《Educational technology research and development : ETR & D》1982,30(4):260-260

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Dyslexia policy and practice: cross‐professional and parental perspectives on the Northern Ireland context          下载免费PDF全文

Gillian J. Beck  Donna Hazzard  Therése McPhillips  Barbara Tiernan  Ann‐Marie Casserly 《British Journal of Special Education》2017,44(2):144-164

This article considers policy and practice in relation to dyslexia provision in Northern Ireland since the 2002 Task Group Report. Using interviews with original and current stakeholders, this research, funded by SCoTENS (Standing Conference on Teacher Education, North and South), examined the extent to which recommendations have been met in the intervening years. Perspectives of interviewees indicated that while pockets of good practice have existed, this has been inconsistent. Despite the Department of Education (Northern Ireland) promoting and funding a significant and replicable model of teacher education and making efforts to monitor its efficacy, concerns remain regarding the optional nature of training, the maintenance of the discrepancy model of dyslexia identification, the need for early multi‐disciplinary identification, whole‐school policy development and post‐primary provision. In addition, stakeholders questioned the sustainability of funding and advocated enhanced transparency for parents, whose voices, it would appear, can still go unheard.  相似文献   

Examining mathematics teachers' conceptions,practices, and opportunities for change     

Gwendolyn M. Lloyd 《Journal of Mathematics Teacher Education》2016,19(6):499-501

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Louisville: Possibility City     

J. Michael Spector  Barbara Lockee  Miriam Larson 《TechTrends》2009,53(3):5-6

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Making a Difference: Early Career English Teachers Research Their Practice   总被引：1，自引：0，他引：1  

Barbara Kamler 《Changing English: An International Journal of English Teaching》2008,15(1):65-76

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