Saracens and the Making of English Identity: The Auchinleck Manuscript     

Valerie Gonzalez 《Al-Masaq: Islam & the Medieval Mediterranean》2010,22(1):106-108

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Movement Behavior: A Model For Action     

Valerie Hunt 《Quest (Human Kinetics)》2013,65(1):69-91

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Content area reading pedagogy and domain knowledge: a Bourdieusian analysis     

Donna Alvermann  Elizabeth Friese  Sybilla Beckmann  Achariya Rezak 《The Australian Educational Researcher》2011,38(2):203-220

The twofold purpose of this study was to trace prospective and practicing mathematics teachers’ understandings of content area reading instruction in relation to domain knowledge in mathematics, and to examine the extent to which online pedagogical mentoring supported the integration of such instruction and knowledge. The design called for two pairs of prospective and practicing mathematics teachers to develop, implement, and reflectively evaluate four lessons. A multilevel mentoring approach was used to leverage the valuing of domain knowledge in mathematics. Course materials, lesson plans, teacher reflections, mentors’ feedback, interviews, and case reports were analysed using Bourdieu’s concepts of cultural capital, field, and misrecognition. Results indicate that despite the study’s focus on prioritising domain knowledge through pedagogical mentoring, the instances in which such knowledge were integrated effectively with reading instruction varied in relation to a mentor’s expertise in mathematics. If reading teacher educators are to support prospective and practicing mathematics teachers in content area reading instruction, additional sources of mathematics cultural capital are needed.  相似文献   

Ting,tang, tong: Emergent bilingual students investigating and constructing evidence-based explanations about sound production     

Enrique Suárez  Valerie Otero 《科学教学研究杂志》2024,61(1):137-169

There is a significant amount of research literature on the importance of identifying and building on students' experiences and ideas for making sense of the natural world, especially when engaging in science practices. Simultaneously, approaches to creating justice-oriented science education promote the need to focus on the diverse sense-making repertoires that students, especially those from historically marginalized communities, bring to science classrooms. However, when it comes to emergent bi/multilingual students, science education has favored narrow definitions of what ways of communicating are seen as productive for figuring out natural phenomena, privileging English-based academic vocabulary. In this article, we investigate the myriad conceptual and semiotic resources that third-grade emergent bilingual students developed and used when explaining sound production. Additionally, we explore how students investigated the sounds produced by a string instrument and unpacked the how and whys that give rise to the pitch of the sounds they heard. Our analyses indicate that: (1) students created mechanistic explanations that identified how changes to the salient physical features of strings affected the pitch of the sounds; (2) students created and laminated multiple semiotic resources when sharing their observations and explanations, particularly sound symbolisms; and (3) students navigated both semiotic convergence and divergence as they worked toward conceptual convergence. Based on our findings, we argue that justice-oriented science learning environments must become spaces where emergent bilingual students can build on all their conceptual, semiotic, and cultural resources, without being policed, as they engage science practices.  相似文献   

The construction of academic time: sub/contracting academic labour in research     

Valerie Hey 《教育政策杂志》2013,28(1):67-84

In 2009, the South African Department of Education extended tuition fee abolition to schools serving the poorest 60% of students, increased from 40% in 2007. This policy intends to increase access to and longevity in school for the poorest households by removing fees as a barrier and replacing private revenue with increased state funds. Despite this progressive expansion of fee-free schooling, the reported frequency of non-attendance attributable to school fees increased from 2008 to 2009, particularly among poor females and primary-aged children. This paper attempts to explain this phenomenon by presenting three constraints that hamper the potential benefits of fee abolition: (1) the rationalization of educational expenditures; (2) perverse incentives for schools to exclude non-paying children; and (3) the poor targeting mechanisms of fee abolition and government spending. As a result, we find significant lags in the implementation of fee elimination and that many poor households are still required to pay user fees. Several finance policy options are recommended for the South African schooling system. Data originate from South Africa’s National Treasury and General Household Survey.  相似文献   

The power of positional competition and market mechanism: a case study of recent parental choice development in China     

Simon Bradford  Valerie Hey 《教育政策杂志》2013,28(6):595-614

This article draws on data collected during a pilot study conducted in two west London schools exploring young people’s understandings of success. It considers ways in which ‘discourses of success’, as part of New Labour’s project of re‐inventing schooling, may shape young people’s subjectivity. The article examines articulations between New Labour policy and aspects of social difference and how these structure new identifications with success. In particular, the article explores how class, gender and ethnicity shape discourses of success and how they are implicated in their distribution. In conclusion, the article indicates how current education policy (particularly in relation to educational success) articulates the ‘public’ domain with dimensions of the ‘private’ self and suggests that understanding this is vital in the pursuit of social justice.  相似文献   

Extending the constructs of active learning: implications for teachers' pedagogy and practice     

Valerie Drew  Lorele Mackie 《Curriculum Journal》2013,24(4):451-467

Active learning is a pedagogical construct widely appealed to within the global discourse of lifelong learning. However, an examination of the literature reveals a lack of clarity and consensus as to its meaning. This article provides a critical analysis of a range of dimensions underpinning the concept of active learning including policy discourses, definitions, interpretation and enactments in educational settings, and resultant pedagogical implications. A more robust theoretical framework is presented to support educator understanding which synthesises and extends current constructs and which bridges the divide between active learning considered as either theory of learning or pedagogical strategy.  相似文献   

Effects of Adult Modeling and Rule Structure on Responses to Moral Situations of Children in Fifth-Grade Classrooms     

Valerie Crane  Bonnie L. Ballif 《Journal of Experimental Education》2013,81(3):49-52

This study examined the effects of adults modeling responses to moral situations with or without rule strucon responses of fifth-graders in a classroom setting. Ss were exposed to a model who chose a constructive, internal-control response to open-ended stories about getting-even and provided either rule statements regarding that choice (rule-structure group) or a summary of the story (no-rule-structure group) . In the control group, Ss observed no model. Findings indicated that there was a significant (p<. 10) effect of modeling on internal-control scores on post-treatment stories and of modeling combined with rule structure on constructive scores on post-treatment stories. This study is consistent with previous empirical findings of studies conducted in laboratory settings in which modeling has been effective in modifying social behavior. Further examination of modeling is recommended in natural social settings.  相似文献   

The effects of task constraints on the organization of interception movements     

Valerie Fayt  Reinoud J. Bootsma  Ronald G. Marteniuk  Christine L. Mackenzie  Michel Laurent 《Journal of sports sciences》2013,31(6):581-586

In the light of the intensity coupling effects reported in the literature, subjects' capacities for independently controlling the absolute velocity of their movement at the point of interception was evaluated by asking them to learn to propel orthogonally approaching balls, varying in their speed of approach, into target boxes placed at various distances from the interception point. As required for successful accomplishment of the task, movement velocity was found to be adapted to the distance to be covered, with the near target giving rise to lower velocities and the far target giving rise to higher velocities even when the conditions were presented in random order. Nevertheless, even though target distance accounted for a substantial proportion of the total variance, a small but significant effect of ball approach speed on movement velocity was found, suggesting that intensity coupling is a persistent but modulable phenomenon in interception tasks.  相似文献   

What happens before and after it happens: Insights regarding antecedences and consequences of adult learning     

Jens F. Beckmann  Damian P. Birney 《Learning and individual differences》2012,22(5):561-562

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