Kosher USA: How Coke Became Kosher and Other Tales of Modern Food Roger Horowitz. Columbia University Press, 2016.          下载免费PDF全文

Lynn M. Lansdown 《Journal of American culture (Malden, Mass. : 2003)》2017,40(3):284-285

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The Gospel of Kindness: Animal Welfare and the Making of Modern America Janet M. Davis. Oxford University Press, 2016.          下载免费PDF全文

Lynn M. Lansdown 《Journal of American culture (Malden, Mass. : 2003)》2017,40(4):431-432

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Heroes of Their Own Life Stories: Narrating the Female Self in the Feminist Age     

Lynn Abrams 《Cultural and Social History》2013,10(2):205-224

ABSTRACT

This article proposes a triple legacy of the expressive culture of the 1960s and 70s. Late twentieth century feminism, discourses of gender equality and the advent of modern confessional culture liberated women’s women’s voices, producing self-realising narratives and a shift in women’s facility to produce authentic ‘reflexive projects of the self’. Drawing on oral history interviews with women born in the 1940s in the United Kingdom, Australia and North America, a new concept for a distinct genre of women’s oral history narrative is advanced– the feminography – in which we hear women owning their voices and the stories those voices tell.  相似文献   

Toward an Expanded Understanding of Two-Way Bilingual Immersion Education: Constructing Identity through a Critical,Additive Bilingual/Bicultural Pedagogy     

Sharon Adelman Reyes  Trina Lynn Vallone 《Multicultural Perspectives》2013,15(3):3-11

This literature review will take a focused look at the three currently accepted theoretical foundations upon which two-way bilingual immersion programs are based. Through an examination of research on identity construction in childhood and adolescence, particularly as seen through a critical pedagogical lens, it proposes that there exists a fourth and relatively unexamined component: identity construction. Further, it postulates that identity construction is of particular relevance to linguistic minority students.  相似文献   

The Responsibilities of White Teacher Candidates and Teacher Educators in Developing Racial Literacy     

Jill Ewing Flynn  Lynn J. Worden  Rosalie Rolón-Dow 《Multicultural Perspectives》2013,15(4):240-246

This article aims to help teacher educators consider how to build racial literacy in their White teacher candidates, providing guidance through pedagogical strategies and approaches based on our and others’ research. In addition, much of the pedagogy that we developed in working with our White teacher candidates can be translated to teachers working with White students at other levels, and it can also help teacher educators develop their own racial literacy.  相似文献   

GRAINS FROM GRASS: AGING,GENDER, AND FAMINE IN RURAL AFRICA By Lisa Cliggett     

Reviewed by Eva Lynn Cowell 《Educational gerontology》2013,39(10):919-920

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No yoga for Eric: lifelong learning from a small firm's perspective     

Lynn M. Martin 《International Journal of Lifelong Education》2013,32(2):130-141

An emphasis on lifelong learning as a route to economic competitive advantage forms the basis for current governmental policies directed at both firms and individuals. Since small firms are seen as vital for economic growth and development, this sector is a major target for lifelong learning based programmes. However, the views of those in this sector on lifelong learning are less well known. This study of 128 small firms explored the views of owner managers and key staff in these firms about lifelong learning. Despite the hype, owner managers still seemed unsure about the concept, showing the same resistance to embracing learning for all staff seen in earlier studies. However, whilst not recognizing its value for their company to achieve business needs, it was described as important in their own lives, particularly to achieve personal rather than business aims. Examples were also given of transfer of ideas and skills from leisure to work environments. Staff designated as ‘key’ by their managers saw learning as a continuous process, vital for their own future development. These staff had been the main participants of formalized firm learning and had also taken part in learning outside work for personal development. Further research would be needed to identity whether non-preferred staff shares this positive view of learning.  相似文献   

PRESERVICE TEACHER APPLICATION OF DIFFERENTIATED INSTRUCTION     

Amy Lynn Dee 《The Teacher Educator》2013,48(1):53-70

Successfully implementing the practice of inclusion by differentiating instruction depends on both the skills and attitudes of general education teachers. New general education teachers who are entering the field are particularly vulnerable to the demands and stress of the profession, and teacher education programs must prepare preservice teachers to meet the needs of all students by teaching the skills needed to make appropriate lesson adaptations, accommodations, and modifications. This study investigates the manifestation of differentiation for special education students in work sample lesson plans written by preservice teachers working toward an elementary school credential. The research examined the nature, characteristics, and types of instructional adaptations included in the work samples prepared by a sample of preservice teachers resulting in six distinct themes and recommendations for teacher education programs.  相似文献   

The average IQ of sub-Saharan Africans assessed by the Progressive Matrices: A reply to Wicherts,Dolan, Carlson & van der Maas     

Richard Lynn 《Learning and individual differences》2010,20(3):152-154

Wicherts, Dolan, Carlson & van der Maas (WDCM) (2010) contend that the average IQ in sub-Saharan Africa is about 76 in relation to a British mean of 100 and sd of 15. This result is achieved by including many studies of unrepresentative elite samples. Studies of acceptably representative samples indicate a sub-Saharan Africa IQ of approximately 66.  相似文献   

Judgment‐Based Scoring by Teachers as Professional Development: Distinguishing Promises from Proof     

Gail Lynn Goldberg 《Educational Measurement》2012,31(3):38-47

The engagement of teachers as raters to score constructed response items on assessments of student learning is widely claimed to be a valuable vehicle for professional development. This paper examines the evidence behind those claims from several sources, including research and reports over the past two decades, information from a dozen state educational agencies regarding past and ongoing involvement of teachers in scoring‐related activities as of 2001, and interviews with educators who served a decade or more ago for one state's innovative performance assessment program. That evidence reveals that the impact of scoring experience on teachers is more provisional and nuanced than has been suggested. The author identifies possible issues and implications associated with attempts to distill meaningful skills and knowledge from hand‐scoring training and practice, along with other forms of teacher involvement in assessment development and implementation. The paper concludes with a series of research questions that—based on current and proposed practice for the coming decade—seem to the author to require the most immediate attention.  相似文献