In-betweenness in moving images: six experimental tactics of video-ethnography to narrate South Asian immigrant girls’ subjectivities     

Montserrat Rifà-Valls  Joanna Empain 《Ethnography and Education》2020,15(2):171-189

ABSTRACT

After exploring the interactions between moving image-based art practices and anthropology in recent decades, and the permeable membranes in ethnographic research, we will describe six tactics of video-ethnography used to create experimental narratives with a group of South Asian immigrant girls. Positioned in feminist critical poststructuralism, postcolonial theory and film theory, the research gives visibility to how the participants construct their identities when attending secondary school in Catalonia. Learning from artists like Ursula Biemann and Trinh T. Minh-ha, we have experimented with visual modes of producing cultural knowledge, with the aim of narrating migrant subjectivities and difference through moving images. Specifically, we focus on the production of stories through video-ethnographic research, based on the contributions of Michel de Certeau, who describes tactics as mobile, situated and fluid. In the end, this video-ethnographic research has experimented with reflexivity, ‘facing’, re-framing, in-betweenness, the interval, and spectatorship as tactics of narrating ‘otherness’  相似文献   

The Contribution of Naming Speed to the Simple View of Reading     

Timothy C. Johnston  John R. Kirby 《Reading and writing》2006,19(4):339-361

The purpose of this study was to investigate whether naming speed makes a contribution to the prediction of reading comprehension, after taking into account the product of word decoding and listening comprehension (i.e., the Simple View of Reading; [Gough, P.B. & Tunmer, W.E. (1986). Remedial and Special Education 7, 6–10]), and phonological awareness. In grade 3, word decoding was measured with the Woodcock [(1998). Woodcock Reading Mastery Tests – Revised. Circle Pines, MN: American Guidance Services]. Word Identification and Word Attack subtests, listening comprehension with the Woodcock (1991) [Woodcock Language Proficiency Battery – Revised. Chicago: Riverside Publishing Company] test of Listening Comprehension, naming speed with a picture naming task, and 4 measures assessed phonological awareness. Reading comprehension was assessed in grades 3, 4, and 5 with the Woodcock (1998) Passage Comprehension subtest and in grade 5 with the Gates–MacGinitie reading test. The Simple View was evaluated twice: first, with a pseudoword measure for decoding (Grapheme–Phoneme-conversion product) and, second, with a word identification measure for decoding (word recognition product). Hierarchical regression and commonality analyses indicated that the decoding and listening comprehension products accounted for considerable variance in reading comprehension. Naming speed had a small but significant effect after accounting for the Grapheme–Phoneme-conversion product (2–3%), but little effect after accounting for the word-recognition product (0–2%). Subgroup analyses indicated that naming speed had its primary effect for less able readers. Commonality analyses supported the interpretation that naming speed contributes after the Grapheme–Phoneme-conversion product but not after the word recognition product because naming speed has already had its effect upon word recognition. These results indicate that it is important how the Simple View decoding term is defined, and that the Simple View may be incomplete, especially for less able readers.  相似文献   

Situational interest helps correct misconceptions: An investigation of conceptual change in university students     

Thomas  Christopher L.  Kirby  Lauren A. J. 《Instructional Science》2020,48(3):223-241

Instructional Science - Many learners possess misconceptions regarding instructional content; toward this aim, educational practitioners employ teaching practices that support learners’...  相似文献   

Mother–Child Interaction: Links Between Mother and Child Frontal Electroencephalograph Asymmetry and Negative Behavior          下载免费PDF全文

Naama Atzaba‐Poria  Kirby Deater‐Deckard  Martha Ann Bell 《Child development》2017,88(2):544-554

It is well accepted that parent–child interactions are bidirectional by nature, yet not much is known about the psychophysiological activity underlying these interactions. This study examined, during a parent–child interaction, how a child's negativity statistically predicted maternal frontal electroencephalograph (EEG) asymmetry and how a mother's negativity statistically predicted child frontal EEG asymmetry. Thirty‐four mother–child dyads participated in the study. Maternal and child behaviors and physiology were measured during a puzzle task. Results indicated that mothers whose children exhibited more challenging behaviors during the dyadic interaction displayed more right (relative to left) asymmetry, as did children whose mothers were high in negativity during the interaction. These findings suggest that mothers and children react to each other's signals not only behaviorally but also physiologically.  相似文献   

Beyond school inclusion: secondary school and preparing for labour market inclusion for young people with disabilities in Spain     

Maria Pallisera  Montserrat Vilà  Judit Fullana 《International Journal of Inclusive Education》2013,17(11):1115-1129

Research analysing good practices in the area of labour market inclusion for people with disabilities shows that the role of the secondary school is fundamental in improving employment opportunities. The aim of this article is to analyse to what extent secondary education in Spain prepares young people with learning difficulties for later inclusion in society and the labour market. Results from studies into good practices in secondary education have established which educational characteristics to take into account for pupils' transition to working life and the need for the school to lead this process. We contrast these results with the current situation in Spain by comprehensively analysing how current secondary education is facing up to the challenges of labour market inclusion for young people with disabilities. Following this, we propose guidelines for the improvement of educational practices in secondary education so as to foster opportunities for labour market participation, from an inclusive viewpoint, for young people with learning disabilities.  相似文献   

