Teaching Against the Grain as an Act of Love: Disrupting White Eurocentric Masculinist Frameworks Within Teacher Education     

Ganiva Reyes  Rachel Radina  Brittany A. Aronson 《The Urban Review》2018,50(5):818-835

What is radical love in teaching? How can radical love incite change and transformation within teacher education? What does radical love entail to prepare critically minded teachers for urban schools? In this conceptual paper, we respond to these questions through our individual and collective experiences as social justice oriented teacher educators preparing students to teach in urban schools. We engage with our womanist ways of knowing (Walker in In search of our mothers’ gardens: womanist prose, Houghton Mifflin Harcourt, Boston, 2004) and “theory in flesh” (Moraga and Anzaldúa in This bridge called my back: writings by radical women of color, 2nd edn, Kitchen Table/Women of Color Press, New York, 1983) to collaboratively reflect and analyze our conversations, reflective journaling, meetings, and other telling moments about what it means to practice radical love in teaching. More specifically, we identify three central concepts of what love as an act of resistance or teaching against the grain entails: (1) vulnerability, (2) collective support and healing, and (3) critique. Through these concepts we offer a framework from which to practice radical love in teaching and work in solidarity with others to transform oppressive systems in urban (teacher) education.  相似文献   

La Littérature De Jeunesse Entre Normes Pédagogiques Et Littéraires : Le Cas Des Pays Francophones D’afrique     

Kodjo Attikpoé 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,53(1):23-37

YOUTH LITERATURE IN THE CONTEXT OF PEDAGOGIC AND LITERARY NORMS: THE FRENCH-SPEAKING COUNTRIES OF AFRICA – There are two approaches to children’s and youth literature, one didactic, the other aesthetic. This gives rise to the following question: taking into account the fact that children’s literature aspires to be a literary form in its own right, should more weight be attibuted to its aesthetic value when evaluating it? This paper examines this question – which has in the past been the subject of highly controversial discussions in the German-speaking regions – by focusing on youth literature in the French-speaking coutries of Africa. The pedagogic dimension cannot be ignored when considering this literary context because it is so much a part of the post-colonial dynamic. Youth literature in the French-speaking countries of Africa echoes current realities. Examples are used to demonstrate how literature can deal with vital questions without neglecting the literary aspect.  相似文献   

The relationship between instructional and assessment accommodations in an inclusive state accountability system     

Ysseldyke J  Thurlow M  Bielinski J  House A  Moody M  Haigh J 《Journal of learning disabilities》2001,34(3):212-220

We investigated the kinds of instructional and assessment accommodations students with disabilities receive, and the extent to which instructional accommodations match assessment accommodations. Most students who had IEPs in specific content areas received instructional accommodations in those areas, and there were no differences by disability type. We provide data on the specific types of accommodations used. Overall, students' assessment accommodations matched their instructional accommodations, though many students received testing accommodations that had not been received in instruction. Implications are discussed for IEP teams who make decisions about instructional and assessment accommodations.  相似文献   

Science literacy and academic identity formulation     

John M. Reveles  Ralph Cordova  Gregory J. Kelly 《科学教学研究杂志》2004,41(10):1111-1144

The purpose of this article is to report findings from an ethnographic study that focused on the co‐development of science literacy and academic identity formulation within a third‐grade classroom. Our theoretical framework draws from sociocultural theory and studies of scientific literacy. Through analysis of classroom discourse, we identified opportunities afforded students to learn specific scientific knowledge and practices during a series of science investigations. The results of this study suggest that the collective practice of the scientific conversations and activities that took place within this classroom enabled students to engage in the construction of communal science knowledge through multiple textual forms. By examining the ways in which students contributed to the construction of scientific understanding, and then by examining their performances within and across events, we present evidence of the co‐development of students' academic identities and scientific literacy. Students' communication and participation in science during the investigations enabled them to learn the structure of the discipline by identifying and engaging in scientific activities. The intersection of academic identities with the development of scientific literacy provides a basis for considering specific ways to achieve scientific literacy for all students. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1111–1144, 2004  相似文献   

Molecular evolution of life : Edited by Herrick Baltscheffsky, Hans Jörnvall and Rudolf Rigler. Pp. 375. Cambridge University Press, 1986. £40.00 ($69.50)     

M. G. Bulmer 《Endeavour》1987,11(4)

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Improving the learning of Boolean queries by means of a multiobjective IQBE evolutionary algorithm     

O. Cordón  E. Herrera-Viedma  M. Luque 《Information processing & management》2006

The Inductive Query By Example (IQBE) paradigm allows a system to automatically derive queries for a specific Information Retrieval System (IRS). Classic IRSs based on this paradigm [Smith, M., & Smith, M. (1997). The use of genetic programming to build Boolean queries for text retrieval through relevance feedback. Journal of Information Science, 23(6), 423–431] generate a single solution (Boolean query) in each run, that with the best fitness value, which is usually based on a weighted combination of the basic performance criteria, precision and recall.  相似文献   

Trust: Reason,Routine, Reflexivity     

John B Kidd 《知识管理研究与实践》2006,4(3):254-255

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Clinico-Biochemical indexing of calcium urolithiasis on the basis of urinary citrate to calcium ratio and inhibition of mineralisation of urinary stone forming minerals by human urine     

T. V. R. K. Rao  Sofia Bano 《Indian journal of clinical biochemistry : IJCB》2003,18(1):52-60

Urinary citric acid and calcium levels have been estimated in the urine of 20 normal healthy persons as well as 12 urinary stone patients. Inhibition efficiency of these urine samples towards the mineralisation of urinary stone forming minerals, viz., calcium phosphate, oxalate or carbonate, has been studied in an experimental model. Statistical correlation of the above data has been made by computing the coefficient of determination and unexplained variance. Clinico-biochemical indexing of calcium urolithiasis risk factor has been attempted in the light of the data.  相似文献   

Lifting Titan''s Veil: Exploring the Giant Moon of Saturn     

Donald M. Hunten 《Endeavour》2002,26(4)

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Method evaluation of an enzymatic method for serum creatinine     

K. S. S. Saibaba  P. V. L. N. Srinivasa Rao  K. V. Dakshina Murty  M. Vijaya Bhaskar 《Indian journal of clinical biochemistry : IJCB》1997,12(2):139-141

Selecting the correct method for routine analysis by ‘method evaluation’ is an important component of quality assurance. It is a step-wise procedure that evaluates various analytical parameters like accuracy, precision etc of the given method. Finally reference intervals are established for selected population. We evaluated an enzymatic method for serum creatinine. The results show that it is an acceptable method based on the above mentioned criteria.  相似文献