Tracking the nomadic life of the educational researcher: What future for feminist public intellectuals and the performative university?   总被引：2，自引：0，他引：2  

Jill Blackmore 《The Australian Educational Researcher》2003,30(3):1-24

Is the idea of the liberal university dead, has the postmodern university any chance of being emancipatory, has the theory-practice divide merely collapsed in an era of ‘new knowledge work’, or has the university just become one aspect of market states and global capitalism? Knowledge-based economies locate universities as central to the commodification and management of knowledge, while at the same time the legitimacy of the university and the academic as knowledge producers is challenged by postmodernist, feminist, post-colonial and indigenous claims within a wider trend towards the ‘democratisation of knowledge’ and a new educational instrumentalism and opportunism. What becomes of the educational researcher, and indeed their professional organisations, in this changing socio-political and economic scenario? Is our role one of policy service, policy critique, technical expert or public intellectual? In particular what place is there for feminist public intellectuals in a so-called era of postfeminism and public-private convergence? The paper draws on feminist and critical perspectives to mount a case for the importance of the public intellectual in the performative postmodern university.  相似文献   

Mass media and cultural domination     

Luis Ramiro Beltrán S.  Elizabeth Fox de Cardona 《Prospects》1980,10(1):76-89

  相似文献   

Beyond the Tyranny of the Real: Revisiting Burke's Pentad as Research Method for Professional Communication     

Catherine Fox 《Technical Communication Quarterly》2002,11(4):365-388

This article answers Carl Hemdl's call for furthering critical approaches to research in professional communication by forwarding Kenneth Burke's concepts of symbolic action, dramatism, and the pentad. This article illustrates, through an analysis of data gathered in a case study of technical writers, how Burke provides us with tools that can produce more varied terministic screens for how critical researchers conceptualize, interpret, and analyze workplace communication.  相似文献   

The Relations between Frontal Brain Electrical Activity and Cognitive Development during Infancy     

Martha Ann Bell  Nathan A. Fox 《Child development》1992,63(5):1142-1163

The relations between changes in the scalp-recorded electroencephalogram (EEG) and the development of the ability to perform successfully 2 cognitive tasks attributed to frontal lobe functioning were examined in 13 infants from 7 to 12 months of age. Infants successful in performing the A-not-B task with increasingly longer delays across the second half of the first year of life showed changes in power in scalp-recorded brain electrical activity in the frontal region and an increase in anterior/posterior EEG coherence. Infants with rapid mastery of object retrieval did not differ in frontal EEG development from infants who exhibited the normal developmental progression in object retrieval performance. In a task examining inhibition of reaching to a novel toy, there were no differences in frontal EEG as a function of performance. Results from a cross-sectional sample revealed similar findings. These data confirm work with nonhuman primates on the importance of maturation of frontal cortex in the successful performance on certain tasks (A-not-B), but do not confirm nonhuman primate data on the importance of frontal cortex for other tasks (object retrieval). The data also suggest that the electroencephalogram may be useful as a noninvasive measure of central nervous system development during the first year of life.  相似文献   

Learning from Texts and Visual Aids: a Developmental Perspective     

Phillip J. Moore  Jill J. Scevak 《Journal of Research in Reading》1997,20(3):205-223

The aims of this research were to investigate the ways in which students in primary and secondary schools process texts and accompanying visual aids and to ascertain any developmental patterns. Think-aloud protocols were gathered from 119 Grade 5, Grade 7 and Grade 9 students while they read and studied grade-appropriate History and Science materials which contained both text and visual aids (tables, diagrams). Analyses of the think-aloud protocols yielded over 50 different processes, subsumed under 10 major categories. While the History results showed no reliable grade differences in the 10 think-aloud categories, the Science results showed developmental differences. Older students demonstrated a more diverse array of strategies, and explicit linking of text and visual aid information was not as evident in the younger students. ANOVAs following cluster analyses showed weak relationships between cluster membership and outcomes. Implications for instruction are discussed.  相似文献   

Constructing a Pragmatic Science of Learning and Instruction with Functional Contextualism   总被引：3，自引：1，他引：3  

Eric J. Fox 《Educational technology research and development : ETR & D》2006,54(1):5-36

