Who is Publishing Diverse Books Best?     

Nicholas Shea  Gloria Mulvihill  Vi La Bianca  Alyssa Hanchar 《Publishing Research Quarterly》2018,34(2):207-217

Small independent publishers are frequently lauded as the bastions of diversity while the Big Five are vilified as the primary contributors to the overwhelming whiteness of book publishing—yet no statistical data has been offered to support either claim. Moreover, the overall percentages of authors of color have remained the same year after year (Low in Where is the diversity in publishing? The 2015 diversity baseline survey results. Lee and Low (blog), 2016). The following study is a comparison of the Big Five publishers and small independent publishers with respect to author diversity. As social media outlets are now claiming to change the landscape of publishing by making diverse books more accessible to readers, data was sourced from an independent, reader-driven list to determine which publishers—if any—are promoting authors of color and whether their books are making it into the hands of readers.  相似文献   

The Prediction of State Progress in the Implementation of Public Law 99-457, Part H     

Gloria L. Harbin  James J. Gallagher  Jane Eckland  Timothy Lillie 《Early education and development》1991,2(4):321-333

The purpose of this study was to examine the ability of several state characteristics to predict progress in the implementation of Part H of P.L. 99-457. This analysis utilizes two scales developed by investigators at the Carolina Policy Studies Program. One is intended to measure four potentially influential characteristics of the states: political climate, resources, policies, and interagency systems related to Part H. The second scale is an indicator of the progress states are making in the three stages of policy implementation (policy development, policy approval, and policy application). This study reports findings regarding the relationships between geographic region and state progress, as well as between influential characteristics and progress in the three stages of policy implementation. No statistically significant differences were found in state progress by geographic region. However, the four influential characteristics together predicted overall state progress and progress in each of the three stages. The dimension of system uniquely accounted for a significant proportion of variance in overall state progress, and progress in policy development and policy approval. The results suggest that an administrative structure, mechanisms, and process that promote multiagency planning are important to the successful implementation of Part H of P.L. 99-457.  相似文献   

Literacies remaking public places: the Umbrella Movement of Hong Kong, 2014     

Julia Gillen  Mandy Hoi Man Yu  Gloria Ho Nga Fan  Selena Ho 《Literacy》2020,54(2):40-48

We approach Hong Kong's Umbrella Movement, also known as Occupy Central, encountered in 2 days in November 2014 as an exemplar of literacy as placemaking. As a contemporary city‐based resistance movement, the creation and subsequent resemiotisation of literacy artefacts were an important element of spatialised practice in asserting a new and dynamic sense of citizenship. In their collaborative design, shared commitment to certain values and expressions of political resistance, these occupation sites may be read as an instantiation of Goodsell's concept of public space. The initial research site of engagement gave rise to a dataset of photographs that the authors examined together as discourses in place, informed by cultural knowledge of Hong Kong. Selecting two photographs, we broaden out beyond the linguistic features of texts to consider processes of creative semiotic remediation. We suggest that in such placemaking activities, the Umbrella Movement activists embodied Giroux's concept of literacy as emancipatory practice. Finally, we make suggestions as to how this study might be connected to a critical pedagogy of place.  相似文献   

Disturbing stories: Literature as Pedagogical Disruption     

Julie Faulkner  Gloria Latham 《English in Education》2013,47(2):102-117

Literature's power to consider moral and ethical issues to expand and reflect on our own lives has long been considered a vital dimension of subject English. Moreover, critical perspectives ask how texts and pedagogies serve particular interests and beliefs, leaving other perspectives silent. ‘Safe’ elements of teaching are reinforced by discourses established through experience, while popular narratives can distort the complexities of teaching. Initial teachers witness little in their field experience to challenge inscribed ways of thinking, which marginalises the role of critical theory in classroom practice. In this article, we use a pedagogy of discomfort to explore how an adolescent novel can challenge initial teachers' notions of literature teaching. We discuss the ways in which unsettling fiction based on fact serves to dislocate certainties, and suggest possibilities for reconstructing initial teachers' approaches to literature and pedagogy.  相似文献   

Un estudio sobre la comprensión de términos espacio-temporales en niños de 4 a 6 años     

José Antonio Carranza  Alfredo G. Brito  Gloria Torrecilla 《Infancia y Aprendizaje》2013,36(26):111-119

Resumen

Este estudio trató de comprobar si la comprensión de los pares de palabras «antesldespués», «delanteldetrás» y «primerolúltimo» presenta relación con el significado dominante en la comunidad lingüistica, la complejidad de la tarea, la asimetría de los términos y la edad. Se utilizaron 90 adultos y 180 niños entre 4 y 6 años. Los adultos definieron las palabras a analizar; loi niños ejecutaron las consignas en tres contextos: espacial, espacio-temporal y temporal. Los resultados indican que el par «antesldespués» es comprendido más pronto en el sentido temporal, el par «delanteldetrás» en sentido espacial. Estos datos coinciden con los obtenidos en las definiciones adultas. «Primeroúltimo» es mejor comprendido en tareas temporales, aunque los adultos dieron definiciones ambiguas. Por otra parte, la compejidad de la tarea parece influir en la comprensión: l'a ausencia de rasgos de los objetos y. el. orden gramatical inverso dificultan la tarea. Estos resultados sugieren que la hipótesis de los rasgos sonánticos es insuficiente para explicar la adquisición del signifcado.  相似文献   

Learning intercultural communication through group work oriented to the world beyond the classroom     

