The Teaching Artist as Cultural Learning Entrepreneur: An Introductory Conceptualization     

Tatiana Chemi 《Teaching Artist Journal》2015,13(2):84-94

Cultural learning entrepreneur: A new professional identity for teaching artists?  相似文献   

A Spy in the Archives     

Tatiana Antsoupova 《档案与原稿》2014,42(1):98-100

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“Coerced Loss and Ambivalent Preservation”: Racial Melancholia in American Born Chinese          下载免费PDF全文

Sophia Tatiana Sarigianides 《Educational theory》2017,67(1):37-49

Recent applications of Freud's theory examine the social value of the lost love object as a way of understanding the suffering of non‐majority groups. Rather than pathologizing the individual suffering the loss, the lens of racial melancholia pathologizes the discourse that constitutes racially marked others as alien to the majority. Through a close reading of image and text, Sophia Tatiana Sarigianides applies David Eng and Shinhee Han's theory of racial melancholia to Gene Luen Yang's graphic novel American Born Chinese. Sarigianides argues that texts such as American Born Chinese provide grounds for a public language for examining the suffering that ensues from the failure of assimilation as a desired outcome for immigrants in the United States.  相似文献   

Frequency analyses of prephonological spellings as predictors of success in conventional spelling     

Kessler B  Pollo TC  Treiman R  Cardoso-Martins C 《Journal of learning disabilities》2013,46(3):252-259

The present study explored how children's prephonological writing foretells differential learning outcomes in primary school. The authors asked Portuguese-speaking preschool children in Brazil (mean age 4 year 3 months) to spell 12 words. Monte Carlo tests were used to identify the 31 children whose writing was not based on spellings or sounds of the target words. Two and a half years later, the children took a standardized spelling test. The more closely the digram (two-letter sequence) frequencies in the preschool task correlated with those in children's books, the better scores the children had in primary school, and the more preschoolers used letters from their own name, the lower their subsequent scores. Thus, preschoolers whose prephonological writing revealed attentiveness to the statistical properties of text subsequently performed better in conventional spelling. These analytic techniques may help in the early identification of children at risk for spelling difficulties.  相似文献   

Modernization of Russian higher education: exploring paths of influence     

Tatiana Gounko  William Smale 《Compare》2007,37(4):533-548

This article discusses the changes in Russian higher education policies and the role of international organizations—the World Bank and OECD—in promoting education reforms in this country. General and specific recommendations offered by the World Bank and the OECD expert teams to improve Russian higher education are analysed to determine if any of their suggestions have been considered and applied in recent government policies. We explore the mechanisms though which new policies are implemented at the institutional and national levels. Finally, we suggest that higher education institutions and the Russian government experience coercive, mimetic, normative and discursive pressures emanating from these global policy actors.  相似文献   

Facilitative effect of a pretest exposure to the CS: Analysis and implications for the memory trace     

Pascale Gisquet-Verrier  Tatiana Alexinsky 《Learning & behavior》1990,18(3):323-331

Retention of a brightness discrimination avoidance task by rats is impaired (Kamin effect) following a 1-h training-to-test interval (TTI), is enhanced after a 3-day TTI (reminiscence, or long-term spontaneous improvement), and is disrupted following a 21-day TTI (long-term forgetting). An exposure to the conditioned stimulus (CS), delivered 5 mm before a 1-h delayed retention test, not only compensated for the performance deficit that corresponds to the Kamin effect, but induced a large improvement in performance similar to that normally obtained after a 3-day TTI. It can be proposed that such cuing may act either by accelerating a natural memory-trace maturation process or by improving the retrievability of the memory trace. Since these possibilities lead to opposite predictions concerning the length of the facilitation induced by cuing, the effect of a pretest exposure to the CS on performance obtained during a 1-h delayed retention test was studied after several cuing-to-test intervals (0, 5, 10, or 20 min). The results, which indicate that cuing transiently enhanced subsequent retention performance, more convincingly support the retrieval hypothesis. The effects of pretest exposure to the CS (which occurred 5 min before testing) were also examined 10 min, 1 h, or 24 h after initial training. The results indicate that the facilitative effect of cuing obtained when retention performance was disrupted shortly after training (1-h TTI) was also obtained after a 24-h retention interval, in the absence of performance disruption. An interpretation of the facilitative effect of a pretest exposure to the CS is proposed, and implications concerning the memory trace are further discussed in relation to the multidimensional hypothesis.  相似文献   