Constructivism has been embraced by many in the field of instructional design and technology (IDT), but its advocates have struggled to move beyond theory to practice or to empirically demonstrate the effectiveness of their approach. As an alternative to constructivism, a new perspective emerging in psychology, known as functional contextualism, is presented. Like constructivism, functional contextualism also rejects objectivist epistemology, but provides a much more coherent philosophical basis on which to build an empirical science of learning and instruction. The philosophical worldview known as contextualism is reviewed to outline the similarities and differences between constructivism and functional contextualism, and the key characteristics of functional contextualism and the science it supports, behavior analysis, are described. Implications of functional contextualism for research and practice in IDT are then explored. Eric Fox [eric.fox@wmich.edu] is an assistant professor in the Department of Psychology at Western Michigan University. This article was written while he was a doctoral student in the Learning & Instructional Technology program at Arizona State University.  相似文献   

Overlapping symptoms of substance abuse and learning handicaps: implications for educators   总被引：1，自引：0，他引：1  

L C Fox  S E Forbing 《Journal of learning disabilities》1991,24(1):24-31, 39

The effects of substance abuse have produced a population of students who exhibit behaviors similar to the behaviors of many youth with learning problems. Often such students are mislabeled as learning handicapped (including learning disability, behavioral disorder, and attention deficit/hyperactive disorder), when their primary problem is actually one of chemical abuse. The following issues are examined: (a) overlapping symptoms of chemical impairment and learning handicap that may result in misdiagnosis, (b) student populations at high risk for chemical abuse, (c) preventive measures, and (d) intervention and treatment for chemically impaired students.  相似文献   

Vocabulary Use by Low, Moderate, and High ASL-Proficient Writers Compared to Hearing ESL and Monolingual Speakers     

Singleton JL  Morgan D  DiGello E  Wiles J  Rivers R 《Journal of deaf studies and deaf education》2004,9(1):86-103

The written English vocabulary of 72 deaf elementary school students of various proficiency levels in American Sign Language (ASL) was compared with the performance of 60 hearing English-as-a-second-language (ESL) speakers and 61 hearing monolingual speakers of English, all of similar age. Students were asked to retell "The Tortoise and the Hare" story (previously viewed on video) in a writing activity. Writing samples were later scored for total number of words, use of words known to be highly frequent in children's writing, redundancy in writing, and use of English function words. All deaf writers showed significantly lower use of function words as compared to their hearing peers. Low-ASL-proficient students demonstrated a highly formulaic writing style, drawing mostly on high-frequency words and repetitive use of a limited range of function words. The moderate- and high-ASL-proficient deaf students' writing was not formulaic and incorporated novel, low-frequency vocabulary to communicate their thoughts. The moderate- and high-ASL students' performance revealed a departure from findings one might expect based on previous studies with deaf writers and their vocabulary use. The writing of the deaf writers also differed from the writing of hearing ESL speakers. Implications for deaf education and literacy instruction are discussed, with special attention to the fact that ASL-proficient, deaf second-language learners of English may be approaching English vocabulary acquisition in ways that are different from hearing ESL learners.  相似文献   

The Role of Coaching Within the Context of Instructional Design     

Jill E. Stefaniak 《TechTrends》2017,61(1):26-31

Upon entry into the instructional design workforce, there is a need for instructional designers to continue to hone their craft and skill development. Often times novice instructional designers are paired with experts during the onboarding process. Coaching is utilized to provide novices and those less experienced with the necessary support they need to enhance their skillset. This article explores the use of coaching in the professional development of instructional designers. Specific attention is given to theoretical approaches, models, and contexts related to coaching.  相似文献   

What the children’s literature of war is telling the children     

Carol Fox 《Literacy》1999,33(3):126-131

This article discusses several issues arising from some wide reading of children’s literature of war and peace as part of a Comenius (EU) collaboration with partners in Belgium and Portugal. The focus here is on the content of the books rather than ways of telling. The issues raised concern national identities, gaps in the collective texts which perhaps reflect national identities, the emphasis on the home front rather than battles, the usefulness of children in wartime compared to most modern child readers, the ethical issues common to the literature in all three countries, the allegorical war literature available for young children, and, increasingly, the more realistic literature for the same group including stories of the holocaust.  相似文献