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91.
Diane M. Rodgers 《Minerva》2012,50(1):45-64
Changing images of work in discourse both portray and co-constitute the shift from an industrial to a postindustrial economy.
Specifically, work metaphors appear in extra-scientific and intra-scientific discourse on workers and work structures in the
natural and social world. An analysis of the entomological discourse from the late nineteenth century to the present shows
changes in these metaphors that overlap with the discourse of change in human work and organizational structures. For instance,
the metaphor of a busy bee within an efficient hive had traditionally evoked a comparison to the modern industrial workplace.
The discourse on the hive currently more closely resembles a postindustrial conception of work. Discourse analysis can illustrate
the role of language in co-constructing shared changes in image of work. 相似文献
92.
Children at risk for early reading difficulties were identified on entry into kindergarten, and half of these children received small-group intervention two to three times a week during their kindergarten year. The other half received whatever remedial assistance was offered by their home schools. These children were again assessed at the beginning of first grade, and those who continued to have difficulties in reading received either one-to-one daily tutoring offered by project teachers from the beginning to the end of first grade or whatever remedial assistance was offered by their home schools over the same time period. All target children were periodically assessed through the end of third grade. Results suggest that either kindergarten intervention alone or kindergarten intervention combined with first-grade intervention are both useful vehicles for preventing early and long-term reading difficulties in most at-risk children. 相似文献
93.
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95.
David A. Green 《International Journal for Academic Development》2013,18(1):33-45
Seventy‐seven new academics – 59 at a large, public university in the UK and 18 at a medium‐sized, private comprehensive university in the USA – were asked to read an extract of an article on the scholarship of teaching and learning (SoTL) and mark the text according to categories of difficulty or dislike. Analysis of the data revealed six main linguistic barriers in the text: specialist vocabulary, passive constructions, pronouns, figurative language, derivations and poor editorial standards. These barriers were similar at both institutions, suggesting they apply across different contexts. Contrary to expectations, no conclusive disciplinary‐based distinctions were detected. Implications for both readers and writers are explored and proposals are made for developing a literary style in SoTL literature that is simultaneously accessible and credible. Soixante‐dix‐sept nouveaux enseignants – cinquante‐neuf provenant d’une université publique britannique de grande taille et dix‐huit provenant d’une université privée américaine de taille moyenne – ont lu l’extrait d’un article portant sur le scholarship of teaching and learning (SoTL) et ont identifié les parties qu’ils jugeaient difficiles ou qu’ils n’appréciaient pas. Une analyse des données révèle la présence de six barrières linguistiques principales dans le texte: le vocabulaire spécialisé, les constructions passives, les pronoms, le langage figuratif, les dérivations et des standards de rédaction de piètre qualité. Ces barrières étaient similaires dans le cas des deux institutions, ce qui suggère qu’elles sont applicables dans des contextes différents. Contrairement aux attentes, aucune distinction reposant sur les disciplines permettant de tirer des conclusions n’a pu être détectée. Les implications pour les lecteurs et les rédacteurs sont explorées et des propositions visant à développer un style littéraire pour la documentation portant sur le SoTL qui soit à la fois accessible et crédible sont formulées. 相似文献
96.
Debbi Weaver Diane Robbie Alex Radloff 《International Journal for Academic Development》2013,18(3):212-225
This paper reports on a writing program to support academic staff to publish in peer-refereed journals. Nine participants completed a 12-week program, which involved regular meetings, set writing tasks, and peer feedback on drafts. A pre- and post-survey and follow-up interviews were used to gather feedback. Participants especially valued the discipline of weekly sessions and peer feedback. They reported increased skills and confidence in their writing, greater knowledge of the publication process, and intention to continue writing. Although five papers were published, a 12-month follow-up revealed that original writing intentions were not sustained. Thus, while a structured writing program can be effective, the pressures academic staff experience trying to meet conflicting requirements of teaching, administration, and research, must also be addressed. 相似文献
97.
Sailajah Sukumaran Vanessa A. Green 《International Journal of Inclusive Education》2013,17(8):821-844
Inclusive education has been introduced through a number of policy developments in Malaysia over the last 10 years but there is little research investigating the extent and nature of inclusive education for preschoolers with special educational needs (SEN). This study surveyed both regular and special education teachers in Malaysian integrated preschools asking them about the level and nature of inclusion taking place in their preschools and their perceptions and beliefs about inclusion. There was little evidence of practices of inclusion taking place. Both regular and special educators agreed that SEN should be educated alongside their peers in a school but were unlikely to agree that the SEN students should be in the same classroom. Factors identified as influencing inclusion included school culture, skills and competency, guidance and information, workload and students' disabilities. More guidelines and support are required for successful inclusion in Malaysian integrated preschools. 相似文献
98.
Diane D. Allen Jeanne B. Cobb Susan Danger 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):177-182
This qualitative study examined the impact of mentoring relationships upon preservice and inservice teachers' literacy instruction. Twenty-two undergraduate students seeking teacher certification were assigned in pairs to tutor primary school students in a university reading clinic. Eleven classroom teachers seeking reading specialist certification conducted ten mentoring sessions with each pair of preservice teachers. Purposeful sampling was used to select three of the mentoring teams for data analysis. In two out of three teams, results indicated that preservice teachers expanded their instructional strategies as a result of three components of the mentoring relationship: selection of strategies, organization, and non-judgmental support. All inservice teachers reported increased reflection on and adaptation to their instructional strategies. Findings support the conclusion that early mentoring experiences foster growth for both preservice and inservice teachers. 相似文献
99.
When General Certificates of Secondary Education (GCSEs) were introduced in the late 1980s, coursework was included as a requirement in many subjects. Coursework was intended to help best represent students' attainments, but concerns about various issues (e.g., tasks becoming formulaic, authenticity of student work, workload) led to a review and ultimately to its replacement with “controlled assessments”. This research investigated the effects of this change. A questionnaire was completed by 346 teachers across 6 subjects. Most teachers felt the risks of plagiarism are similar or have reduced. Two thirds of teachers reported that the introduction of controlled assessment has affected the way they teach, and around 60% feel it has affected the nature of the knowledge and skills learnt by students. There are reportedly practical challenges relating to timetabling, student absence, and increased administration. However, over 70% of teachers consider it “important” or “very important” to have some form of internal assessment in their subject. 相似文献
100.