Socializing medical students in an era of managed care: The ideological significance of standardized and virtual patients     

Lynn M. Harter Ph.D.  Erika L. Kirby Ph.D. 《Communication Studies》2013,64(1):48-67

Health care practitioners come to understand their professional roles through socialization processes. This project investigates value sets that are constructed through interactions between medical students and two important socializing agents: standardized patients and virtual patients. Through in‐depth interviews with medical students and key administrators at two schools as well as an analysis of rhetorical artifacts about the formal curricula at both schools, we explored the ideological aspects of medical instruction as constituted and reinforced, perhaps subtly, covertly, and even inadvertently, through the pedagogical practices of using standardized and virtual patients. Our results highlight how these medical students perceive standardized and virtual patient interactions as an opportunity to manage uncertainty, and confront a primary tension they will face in enacting their professional rotes—being cost effective and efficient while also treating “patients as people.”  相似文献   

Oryza sativa L. (Rice) in the Ancient Earthen Plasters of Painted Fragments from Bezeklik,China     

Bhushan Dighe  B. R. Mani  Binoy Sahay 《文物保护研究》2013,58(5):273-283

ABSTRACT

This research reports for the first time the inclusion of Oryza sativa straw, root, and husk as a vegetal additive in the fifth century CE decorative mud plaster of the Buddhist cave of Bezeklik. The investigation is based on the morphological, anatomical, and silica bodies study of the vegetal additives accomplished through a light microscope, stereomicroscope, Fourier-transform infrared spectrophotometer, and scanning electron microscope from the isolated fragments of the painted plaster, transported to India in the nineteenth century and presently housed in National Museum, New Delhi. Studies indicate that loamy sand soil sourced locally for the earthen plaster was mixed with paddy straw in the proportion of 25–30% by volume for cohesion and strength. The excess of sand and absence of clay-size particles in plaster is, however, causing disaggregation of the grains due to lack of cohesion. As locally available materials are preferably used for any plaster works, this study also raises the question – was ancient Bezeklik, now a desert of Northwest China, once a rice-growing area in addition to the crops of Triticum aestivum (wheat), Setaria italica (Foxtail millet), and Hordeum vulgare (barley) reported by many researchers, based on hypothetical environment recreation. This study will help prepare a compatible plaster for the restoration of fragile-painted plaster fragments.  相似文献   

RAN Components and Reading Development From Grade 3 to Grade 5: What Underlies Their Relationship?     

George K. Georgiou  Rauno Parrila  John R. Kirby 《Scientific Studies of Reading》2013,17(6):508-534

We examined (a) how rapid automatized naming (RAN) components—articulation time and pause time—predict reading accuracy and reading fluency in Grades 4 and 5, and (b) what cognitive-processing skills (phonological processing, orthographic processing, or speed of processing) mediate the RAN–reading relationship. Sixty children were followed from Grade 3 to Grade 5 and were administered RAN (Letters and Digits), phonological processing, lexical and sublexical orthographic processing, speed of processing, reading accuracy, and fluency tasks. Pause time was highly correlated with reading fluency and shared more of its predictive variance with lexical orthographic processing and speed of processing than with phonological processing. Articulation time also predicted reading fluency, and its contribution was mostly independent from other cognitive-processing skills. Implications for the relationship between RAN and reading are discussed.  相似文献   

Rapid Naming Components and Their Relationship With Phonological Awareness,Orthographic Knowledge,Speed of Processing,and Different Reading Outcomes     

George K. Georgiou  Rauno Parrila  John R. Kirby  Kathy Stephenson 《Scientific Studies of Reading》2013,17(4):325-350

This study examines (a) how rapid automatized naming (RAN) speed components—articulation time and pause time—predict reading accuracy and reading fluency in Grades 2 and 3, and (b) how RAN components are related to measures of phonological awareness, orthographic knowledge, and speed of processing. Forty-eight children were administered RAN tasks in Grades 1, 2, and 3. Results indicated that pause time was highly correlated with both reading accuracy and reading fluency measures and shared more of its predictive variance with orthographic knowledge than with phonological awareness or speed of processing. In contrast, articulation time was only weakly correlated with the reading measures and was rather independent from any processing skill at any point of measurement.  相似文献   

La lengua escrita en el Ciclo Medio: Parte II     

Nuria Vilà 《Cultura y Educación》2013,25(5):81-104

La lengua escrita ha sido una de las grandes olvidadas de las diversas propuestas curriculares de la educación española. Restringida en la mayoría de los casos por el estrecho corsé de las «redacciones», los ejercicios y los exámenes escritos, no es de extrañar que la lengua escrita sea considerada por el alumno como una tarea tediosa y que no tiene nada que ver con su vida de todos los días fuera de la escuela. En este artículo, cuya primera parte ha sido publicada en el n.^o 3/4, se levanta una voz contra ese estado de cosas, y tras una caracterización de los diversos tipos de producciones escritas con que el alumno se enfrenta sin saberlo todos los días, se proponen vías de utilización didáctica no sólo en clase de lengua, sino en las restantes áreas del curriculum.  相似文献