Children's Perspectives on the Roles of Teachers and Therapists in Inclusive Early Childhood Programs     

Karen E. Diamond  Dianna G. Cooper 《Early education and development》2000,11(2):203-216

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Planting virtual lemons: performing forest protection in the context of political performativity     

Catherine Diamond 《Inter-Asia Cultural Studies》2017,18(4):540-557

The socialist People’s Democratic Republic of Laos (Lao PDR) has some of the largest intact forests in Southeast Asia, yet these are being quickly depleted by illegal logging, slash-and-burn farming, increasing population pressures, monocrop plantations, mining and dam building. Foreign government and nongovernmental organizations stage “infotainment” theatre plays to educate and inform the Lao public of its role in protecting the forests even though government projects and concessions are the primary causes of forest destruction. Because all the nationally subsidized performing arts troupes are government mouthpieces they cannot critique the government’s role. Foreign aid agencies funding the dramas are also made complicit in the hypocrisy of promoting forest protection to those with the least power to do so, while both performers and spectators know who is profiting the most from the sale of forest products. This article examines theatrical performances regarding forest protection presented in this context of performativity in which the state manipulates socialist rhetoric to conceal its actions that enrich its officials and capitalist partners at the expense of the rest of the Lao public.  相似文献   

Construing a career: a developmental view of teacher education and the teacher educator     

C. T. Patrick Diamond 《课程研究杂志》2013,45(2):133-140

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Understanding others Kellyian theory,methodology and applicationComprendre les autres la théorie de Kelly: methodologie et applicationEntendimiemto de los otros la teoría de Kelly: metodología y applicación     

C.T.Patrick Diamond 《Int J Intercult Relat》1982,6(4):395-420

This article discusses Kelly's theory of personal constructs and its Repertory grid technique as means of revealing the nature of cultural differences and similarities. It shows how Kelly's theory relates to cognitive theory, implicit personality theory and subjective culture theory. According to Kelly, people and groups are best understood in terms of the ways they anticipate events. People are all psychologists since they employ constructs. These bases of discrimination are bipolar in nature and open to revision. A group's culture is summarized by its members' shared superordinate constructs. Kelly's Commonality Corollary explains that members of a group are similar because they use the same constructs to order events. Kelly's Sociality Corollary states that, in order to enter into a relationship with others, people need first to subsume the others' personal constructs. His custom-built Repertory grid elicits constructs by having a person decide how in a matrix other people, for example, are similar and different. In the rated grid form, each person or element is rated from most to least on the positive pole of each construct. Either principal components or cluster analysis or multidimensional scaling can reveal the interviewed person's superordinate dimensions of appraisal. As an emic technique, the grid is contrasted with the semantic differential and other fixed-format tests. A review of the personal construct literature shows that many individuals and cultural groups have been explained in their own terms. In this research, difference is construed as interesting and others are understood by construing their construction processes as a first step towards approval.  相似文献   

A rationale for decision: selecting the right tool for the job     

R M Diamond 《American annals of the deaf》1966,111(5):648-656

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Using SAS to Assess Differential Item Performance     

James J. Diamond 《Educational Measurement》1989,8(4):27-28

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In Memory of Mary McEvoy\1953–2002     

Karen E. Diamond  Editor 《Early childhood research quarterly》2002,17(4)

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A Memoir of Co‐Mentoring: The “We” that is “Me”     

C.T. Patrick Diamond 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):199-209

The author’s academic journey in learning to mentor and be co‐mentored involved three rites of passage. In this reflective essay (invited paper), the author acknowledges his most influential co‐mentors—former dissertation supervisees and long since colleagues—who helped form the “we” that is him. The first phase coincided with a constraining time in research and supervision. The author co‐published only a few journal articles and mainly with one mentee. During his second stage in Toronto, Canada, he experienced an exponential increase in co‐publication. This was a natural extension of mutually beneficial working relationships and successful doctoral defenses. Like a trusted friend, a mentor can guide his or her charges as they set out to discover and realize the potential within. The responsive form of learning in partnership enacted a version of collective action among equals. The author became a collaborative arts‐based‐educational researcher‐mentor: a hyphenated collection of selves. Since having returned to Australia, he co‐mentors early career academics seeking to publish and use writing as and for their professional development.  相似文献   

How Do Teachers Use Comics to Promote Engagement,Equity, and Diversity in Science Classrooms?     

Matuk  Camillia  Hurwich  Talia  Spiegel  Amy  Diamond  Judy 《Research in Science Education》2021,51(3):685-732

Research in Science Education - Equitable learning opportunities are critical to the goals of science education. However, major curriculum standards are vague on how to achieve equity goals, and...  相似文献   

University–School Partnerships in English Pre-service Teacher Education: A Dialogic Inquiry into a Co-teaching Initiative     

Fleur Diamond  Graham Parr  Scott Bulfin 《Changing English: An International Journal of English Teaching》2017,24(3):266-284

Evidence has been accumulating for some time about the impact of standards-based education reforms on schools and schooling, but there has been little research investigating the influence of these reforms on university-based initial teacher education (ITE). This article critically inquiries into the effects of these reforms on an ITE co-teaching project where a secondary English teacher in a school was seconded to work for a year as a teacher educator in an Australian university in a praxis-based partnership. Using Cavarero’s framing of ‘who’ and ‘what’ narratives, and Bakhtinian discourse theory, the authors present three autobiographical narratives exploring different perspectives on their experiences in the co-teaching partnership. The article affirms the value of school–university praxis partnerships for speaking back to standards-based reforms, but acknowledges that this speaking back involves complex relational and dialogic work in grappling with institutional and system-wide policies and practices.  相似文献