Early career researchers and their authorship and peer review beliefs and practices: An international study     

Hamid R. Jamali  David Nicholas  Anthony Watkinson  Abdullah Abrizah  Blanca Rodríguez‐Bravo  Cherifa Boukacem‐Zeghmouri  Jie Xu  Tatiana Polezhaeva  Eti Herman  Marzena wigon 《Learned Publishing》2020,33(2):142-152

This article reports on the findings of an international online survey of early career researchers (ECRs) with regard to their authorship and peer review, attitudes, and practices, which sought to discover how the new wave of researchers were utilizing these key aspects of the scholarly communications system. A questionnaire was developed on the back of a 3‐year longitudinal, qualitative study and was distributed through publisher lists, social media networks, university networks, and specialist ECR membership organizations. Identical English, Polish, Russian, Chinese, Spanish, and French versions of the questionnaire were used. Results from 1,600 respondents demonstrated that 82.7% had co‐authored a paper, and most had performed a variety of authorship tasks. Almost half the respondents reported being subject to various authorship policies, although a quarter said they were not aware of any such policies. Almost all Chinese ECRs reported being subject to authorship policies, but only a third of UK ECRs reported the same. Three‐quarters of ECRs had experience in responding to peer review, and half had been peer reviewers. Half the respondents had a good experience of review and viewed it as a valuable way to improve their authorship skills. However, there was some criticism of some shortcoming such as lengthy peer review and superficial or uninformed comments by reviewers. Double‐blind review was the preferred methodology, and there were few suggestions for how to improve the review process.  相似文献   

“Immigrant” in Russian and French Print Media (Linguistic and Visual Composition Analyses)     

Tatiana M. Permyakova  Olga L. Antineskul 《Journal of Intercultural Communication Research》2016,45(4):319-337

This study addresses the representation of the linguistic and cultural type “immigrant” in French and Russian media discourse. Linguistic analysis of selected sources shows, on the one hand, signs of tolerance towards immigrants and, on the other hand, evidence of rejecting immigrants, which demonstrates the ambiguity of the matter and indirectly provokes conflicts. Visual composition analysis complements these results by revealing the following: the purpose of immigration – employment – is often socially rejected; immigrants’ sense of community is a specific cultural code in a host culture; and the cultural transfer of an “immigrant” into a different space creates uncertainty or ambiguity.  相似文献   

The Influence of Building Block Play on Mathematics Achievement and Logical and Divergent Thinking in Italian Primary School Mathematics Classes     

Concetta Pirrone  Tatiana Pagano  Santo Di Nuovo 《The Educational forum》2018,82(1):40-58

In an experimental study to explain the effect of structured Building Block Play with LEGO? bricks on 6-year-old student mathematics achievement and in the areas of logical thinking, divergent thinking, nonverbal reasoning, and mental imagery, students in the experimental group scored significantly higher (p ≤ .05) in mathematics achievement and in the areas of divergent thinking, nonverbal reasoning abilities, and mental imagery.  相似文献   

Strategic Agency and System Diversity: Conceptualizing Institutional Positioning in Higher Education     

Tatiana?FumasoliEmail author  Jeroen?Huisman 《Minerva》2013,51(2):155-169

This paper argues that the impact of individual higher education institutions’ strategies on system diversity should be explored. By looking at how universities respond strategically to governmental policies as well as to the actions of other (competing) institutions, our understanding of determinants of diversity can be enriched. A conceptual framework focusing on institutional positioning is explained using the dimensions deliberateness of organizational actions versus environmental influence, on the one hand, and differentiation versus compliance, on the other. We posit institutional positioning as the mechanism through which organizational and environmental levels are linked. Our model features multiple dimensions and relations reflecting how higher education institutions locate themselves in specific niches, i.e. positions where they are able to gather the necessary resources for their core activities. The implications for research on diversity and for policymaking are discussed.  相似文献