What They Said (She Said) I Said: Attribution and Expertise in Digital Circulation     

Kathryn Graber 《Culture, Theory & Critique》2013,54(3):285-300

Theorists of discourse have long recognised the complexities of attributing reported speech in textual circulation. Yet rarely does one follow words from an original speech event through their many re-entextualisations, and it has proved particularly difficult to capture such circulations between oral events, print, and online media. This article captures such movements by following the mediatised – and politicised – afterlife of a speech event that would normally be classified, in academia, as ‘a talk’. It begins with a talk on Russia, given by the author-anthropologist of this paper, that was (mis)reported in Russian by a Voice of America (VOA) journalist, then traces the resulting text's subsequent movement from the VOA website into the Russian fieldsite that the oral talk described. It explores how the tone and substance of debates over politics and representation were enabled, constrained, and otherwise shaped by the particular textual circulations made possible in digital media. As the text traversed online newspapers, comments forums, blogs, social media networks, and private-turned-public personal emails, it produced a body of commentary that was both directly and indirectly a struggle over representation. While substantive debates unfolded over ethnic and national politics, much of the online commentary concerned the expertise of the commenters weighing in and the expertise and identity of the anthropologist who had been cited. This essay argues that Russian commenters and posters were productively using the intertextual gaps offered by digital circulation, while minimising those gaps' increasing breadth and depth by attributing ‘original’ authorship to a discrete, stable person.  相似文献   

Diversity,Performance, and Satisfaction in Student Group Projects: An Empirical Study     

Schoenecker  Timothy S.  Martell  Kathryn D.  Michlitsch  Joseph F. 《Research in higher education》1997,38(4):479-495

This paper focuses on the effect that diversity has on the performance and satisfaction of student groups in a computer simulation project. Using structural equation modeling, we find evidence to support the contention of previous research that diversity negatively affects group satisfaction. This finding was strongest for undergraduate groups. While the relationship between diversity and performance is inconclusive, groups that are dominated by one person tend to have below average performance.  相似文献   

A quarter century of getting it right in education: worldwide successes and continuing challenges   总被引：1，自引：1，他引：0  

Stephen P. Heyneman  Kathryn H. Anderson 《Globalisation, Societies & Education》2008,6(4):355-362

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Science achievement of english language learners in urban elementary schools: Results of a first‐year professional development intervention     

Okhee Lee  Jaime Maerten‐Rivera  Randall D. Penfield  Kathryn LeRoy  Walter G. Secada 《科学教学研究杂志》2008,45(1):31-52

This study is part of a 5‐year professional development intervention aimed at improving science and literacy achievement of English language learners (or ELL students) in urban elementary schools within an environment increasingly driven by high‐stakes testing and accountability. Specifically, the study examined science achievement at the end of the first‐year implementation of the professional development intervention that consisted of curriculum units and teacher workshops. The study involved 1,134 third‐grade students at seven treatment schools and 966 third‐grade students at eight comparison schools. The results led to three main findings. First, treatment students displayed a statistically significant increase in science achievement. Second, there was no statistically significant difference in achievement gains between students at English to Speakers of Other Language (ESOL) levels 1 to 4 and students who had exited from ESOL or never been in ESOL. Similarly, there was no significant difference in achievement gains between students who had been retained on the basis of statewide reading test scores and students who had never been retained. Third, treatment students showed a higher score on a statewide mathematics test, particularly on the measurement strand emphasized in the intervention, than comparison students. The results indicate that through our professional development intervention, ELL students and others in the intervention learned to think and reason scientifically while also performing well on high‐stakes testing. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 31–52, 2008  相似文献   

Enhancing curriculum and delivery: linking assessment to learning objectives     

Kathryn L. Combs  Sharon K. Gibson  Jane Saly  John T. Wendt 《Assessment & Evaluation in Higher Education》2008,33(1):87-102

Typical university‐wide course evaluations do not provide instructors with sufficient information on the effectiveness of their courses. This article describes a course assessment and enhancement model where student feedback can be used to improve courses and/or programs. The model employs an assessment tool that measures student perceptions of importance and their current competence in course‐specific learning objectives both pre‐ and post‐course. Information gained from this assessment enables course improvement over time and also allows for modification in delivery and/or content of the current course. This model is intended to augment traditional course evaluation mechanisms based on specific and actionable feedback on learning objectives.  相似文献   

Beacons of light,rays, or sun catchers? A case study of the positioning of literacy teachers and their knowledge in neoliberal times   总被引：1，自引：0，他引：1  

Kathryn M. Hibbert  Rachel M. HeydonSharon J. Rich 《Teaching and Teacher Education》2008

This paper reports on a case study of a “lead literacy teacher” initiative in one Canadian province. This initiative is related to a “minority world” trend in teacher in-service that seeks to develop “experts” in a field with the intent that such experts can help other teachers to raise student achievement for the betterment of the economy. Using a post-colonial theoretical framework that advocates for professional development premised on teacher knowledge production, the study finds that the initiative instead forwards a “train-the-trainer” model of information transmission that negates teachers' prior knowledge, experience, and practices. The study argues that for teachers to become critically reflective in their practice, they need material supports (e.g., time) to share with one another and knowledge must be allowed to flow in all directions within the educational hierarchy.  相似文献   

Using teacher stories to reveal quality educational practice: An Eastern Cape experience     

Kathryn Paige  Mike Chartres  Alan Kenyon 《International Journal of Educational Development》2008,28(5):524-533

The University of Fort Hare Distance Education Project set out to improve qualifications of primary teachers in rural and township schools in the Eastern Cape of the Republic of South Africa. At the culmination of an 11-year AUSAid collaboration between the University of Fort Hare and University of South Australia a research project to reveal quality educational practice was undertaken. Using oral histories as the methodology, teacher stories were gathered through a sequence of interviews and classroom observations. This collection of oral histories constitutes the basis for the paper. Its research focus has been the science and mathematics practices of eight teachers who typify the many hundreds who participated in the project. This paper explores the use of oral history as a methodology for documenting quality educational practice.  相似文献   

Hereditary factors in language acquisition     

Kathryn Norcross Black Ph.D. 《Annals of dyslexia》1980,30(1):134-140

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Rethinking healthy families: a continuous responsibility     

Oshana D  Harding K  Friedman L  Holton JK 《Child abuse & neglect》2005,29(3):219-28; author reply 241-9

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The corporatizing and privatizing of schooling: A call for grounded critical praxis     

Kathryn Bell McKenzie  James Joseph Scheurich 《Educational theory》2004,54(4):431-444

Our review of Henry Giroux's Stealing Innocence , Alex Molnar's Giving Kids the Business , and Kenneth Saltman's Collateral Damage describes how these authors assess the problems posed by contemporary corporate influences on public schools and considers the solutions they offer to counter those influences. We also examine Henry Levin's edited collection Privatizing Education , in which various authors address research on privatization in schooling. In our analysis of this book, we highlight the underlying themes of the wide-ranging chapters. Next, we critique all four books, focusing primarily on the books by Giroux, Molnar, and Saltman. We suggest that these three authors provide a somewhat totalized and ahistorical portrait of contemporary corporate influences on schooling and offer a solution that depends on teachers acting as democratic revolutionaries, though there is no realistic possibility that teachers today would take on this role. In contrast, we call for a critical theory and practice that is grounded both in a more complex understanding of the current historical context and also in a dialogical engagement with students, teachers, parents, and other community members.  相似文献