Looking back,looking forward: a dialogue on “The imperative of racial rhetorical criticism”     

Alexis McGee  J. David Cisneros 《传播与批判/文化研究》2013,10(4):300-305

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The Fictions of (English) Cricket: From Nation to Diaspora     

Alexis Tadié 《国际体育史杂志》2013,30(4):690-711

This paper examines the fictional representations of cricket and argues that they contribute to a definition of the game. It examines the fictions of cricket, showing that they construct the game into a most distinct English fiction. Literary treatment of cricket must further be read in the context of the transformations of the game in the nineteenth century, with the rise of athleticism as an ideology, and its role in the training of the colonial administration. The argument then concentrates on the decolonzsation, and perhaps the ‘defictionalization’, of cricket through the writings of C. L. R. James and Ashis Nandy. Finally, it turns to recent fictional perceptions of cricket, in particular to Romesh Gunesekera's The Match as well as Joseph O'Neill's Netherland, and argues that they emphasize the diasporic nature of the game.  相似文献   

Dialectical Features of Students’ Argumentation: A Critical Review of Argumentation Studies in Science Education     

Jan Alexis Nielsen 《Research in Science Education》2013,43(1):371-393

This paper explores the challenges of using the Toulmin model to analyze students’ dialogical argumentation. The paper presents a theoretical exposition of what is involved in an empirical study of real dialogic argumentation. Dialogic argumentation embodies dialectical features — i.e. the features that are operative when students collaboratively manage disagreement by providing arguments and engaging critically with the arguments provided by others. The paper argues that while dialectical features cannot readily be understood from a Toulminian perspective, it appears that an investigation of them is a prerequisite for conducting Toulminian analysis. This claim is substantiated by a detailed review of five of the ten most significant papers on students’ argumentation in science education. This leads to the surprising notion that empirical studies in the argumentation strand — even those studies that have employed non-dialectical frameworks such as the Toulmin model — have implicitly struggled to come to terms with the dialectical features of students’ discourse. The paper finally explores how some scholars have worked to attend directly to these dialectical features; and it presents five key issues that need to be addressed in a continued scholarly discussion.  相似文献   

Theory of mind may be contagious, but you don't catch it from your twin   总被引：3，自引：0，他引：3  

Wright Cassidy K  Shaw Fineberg D  Brown K  Perkins A 《Child development》2005,76(1):97-106

The theory-of-mind abilities of twins, children with nontwin siblings, and only children were compared to investigate further the link between number and type of siblings and theory-of-mind abilities. Three- to 5-year-old children with nontwin siblings outperformed both only children and twins with no other siblings, twins who also had other siblings outperformed twins who did not, and children with at least 1 opposite-sex sibling outperformed children with only same-sex siblings. Twins performed significantly better when asked about the false beliefs of their twins than they did when asked about the false beliefs of their friends. Results are discussed in terms of potential mechanisms that may account for the twin and sibling effects.  相似文献   

Learning from our own lessons: pre-service teachers’ narratives of teaching as an experiment     

Megan H. Wickstrom  Stephanie Wilm  Emily Mills  Alexis Johnson  Nicole Leonard  Raegan Larberg 《Educational Action Research》2018,26(1):42-58

Pre-service teachers need to develop habits of mind that allow them to grow as new teachers. This article describes an elementary mathematics methods course in which teaching as an experiment was used a framework for pre-service teachers to participate in action research by developing learning goals, observing and analyzing student thinking, hypothesizing and enacting teaching strategies, and reflecting on the effectiveness of a lesson. Through analysis of reflections and lesson plans, the article explores three groups of pre-service teachers’ reflections on teaching as well as their confidence across the semester. By treating lessons as experiments, the pre-service teachers were able to develop appropriate teaching responses over time as well as gain confidence in their abilities.  相似文献   

The effect of predictive cues on freezing in rats     

Robert C. Bolles  Alexis C. Collier 《Learning & behavior》1976,4(1):6-8

Rats were given five shocks over a 5-min period and then observed for 20 min. Much more freezing was observed in animals that remained in the shock situation than in animals moved to another situation. Freezing, therefore, seems to be controlled primarily by external shock-related cues. Freezing appears to be also partly controlled by the inherent stimulus properties of the situation.  相似文献   

Implementing and assessing use-drive acquisitions: A practical guide for librarians,by Steven Carrico,Michelle Leonard,and Erin Gallagher. Lanham,MD: Rowman & Littlefield, 2016. 176 p. $65.00. ISBN 978-1-4422-6276-8.     

Alexis Linoski 《The Journal of Academic Librarianship》2017,43(1):90-91

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Marketing for Special and Academic Libraries: A Planning and Best Practices Sourcebook,by Valerie S. Gordon and Patricia C. Higginbottom. Lanham,MD: Rowman & Littlefield, 2016. 178 pp. $38.00. ISBN 978-1-4422-6270-6.     

Alexis Linoski 《The Journal of Academic Librarianship》2017,43(3):275-276

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Students’ Perceptions of Religion and Science,and How They Relate: the Effects of a Classroom Intervention     

Alexis Stones  Jo Pearce  Michael J. Reiss  Tamjid Mujtaba 《Religious education (Chicago, Ill.)》2020,115(3):349-363

Abstract

In England, both Religious Education (RE) and science are mandatory parts of the school curriculum throughout the 5-16 age range. Nevertheless, there remain concerns that, as in many countries, students do not have a good understanding about the scope of each subject nor about how the two subjects relate. This article reports on a study that involved an intervention of six lessons in RE and six in science that were intended to help 13-15?year-old students develop a better appreciation for the relationship(s) between science and religion and a less reductionist understanding of biology. Our focus here is on the understandings that students have about the relationship between science and religion. The intervention was successful in improving the understandings of almost half of the students interviewed, but in these interviews we still found many instances where students showed misunderstandings of the nature of both religious and scientific knowledge. We argue that RE needs to attend to questions regarding the nature of knowledge if students are to develop better understandings of the scope of religions and how they arrive at their knowledge claims.  相似文献   

Recognising ethnic identity in the classroom: a New Zealand study     

Alexis Siteine 《International Studies in Sociology of Education》2017,26(4):393-407

The recognition and affirmation of student identity in New Zealand primary schools is a policy requirement. While directives for its implementation are found in the current national curriculum, little, if any, guidance is given about what this means or how it might look in classroom programmes. This paper discusses a study concerning the beliefs, understandings and practices of teachers as they interpret the curriculum related to the identity directive. The findings indicate that a marked divergence exists between the identity directive encoded into the curriculum and the way in which teachers decode and enact the directive in their practice. This article argues that two unintended effects are produced as a result of this divergence. First, rather than promote the affirmation of student identity, the enactment of this directive might, in fact, lead to ethnic division. Second, attempts to recognise and affirm identity have led to the displacement of school subject knowledge in classroom programmes. These unintended outcomes are not only unacknowledged, but they continue to disadvantage the community the identity directive was intended to address.  相似文献