Theorizing Communication Orientations of Privilege: How White Discourses (De) Construct Australian Aboriginals     

Katie Margavio Striley  Shannon Lawson 《Journal of International and Intercultural Communication》2014,7(2):170-191

We conducted a discourse analysis of Australians' conversations about race, exploring communication that (re)produces and decenters whiteness. We identified 23 communication practices, organized into four orientations (unity, separation, monologue, and dialogue), describing how those with power talk about those without power and (fail to) balance tensions between similarity and difference. Orientations of unity, monologue, and separation serve antidialogic functions by obstructing transformative thinking, de-legitimizing Aboriginal experiences, and reifying whiteness. Findings suggest it is possible, but rare, for individuals to engage in intercultural dialogue about race. Understanding communication orientations of privilege is a step towards facilitating talk that disrupts whiteness.  相似文献   

Conceptualisations of literacy and literacy practices for children with severe learning difficulties     

Hazel Lawson  Lyn Layton  Juliet Goldbart  Penny Lacey  Carol Miller 《Literacy》2012,46(2):101-108

Literacy is traditionally narrowly conceptualised as a set of skills related to accessing and generating written or printed text. For children designated as having severe learning difficulties (SLD), who are unlikely to develop these ‘conventional’ literacy skills, such a conception implies their semi‐literacy or nonliteracy. Although conceptions of multimodal literacy and multiliteracies have rarely been applied to this group, broader understandings of literacy that include a range of activities, modes and media provide greater opportunities for including these learners in literacy practices. Drawing upon our research with teachers of this group of children and young people, we illustrate these literacy practices. We note, however, that such practices are often haphazard, not coherently thought through, and that there is much confusion regarding any distinction between communication and literacy. We argue for literacy as a specific form of communication, but conclude that broader models of literacies should be utilised to guide and support practitioners in developing interactive practice and in making reasoned and principled approaches and decisions about literacy practices, routes and progression for children with SLD.  相似文献   

美国大学的伙伴关系述评   总被引：1，自引：0，他引：1  

哈尔·劳森  刘凡丰 《复旦教育论坛》2006,4(1):71-74

美国大学与当地、地区、全国和国际的各类机构所建立的伙伴关系反映了美国高等教育近年来的创新变革。作者写作本文的目的在于向中国同行提供一个分析这种伙伴关系的基本框架。文章简要地描述了大学层面、部门层面的伙伴关系情况,分析了美国大学建立伙伴关系的目的和缘由,并扼要地总结了若干条可供中国同行借鉴的启示。  相似文献   

Teachers’ information processing and judgement accuracy: effects of information consistency and accountability     

Pit-ten Cate  Ineke M.  Hörstermann  Thomas  Krolak-Schwerdt  Sabine  Gräsel  Cornelia  Böhmer  Ines  Glock  Sabine 《European Journal of Psychology of Education - EJPE》2020,35(3):675-702

European Journal of Psychology of Education - Research has shown that teachers are able to adapt their processing strategy of student information to situational demands, whereby they flexibly use...  相似文献   

Linking Brain Growth with the Development of Scientific Reasoning Ability and Conceptual Change during Adolescence     

Yong‐Ju Kwon  Anton E. Lawson 《科学教学研究杂志》2000,37(1):44-62

The hypothesis that an early adolescent brain growth plateau and spurt exists and that this plateau and spurt influence students' ability to reason scientifically and to learn theoretical science concepts was tested. In theory, maturation of the prefrontal lobes during early adolescence allows for improvements in students' abilities to inhibit task‐irrelevant information and coordinate task‐relevant information, which along with both physical and social experience influences scientific reasoning ability and the ability to reject scientific misconceptions and accept scientific conceptions. Two hundred ten students ages 13–16 years enrolled in four Korean secondary schools were administered tests of four prefrontal lobe activities, a test of scientific reasoning ability, and a test of air pressure concepts derived from kinetic‐molecular theory. A series of 14 lessons designed to teach the concepts were then taught. The concepts test was then readministered following instruction. As predicted, among the 13‐ and 14‐year‐olds, performance on the prefrontal lobe measures remained similar or regressed. Performance then improved considerably among the 15‐ and 16‐year‐olds. Also as expected, the measures of prefrontal lobe activity correlated highly with scientific reasoning ability. In turn, prefrontal lobe activity and scientific reasoning ability predicted concept gains and posttest performance. A principal components analysis showed that the study variables had two main components, which were interpreted as an inhibiting and a representing component. Therefore, theoretical concept acquisition was interpreted as a process involving both the inhibition of task‐irrelevant information (i.e., the rejection of intuitively derived misconceptions) and the representation of task‐relevant information (i.e, complex hypothetico‐deductive arguments and counterintuitive scientific conceptions about nonobservable entities). © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 44–62, 2000  相似文献   

Genetic and Environmental Influences on Developmental Milestones and Movement: Results From the Gemini Cohort Study     

Lee Smith  Cornelia H. M. van Jaarsveld  Clare H. Llewellyn  Alison Fildes  Guillermo Felipe López Sánchez  Jane Wardle 《Research quarterly for exercise and sport》2017,88(4):401-407

Purpose: Variability in the timing of infant developmental milestones is poorly understood. We used a twin analysis to estimate genetic and environmental influences on motor development and activity levels in infancy. Method: Data were from the Gemini Study, a twin birth cohort of 2,402 families with twins born in the United Kingdom in 2007. Parents reported motor activity level for each of the twins at age 3 months using the Revised Infant Behavior Rating Scale and reported the ages at which they first sat unsupported, crawled, and walked unaided. Results: Activity level at 3 months and ages when first sitting and crawling were about equally influenced by the shared family environment (45%–54%) and genes (45%–48%). Genetic influences dominated for age when children took their first independent steps (84%). Conclusion: Aspects of the shared family environment appear to be important influences on motor activity levels and early milestones, although the timing of walking may have a stronger genetic influence. Further research to identify the specific environmental and genetic factors that promote early activity may be important for longer-term health outcomes.  相似文献   

Utilizing performance technology in the implementation of a wellness program     

Rosalynn Whitehead Lawson 《Performance Improvement》1995,34(3):18-22

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