Migrating facsimiles: When copies disappear from conservation control     

Alison Norton 《文物保护研究》2016,61(3):160-166

A 2014 exhibition of Meriç Algün Ringborg at Moderna Museet, Stockholm, Sweden, exploring identity and belonging involved the making of facsimiles. The installation included a sound work, booklets to be taken, and a book to be read. Exhibition copies were created of personal letters for open display which were not to be touched. Contrary to the artist's wishes, the work was constantly handled. Made for this one installation, the facsimiles transcended the exhibition and were returned with the work to the artist. The paper examines issues of authenticity and control from a conservation standpoint, and details discussions surrounding reproduction in contemporary art museum conservation practice.  相似文献   

Overeducation in the U.S. labour market : Russel W. Rumberger. New York: Praeger, 1981. pp. 149. No price given (cloth)     

W. Norton Grubb 《Economics of Education Review》1984,3(4):351-352

  相似文献   

Mathematics engagement in an Australian lower secondary school     

Stephen Norton 《课程研究杂志》2017,49(2):169-190

The importance of actively engaging in mathematics discourse in order to learn mathematics is well recognized. In this paper, I use Basil Bernstein’s concepts of pedagogic discourse to document and analyse academic learning time of students in Years 8 and 9 at a suburban lower secondary school: in particular, for what proportion of class time students reported being academically engaged, their explanations for this engagement and how they felt about the discourse. It was found that many students had disengaged from mathematical endeavour as a result of the failure of the instructional discourse either to engage students or to serve the purpose of developing discipline-specific content knowledge. The reasons for this relate to the overemphasis on mundane mathematics resulting in some students lacking the cognitive tools to engage with the concepts and having neither the intrinsic nor instrumental motivation to persist with secondary school esoteric mathematics. The implications for mathematics curriculum development are discussed.  相似文献   

Are There Separate Neural Systems for Spelling? New Insights into the Role of Rules and Memory in Spelling from Functional Magnetic Resonance Imaging     

Elizabeth S. Norton  Ioulia Kovelman  Laura-Ann Petitto 《Mind, Brain, and Education》2007,1(1):48-59

ABSTRACT— How do people spell the thousands of words at the tips of their tongues? Are words with regular sound‐to‐letter correspondences (e.g., “blink”) spelled using the same neural systems as those with irregular correspondences (e.g., “yacht”)? By offering novel neuroimaging evidence, we aim to advance contemporary debate about whether people use a single lexical memory process or whether dual mechanisms of lexical memory and sublexical phonological rules work in concert. We further aim to advance understanding of how people read by taking a fresh look at the related yet distinct capacity to spell. During functional magnetic resonance imaging scanning, 12 participants heard low‐frequency regular words, irregular words, and nonwords (e.g., “shelm”) and responded whether a visual presentation of the word was spelled correctly or incorrectly. While behavioral measures suggested some differences in accuracy and reaction time for the different word types, the neuroimaging results alone demonstrated robust differential processing and support a dual‐route model of spelling, with implications for how spelling is taught and remediated in clinical and educational contexts.  相似文献   

Childhood Maltreatment,Gender Nonconformity,and Adolescent Sexual Orientation: A Prospective Birth Cohort Study     

Yin Xu  Sam Norton  Qazi Rahman 《Child development》2020,91(4):e984-e994

This study tested whether associations between childhood maltreatment and adolescent sexual orientation were accounted for by childhood gender nonconforming behavior (GNCB) in a prospective birth cohort (N = 5,007). Childhood parental maltreatment (physical and emotional) and GNCB were assessed on multiple occasions up to age 6 years, and sexual orientation at 15.5 years. Boys with a history of maltreatment were significantly more likely to be nonheterosexual. Using propensity score weighting, maltreatment was associated with a 3.5% (p = .03) increase in the prevalence of nonheterosexuality accounting for confounders not including GNCB, and by 2.9% (p = .06) when also accounting for GNCB. These findings suggest that maltreatment is associated with an increased prevalence of nonheterosexuality in boys but may be explained by confounding factors including GNCB.  相似文献   

There's More to the Census than Counting     

Dr. Bruce F. Norton 《Clearing house (Menasha, Wis.)》2013,86(9):427-432

  相似文献   

Revitalising assessment design: what is holding new lecturers back?     

