Symbolic Storytelling,Freedom Movements,and Church Education: Cesar Chavez as Virtuoso of Identity     

Ted Newell 《Religious education (Chicago, Ill.)》2013,108(5):543-553

Freedom movements historically have shown power to transform social and personal identity. Absorbing the narrative of a movement can lead to something not unlike conversion. Accepting the truth of a movement's story implies change in who one believes oneself to be and may reorient one's life story. Movements like Cesar Chavez's National Farm Workers Association of the 1960s offer a distinctive reading of history that refocuses individual and collective memory around a cause. In this article, I explore one movement's holistic approach and urge that church education should be re-imagined as comprehensive storytelling.  相似文献   

The Development of Provision for Young People with Emotional and Behavioural Difficulties: An activity theory analysis     

Harry Daniels  Ted Cole 《牛津教育评论》2013,39(2-3):311-329

In this article we consider aspects of past and continuing transformations in specific forms of social practice relating to educational services for young people now described as having emotional and behavioural difficulties (EBD). Our particular concern is the evolution of this provision and how historical dilemmas and tensions are relevant to explaining present and likely future developments. We believe that the framework of Activity Theory, not previously employed in this field, is a useful aid to analysis and facilitates wider understanding.  相似文献   

Genetic and environmental influences on writing and their relations to language and reading     

Richard K. Olson  Jacqueline Hulslander  Micaela Christopher  Janice M. Keenan  Sally J. Wadsworth  Erik G. Willcutt  Bruce F. Pennington  John C. DeFries 《Annals of dyslexia》2013,63(1):25-43

Identical and fraternal twins (N?=?540, age 8 to 18 years) were tested on three different measures of writing (Woodcock-Johnson III Tests of Achievement—Writing Samples and Writing Fluency; Handwriting Copy from the Group Diagnostic Reading and Aptitude Achievement Tests), three different language skills (phonological awareness, rapid naming, and vocabulary), and three different reading skills (word recognition, spelling, and reading comprehension). Substantial genetic influence was found on two of the writing measures, writing samples and handwriting copy, and all of the language and reading measures. Shared environment influences were generally not significant, except for Vocabulary. Non-shared environment estimates, including measurement error, were significant for all variables. Genetic influences among the writing measures were significantly correlated (highest between the speeded measures writing fluency and handwriting copy), but there were also significant independent genetic influences between copy and samples and between fluency and samples. Genetic influences on writing were significantly correlated with genetic influences on all of the language and reading skills, but significant independent genetic influences were also found for copy and samples, whose genetic correlations were significantly less than 1.0 with the reading and language skills. The genetic correlations varied significantly in strength depending on the overlap between the writing, language, and reading task demands. We discuss implications of our results for education, limitations of the study, and new directions for research on writing and its relations to language and reading.  相似文献   

Cultural Studies, “So‐Called”     

Ted Striphas 《Review of Education, Pedagogy & Cultural Studies》2013,35(1):27-45

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The application of science and scientific autonomy in Great Britain: A case study of the Science and Engineering Research Council     

Brian Salter  Ted Tapper 《Minerva》1993,31(1):38-55

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MEDIA INFLUENCES ON SUPPORT FOR PRESIDENTIAL CANDIDATES IN PRIMARY ELECTIONS: THEORY, METHOD, AND EVIDENCE     

Shapiro  Robert Y.; Young  John T.; Patterson  Kelly D.; Blumenfeld  Jill E.; Cifu  Douglas A.; Offenhartz  Sara M.; Tsekerides  Ted E. 《Int. Journal of Public Opinion Research》1991,3(4):340-365

In this article the authors argue that studies of the influenceof the mass media on public support for presidential candidatesin primary elections should return to the social pyschologicalmodel of attitude change. This model should take into account,however, that in the real world, unlike laboratory settings,randomization and complete controls of variables are not possible,and rational and strategic choice considerations come into play,along with the cumulative effects of new information on aggregateopinion. The variables found to be relevant to attitude change,especially the characteristics of the communicator and the communication,have not been studied systematically in natural settings. Littleis known about how new information unrelated to electoral ‘momentum’affects the public's evaluations and support for candidates.A fuller explanation is needed of what are complex media influenceson candidate support in primary elections—including especiallythose messages conveyed through the media which tend to be distinctiveand most accessible to memory: information about the viabiltiyof candidates; positive messages and images conveyed directlyfrom the candidates themselves and (to a lesser extent) fromother major party leaders who support or oppose them; and, ofspecial theoretical importance, the ostensibly credible newscommentary about the candidates.  相似文献   

Contingencies in Contexts: a behavioural interactionist perspective in education     

Kevin Wheldall  Ted Glynn 《教育心理学》1988,8(1-2):5-19

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Drama therapy –‘actions speak louder than words’     

Ted Wharam 《Health information and libraries journal》1986,3(4):267-268

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The ScienceDirect accessibility journey: A case study          下载免费PDF全文

Ted Gies 《Learned Publishing》2018,31(1):69-76

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Joe Karaganis,Editor: Shadow Libraries: Access to Knowledge in Global Higher Education     

Ted Byfield 《Publishing Research Quarterly》2018,34(4):601-602

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