Shuang Liu  Gloria Dall'Alba 《Assessment & Evaluation in Higher Education》2012,37(1):19-32

Competence in intercultural communication has become a necessity for functioning effectively in our increasingly globalised and multicultural society. This study reports the use of a group project to enhance students’ learning of intercultural communication. Participants were from a large undergraduate class in an Australian university. The aim of the course is to encourage students to develop knowledge of intercultural communication by orienting themselves to the world beyond the classroom, and by learning from each other’s experiences and perspectives. In a group project assignment, students used the knowledge and skills gained in class to resolve practical problems that they encountered in intercultural interactions outside the classroom. This paper focused on students’ experience of working in groups, and links between this experience and performance on the group project. Our study confirms previous research that demonstrates active engagement in group work can enhance learning outcomes. It also goes further in showing that groups that more highly rated their learning of intercultural communication through the group work experience obtained higher grades on the project.  相似文献   

Comparing vocabulary development in Spanish- and Chinese-speaking ELLs: the effects of metalinguistic and sociocultural factors     

Xi Chen  Gloria Ramirez  Yang C. Luo  Esther Geva  Yu-Min Ku 《Reading and writing》2012,25(8):1991-2020

This study evaluated the impact of two metalinguistic factors, English derivational awareness and English?CSpanish cognate awareness, and the impact of two sociocultural factors, maternal education and children??s length of residence in Canada, on English Language Learners (ELLs)?? vocabulary knowledge. The participants of the study were 89 Spanish-speaking ELLs, 77 Chinese-speaking ELLs, and a comparison group of 78 monolingual English-speaking children in Grades 4 and 7. The sample included both first-generation (born outside of Canada) and second generation (born in Canada) immigrant children. The study?yielded several important findings. First, it confirmed the strong link between derivational awareness and vocabulary knowledge observed in the previous research, and extended this relationship to two groups of ELLs from different first language backgrounds. Second, this study unveiled differences in vocabulary learning between Spanish-speaking and Chinese-speaking ELLs. While Spanish-speaking children were able to utilize the cognate strategy to learn English words, this strategy was not available for Chinese-speaking ELLs. With respect to the sociocultural factors, length of residence in Canada was significantly related to ELLs?? vocabulary development. Interestingly, length of residence in Canada only influenced the development of noncognate vocabulary, but not cognate vocabulary, in Spanish-speaking ELLs, which provides additional evidence for these children??s use of the cognate strategy. Finally, maternal education was not related to English vocabulary development. The theoretical and educational implications of these findings were discussed.  相似文献   

Grounding participatory action research in rural Colombia: a demonstration study on youth financial inclusion     

Gideon de Jong  Miguel Arturo Fajardo Rojas  Gloria Almeyda 《International Journal of Lifelong Education》2013,32(2):184-197

ABSTRACT

Since the new millennium, the issue of financial inclusion of young people has increasingly gained recognition, especially in relation to those living in deprived circumstances. Financial inclusion can be promoted through education that specifically aims for the strengthening of young persons’ financial capabilities. In 2013, a participatory action research project was started in a rural region of Colombia to improve the research capacity of a local university through the development and implementation of a demonstration project on the financial inclusion of young people. University teachers, students and employees of a financial cooperative were trained in conducting qualitative methods with a specific aim of being responsive to the life stories of their interviewees. This paper shares the experiences from an international team of educational scholars who aim for the democratisation of research capacity and the dissemination of localised knowledge. This is done by working closely together with stakeholders and ultimately giving a voice to youth employed in the informal economy as they are usually the ones being most deprived from access to financial services.  相似文献   

Patients' perspectives on the role of prepared childbirth education in decision making regarding elective labor induction     

Simpson KR  Newman G  Chirino OR 《The Journal of perinatal education》2010,19(3):21-32

The purpose of our study was to explore reasons why nulliparous women chose to have an elective labor induction and to identify the influence of prepared childbirth classes on their decision. The study included 1,349 nulliparous women at term who participated in a survey regarding their choices for childbirth, their attendance at prepared childbirth classes, and their experience with labor and birth. Sixty-three percent of women who attended childbirth classes and did not have elective induction reported that classes provided helpful information to assist in their decision-making process. Study results suggest attendance at prepared childbirth classes can be an effective source of information regarding elective labor induction and influential in women's decisions regarding whether or not to have elective labor induction. Women perceive prepared childbirth classes positively and find the information provided valuable.  相似文献   

University students’ perceptions of a holistic care course through cooperative learning: implications for instructors and researchers     

Peter Jen Der Pan  Gloria Huey-Ming Pan  Ching-Yieh Lee  Shona Shih Hua Chang 《Asia Pacific Education Review》2010,11(2):199-209

The benefits of cooperative learning have been advocated in a wide range of educational contexts in higher education. There is, however, rare information on the contributions of holistic education courses on college students. Using grounded theory methods, this preliminary study was to explore participants’ perceptions of a holistic care course through cooperative learning. The results indicated that five primary categories including learning environment construction, multiple learning processes, cognitive change, solitary learning and transfer, and personal growth emerged as prominent and consistent themes. Moreover, positive and negative feelings about the learning experience, a greater understanding of holistic knowledge, and an enlargement of the experiences of connecting to others were also found. Finally, a pattern of university students’ construction of holistic knowledge was developed, and several research questions were generated. Future implications for research and practice on the holistic curriculum and cooperative learning in higher education were also suggested.  相似文献