Lin Norton  Bill Norton  Lee Shannon 《Higher Education》2013,66(2):233-251

This paper reports on a survey study exploring new lecturers’ views on assessment design (using a questionnaire called the Assessment Design Inventory) with 586 newly qualified or still qualifying lecturers from UK universities. A factor analysis established two factors labelled ‘desirable practice’ and ‘constraints’. Participants felt that their university teaching programmes had changed their views on assessment design and that assessment practices could be improved. Over 50 % agreed that there were practical restrictions on assessment design. Findings revealed a perception that there is little incentive to innovate in assessment and that students may not welcome such innovation in any case. Further statistical analysis specified the ‘external’ variables of institution and discipline to be important in shaping desirable practice and perception of constraints. ‘Individual’ variables of gender, length of teaching experience and qualification status showed a statistically significant effect. These analyses demonstrate some key influences on new lecturers’ views of assessment design and suggest reasons why they do not always feel able to put what they learn about assessment into practice.  相似文献   

General Media: Texts/Readers     

Peter M. Sandman  David M. Rubin  David B. Sachsman  Rod Holmgren  William Norton  Alan Wells 《Communication Booknotes Quarterly》2013,44(10):2-3

Peter M. Sandman, David M. Rubin and David B. Sachsman's Media: An Introductory Analysis of American Mass Communications (Englewood Cliffs, N.J.: Prentice-Hall, 1972—$8.95)

Media Casebook: An Introductory Reader in American Mass Communications (Englewood Cliffs, N.J.: Prentice-Hall, 1972—$3.95, paper)

Rod Holmgren and William Norton (eds.) The Mass Media Book (Englewood Cliffs, N.J.: Prentice-Hall, 1972—$4.95, paper)

Alan Wells (ed) Mass Media and Society (Palo Alto, Calif: National Press Books, 1972—$9.95/6.95)

William Kuhns' The Information Explosion (New York: Thomas Nelson, 1971—$1.95, paper)  相似文献   

Complex skills and academic writing: a review of evidence about the types of learning required to meet core assessment criteria     

James Elander  Katherine Harrington  Lin Norton  Hannah Robinson  Pete Reddy 《Assessment & Evaluation in Higher Education》2006,31(1):71-90

  相似文献   

Pre-K-8 prospective teachers’ understanding of fractions: An extension of fractions schemes and operations research     

LouAnn H. Lovin  Alexis L. Stevens  John Siegfried  Jesse L. M. Wilkins  Anderson Norton 《Journal of Mathematics Teacher Education》2018,21(3):207-235

In an effort to expand our knowledge base pertaining to pre-K-8 prospective teachers’ understanding of fractions, the present study was designed to extend the work on fractions schemes and operations to this population. One purpose of our study was to validate the fractions schemes and operations hierarchy with the pre-K-8 prospective teacher population to determine whether this population follows the same trajectory as upper elementary and middle school students. A second purpose of our study was to identify which of the fractions schemes and operations our sample of prospective teachers demonstrated evidence of having constructed along with what this tells us about prospective teachers’ understanding of fractions. We were able to validate the hierarchy for this population, meaning that each lower-level fraction scheme/operation appeared to be a prerequisite to the higher-level schemes/operations. We found that although most of the prospective teachers had constructed the lower-level schemes and operations, less than half had constructed the more sophisticated ones. An unexpected result related to the association between the coordination of three levels of units and the iterative fraction scheme is addressed. Prospective teachers’ reliance on procedural knowledge related to fractions also presented a challenge to assessing, in particular, their ability to coordinate three levels of units. We conclude with implications for research and practice in mathematics courses intended for pre-K-8 prospective teachers.  相似文献