An Australian Proposal for Doing Critical Literacy Assessment: The Case of Writing     

Claire Wyatt-Smith  Judy Murphy 《English in Education》2002,36(3):4-19

In this article we present current thinking and practices in Queens land, Australia, about how to do critical literacy assessment in the English classroom. In taking this focus, we propose and discuss a framework that brings together interest in text analysis and social practices. Then, we apply the framework showing how it can be used to generate writing tasks and assessment criteria that are consistent with critical pedagogy. Finally, the challenges of moving to a socially critical, discourse‐oriented approach to assessment are considered.  相似文献   

墨尔本中国城的几名女子     

苏菲·考其曼  黄望 《中国文化研究》2005,(4):152-160

人们常把联邦时期墨尔本的华人社区想象成一个男人社区———男矿工、男菜农、男家具工人,大概还有草药师、水果商、蔬菜商、茶叶商和一大堆中国店铺老板等———全都是男的。总的印象就是一个男人主导的社区,男人在澳大利亚谋生,他们的女人则留在中国照料家庭。这一印象并非没有道理。维多利亚的人口普查数据表明,1857年,住在维多利亚的中国女人只有三个,而中国男人却超过25,000人。①到1901年,妇女仍只占澳大利亚华人总数的1.6%,到1921年也仅上升到6.7%。②如果把有部分中国血统的人口也计算在内,1901年,妇女在所有有中国血统的人口中也仅…  相似文献   

Individual Differences in Children's Corepresentation of Self and Other in Joint Action          下载免费PDF全文

Sophie J. Milward  Sotaro Kita  Ian A. Apperly 《Child development》2017,88(3):964-978

Previous research has shown that children aged 4–5 years, but not 2–3 years, show adult‐like interference from a partner when performing a joint task (Milward, Kita, & Apperly, 2014). This raises questions about the cognitive skills involved in the development of such “corepresentation (CR)” of a partner (Sebanz, Knoblich, & Prinz, 2003). Here, individual differences data from one hundred and thirteen 4‐ to 5‐year‐olds showed theory of mind (ToM) and inhibitory control (IC) as predictors of ability to avoid CR interference, suggesting that children with better ToM abilities are more likely to succeed in decoupling self and other representations in a joint task, while better IC is likely to help children avoid interference from a partner's response when selecting their own response on the task.  相似文献   

Thanks,but no-thanks for the feedback     

Alex Forsythe  Sophie Johnson 《Assessment & Evaluation in Higher Education》2017,42(6):850-859

Feedback is an emotional business in which personal disposition influences what is attended to, encoded, consolidated and eventually retrieved. Here, we examine the extent to which students’ perceptions of feedback and their personal dispositions can be used to predict whether they appreciate, engage with and act on the feedback that they receive. The study is framed in psychological theories of mindset, defensive behaviours and new psychometric measures of the psychological integration of assessment feedback. Results suggest that, in this university population, growth mindset students were in the minority. Generally, students are fostering self-defensive behaviours that fail to nurture remediation following feedback. Recommendations explore the implications for students who engage in self-deception, and the ways in which psychologists and academics may intercede to help students progress academically by increasing their self-awareness.  相似文献   

Inclusion and Art Education: ‘Welcome to the Big Room,Everything's Alright’          下载免费PDF全文

Claire Penketh 《The International Journal of Art & Design Education》2017,36(2):153-163

This article offers an exploration of the art room as part of a broader project to consider the ways in which normative practices in art and design education can include and exclude students. The art classroom is explored here as a ‘disrupted space’ and one that can promote movement between the structures and boundaries that affect our ways of being in, and experiencing, the world. The art room offers a space for colonising otherness, as well as an ‘alternative’ or risky physical space, a refuge, or one with the potential to disrupt the dominant educational landscape.  相似文献   

Flourishing Ethics     

Terrell Ward Bynum 《Ethics and Information Technology》2006,8(4):157-173

This essay describes a new ethical theory that has begun to coalesce from the works of several scholars in the international computer ethics community. I call the new theory ‚Flourishing Ethics’ because of its Aristotelian roots, though it also includes ideas suggestive of Taoism and Buddhism. In spite of its roots in ancient ethical theories, Flourishing Ethics is informed and grounded by recent scientific insights into the nature of living things, human nature and the fundamental nature of the universe – ideas from today’s information theory, astrophysics and genetics. Flourishing Ethics can be divided conveniently into two parts. The first part, which I call ‚Human-Centered FE,’ is focused exclusively upon human beings – their actions, values and characters. The second part, which I call ‚General FE,’ applies to every physical entity in the universe, including humans. Rather than replacing traditional ‚great ethical theories,’ Flourishing Ethics is likely to deepen and broaden our understanding of them.  相似文献   

Contexts of reading instruction: Implications for literacy skills and kindergarteners’ behavioral engagement     

Claire Cameron Ponitz  Sara E. Rimm-Kaufman 《Early childhood research quarterly》2011,26(2):157

