Theatre and drama education and populism: The ensemble ‘family’ as a space for dialogic empathy and civic care     

Jennifer Kitchen 《British Educational Research Journal》2021,47(2):372-388

This article, understanding populism as an essentially undemocratic ideology, argues that the pro-social theatre education approach of ensemble pedagogy can offer a model of educational practice which counters these anti-democratic rhetorics by creating a shared space for the enactment of empathetic discourse. Via an ethnography of the UK Shakespeare Schools Foundation festival project, the notion of the theatre education ensemble ‘family’ as a model of civic caring is offered as an alternative, feminist ‘care perspective’ on civic and political rhetorics, in contrast to the patriarchal ‘justice perspectives’ which facilitate the reductive anti-democratic rhetorics of populism. Thus, this article concludes that ensemble approaches to theatre education, viewed through this feminist pedagogy lens, hold rich potential for developing learners’ capacity to resist populism and act in socially hopeful ways.  相似文献   

Literacy,subjectivity and the gender divide: ‘the freedom of writing implies the freedom of the citizen’ (Sartre, 1948)     

Beth Howell 《Gender and education》2008,20(5):511-525

The aim of the research project was to explore new ways in which we might evaluate boys’ and girls’ engagement and ‘performance’ in English at Key Stage 3. This paper draws on recent theories regarding literacy, identity and gender and includes an analysis of short stories written by boys and girls aged 12‐ to 13‐years‐old. An exploration of literacy, which relates here to the pupils’ treatment of theme, style and structure, will develop further an understanding of their ability to access the imagination and express original creative ideas. This discussion suggests ways to develop the teaching of creative writing and explores to what extent reading pupils’ narrative fiction might reveal their cultural literacy.  相似文献   

Ask and you will receive: how question type influences quantity and quality of online discussions     

Megan E. Bradley  Lindsay R. Thom  Jennifer Hayes  Cindy Hay 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(5):888-900

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Alienation and engagement: development of an alternative theoretical framework for understanding student learning   总被引：1，自引：0，他引：1  

Jennifer M. Case 《Higher Education》2008,55(3):321-332

In this paper it is suggested that the themes of alienation and engagement offer a productive alternative perspective for characterising the student experience of learning in higher education, compared to current dominant perspectives such as that offered by approaches to learning and related concepts. A conceptual and historical background of the concept of alienation is presented, followed by an overview of some contemporary perspectives. Drawing on this literature, a framework is then developed for characterising student learning. It comprises three categories, referring to the alienation resulting from 1. entering the higher education community, 2. fitting into the higher education community, and 3. staying in the higher education community. Each category has an associated set of theoretical tools that can be drawn upon in analysing this aspect of the student experience.  相似文献   

BOOK REVIEWS     

Shirley Wyver  Jennifer Stephenson  Shane N. Phillipson  Shirley Wyver  Simon Cassidy 《教育心理学》2008,28(2):223-228

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Sound–spelling consistency in adults' orthographic learning     

Jennifer S. Burt  Penelope Blackwell 《Journal of Research in Reading》2008,31(1):77-96

Forty‐eight adults were trained on monosyllabic pseudowords and their meanings and then tested in vocal spelling. The orthographic inconsistency of the rime (e.g. orn, awn for ‘glorn’) and the number of learning trials affected accuracy and response latency in the vocal spelling test. In addition, orthographic typicality as assessed by neighbour statistics predicted item spelling accuracy. Spelling accuracy on orthographically consistent items significantly increased with training, suggesting that unfamiliar monosyllables are not necessarily spelled by reliance on sound–spelling correspondences at the rime level. Analysis of spelling errors revealed that good spellers made more spelling errors containing alternative rime spellings and fewer errors that were phonologically inappropriate than poor spellers.  相似文献   

Coteaching as a model for preservice secondary science teacher education     

Kathryn Scantlebury  Jennifer Gallo-Fox  Beth Wassell 《Teaching and Teacher Education》2008

This paper focuses on a 3-year, longitudinal study of the implementation of coteaching, as an innovative approach for preparing high school science teachers enrolled in an undergraduate science teacher education programme located in the United States. The coteaching|co-generative dialogue|co-respect|co-responsibility dialectic is introduced as a way to conceptualise coteaching practice and support successful implementation. We also discuss means to introduce coteaching into the preservice programs and report on findings from an evaluative study of the implementation process. Coteaching has the potential to re-conceptualise teacher preparation and professional development models for science teachers.  相似文献   

General auditory processing, Chinese tone processing, English phonemic processing and English reading skill: a comparison between Chinese-English and Korean-English bilingual children     

Min Wang  Alida Anderson  Chenxi Cheng  Yoonjung Park  Jennifer Thomson 《Reading and writing》2008,21(6):627-644

In the present study, we investigated the relationship between general auditory processing, Chinese tone processing, English phonemic processing and English reading skill in a group of Chinese-English bilingual children with a tonal L1 and Korean-English counterparts with a non-tonal L1. We found that general auditory processing contributed to variance in English word reading skill for Chinese children after controlling for Chinese tone and English phoneme deletion skill. English phonemic processing, on the other hand, explained a significant amount of unique variance in English reading for Korean children after controlling for general auditory and Chinese tone skill. These findings suggest that Chinese children relied more on general auditory processing in reading English, whereas Korean children relied more on phonemic skill in reading English. These findings are discussed in terms of the impact of cross-language differences in bilingual reading acquisition.  相似文献   

Class Size and Teacher Quality     

Jennifer Buckingham 《Educational Research for Policy and Practice》2003,2(1):71-86

The `Vinson Report' on Public Education in NSW has become received wisdom. The report's recommendation on class sizes has attracted more attention than any other. This is unfortunate because it is on this issue that the Report is weakest. A thorough appraisal of the research on class sizes reveals that many studies have methodological problems that make their application in a real world context doubtful; many studies have introduced other reforms such as curriculum changes at the same time as class size reduction, making their individual effects impossible to determine; the large majority of studies have found no significant effects of class size on student achievement, while the remainder have shown small benefits, usually only when classes have less than 20 students; class size has less effect when teachers are competent; and the single most important influence on student achievement is teacher quality. Research shows unequivocally that it is far more valuable, both in educational and fiscal terms, to have good teachers than lots of teachers. It must be ensured that the current and incoming teaching force is the best it can be, before seeking to expand it.Key Words: child development, class size, public education, student achievement, teacher quality, teaching methods  相似文献   

Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management     

Thomas W. Farmer  Jill V. Hamm  Molly Dawes  Katherine Barko-Alva  Jennifer Riedl Cross 《教育心理学家》2019,54(4):286-305

Classroom social integration with peers is vital to students’ school success, and all students can benefit from contact with peers who are different in various ways. Teachers are uniquely positioned to support the social adaptation of diverse learners but require an understanding of classroom dynamics. Moreover, teachers need strategies that help to leverage positive peer dynamics and that promote an engaged classroom climate for all students. Reflecting a person-in-context perspective, this review discusses the peer relations and social adjustment of students, particularly in classrooms with a diverse range of student characteristics and instructional needs, and proposes that teachers’ use of social dynamics management strategies can foster classroom communities that support the involvement and adjustment of all students.  相似文献