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Pavla Miller 《Interchange》2003,34(2-3):297-312
Literacy has been among the most publicly contested domains in gender struggles; the way that history of literacy is gendered and interpreted makes a difference to the way reading and writing is thought of today. Broadly understood, gender signals a wide range of concerns with subjectivities, social relations, and historical dynamics. Literacy campaigns can be linked both to attempts to consolidate patriarchalism in early modern Europe and to complex struggles attending its 18th-century demise. In 19th-century England, both bourgeois and oppositional public spheres engendered patterns of solidarity, identity, gender polarization, and exclusion in which contested notions of individual and collective literacy played a key role. Elsewhere, schools were called upon to engender a proletariat or tame its radicalism, teach females how to read or change their reading habits, instruct children in writing or give them to understand that their mother tongue did not count as school knowledge. 相似文献
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Elaine King Miller Kimball Austin Miller 《International journal for the advancement of counseling》1986,9(2):159-165
A survey of a college student population indicates that psycical abuse is prevalent in our society. The self-reported data was found to be similar to that occurring in the literature on parent-reported child abuse, documenting that approximately one-third of college students had a history of moderate abuse and 5 to 10 percent had a history of a severe abuse during their developmental years. Through an awareness of its high prevalence, the health care provider will question a history of physical violence when evaluating a student with a medical or psychosocial complaint and appropriately plan a management program inclusive of therapeutic counseling to decrease the effect of the prior or current physical abuse. 相似文献
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Alan Miller 《教育心理学》1991,11(3-4):217-238
Attempts to broaden conceptions of learning styles to represent more adequately individual differences in motivation/emotion, as well as cognition, are limited by a paucity of relevant theory. Personality theories should, but do not, provide a satisfactory conceptual framework for this endeavour. In an attempt to remedy this situation, a new personality typology is outlined which, it is argued, provides a coherent system within which to construe and conduct research upon learning styles. The implications of the theory for educational goals, couched in terms of learning styles, also are discussed. 相似文献