This observational study examined kindergarteners’ (n = 170) exposure to literacy instruction in their classrooms (n = 36), child-by-instruction interactions, and behavioral engagement in relation to literacy skills. Time spent in four instructional contexts was coded according to who managed children's attention (teacher-managed, TM or child-managed, CM), and the content focus (basic skills such as teaching letters and their sounds, or meaning-focused such as discussing a book); children's behavioral engagement and off-task behavior were also coded live five times over the year. Word-reading and phonological awareness skills were assessed in fall and spring. Hierarchical Linear Modeling results indicated that kindergarteners with lower initial skills gained more in word-reading, but not phonological awareness, when they were exposed to relatively more time in TM basic skills instruction. In contrast, more time in CM meaning-focused instruction did not interact with initial skills to predict either outcome. Engagement analyses indicated that students were more likely to be off-task in CM than in TM contexts. Children who spent more time off-task during TM contexts had lower spring scores on both outcomes. Discussion explores the implications of this work for both literacy learning and behavioral engagement in the transition year of kindergarten.  相似文献   

Head injury secondary to suspected child maltreatment: results of a prospective Canadian national surveillance program     

Bennett S  Ward M  Moreau K  Fortin G  King J  Mackay M  Plint A 《Child abuse & neglect》2011,35(11):930-936

Objective

We sought to determine the incidence, clinical features, and demographic profile of head injury secondary to suspected child maltreatment (abuse or neglect) in Canada to help inform the development and evaluation of prevention programs for abusive head injuries.

Methods

From March 1, 2005 to February 28, 2008, an average of 2,545 paediatricians and paediatric subspecialists were surveyed monthly through the established network of the Canadian Paediatric Surveillance Program. We calculated incidence rates using the number of confirmed cases over the product of the duration of the study (3 years) and population estimates by age group.

Results

There were 220 confirmed cases of head injury from suspected child maltreatment. The annual incidence rate was 14.1 per 100,000 for children less than 1 year of age and 1.4 per 100,000 for those less than 15 years. Seventy three percent (141) of cases involved infants less than 12 months of age and 52% (100) of cases involved infants less than 6 months of age. Seventy-five percent (165) of cases presented to the emergency room. With regard to outcome, 12% (27) of cases resulted in death and 45% (75) of survivors had neurological sequelae at discharge. Thirty percent (67) of all cases, as well as 30% (8) of deaths were previously known to child welfare authorities.

Conclusion

This study provides an estimate of the rate of head injury secondary to suspected child maltreatment in Canada. The young age and poor medical outcomes of those involved highlights the need for prevention efforts that are implemented early in life. Given that a significant percentage of injured infants and children were already known to child welfare authorities, the study also highlights the need to establish and evaluate additional preventive efforts for parents and caregivers already in the child welfare system.  相似文献   

“Et sachiez qu’il se repenti fort quant yl y envoia” (Jean de Joinville,Vie de saint Louis). Par-delà la désillusion mongole. Mœurs et légendes “tartares” au temps du roi Saint Louis     

Sophie Schaller Wu 《Al-Masaq: Islam & the Medieval Mediterranean》2011,23(3):237-255

The passage that John of Joinville, faithful companion of Louis IX, devotes to the Mongols in his chronicle of the Seventh Crusade, known as “La Vie de Saint Louis”, cross-conceives two structures under the sign of hope: historical facts and legends on the one hand, and Christian sensibilities on the other, giving way to a set of “ethnological” observations about what are presented as “barbarian” customs. The text gives a faithful reflection on sentiments which agitated the Crusaders and their King: hope and disillusion. But Joinville's testimony goes far beyond that: it is first and foremost a testimony of love upon which history could be re-written.  相似文献   

Comparison of advanced and intermediate 200-m backstroke swimmers' dominant and non-dominant shoulder entry angles across various swimming speeds     

Andrews C  Bakewell J  Scurr JC 《Journal of sports sciences》2011,29(7):743-748

During backstroke, an optimum shoulder entry angle of 180° has been anecdotally suggested; however, this has yet to be investigated biomechanically. The aim of this study was to quantify shoulder entry angles for advanced and intermediate backstroke swimmers. Six advanced (season's best?<150?s) and six intermediate (season's best?>160?s) 200-m backstroke swimmers had markers applied to the medial humeral epicondyles and glenoid cavities. Following a familarization period, participants completed backstroke swimming trials (90?s each) in a swimming flume at 50%, 60%, 70%, and 80% of their season's best 200-m velocity. A camera positioned above the flume recorded frontal plane motion, which was digitized and analysed in Simi Motion Systems. The mean peak angle between the upper arm and the line of progression was established in ten strokes for each participant. The results showed backstroke shoulder entry angles for advanced swimmers (170°) were significantly closer to the suggested optimum 180° compared with those of intermediate swimmers (161°). The non-dominant arm displayed values closer to the optimum (171°), while swimming speed had no effect on backstroke shoulder entry angle. In conclusion, backstroke shoulder entry angle may help discriminate between advanced and intermediate backstroke swimmers and may be influenced by laterality dominance, being independent of swimming speed.  相似文献