Modernity at the Margins     

John Hedley Brooke 《Minerva》2006,44(4):463-467

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Winifred H. Lord     

Beryl Bailey  Elaine Brooke 《Health information and libraries journal》1990,7(3):183-183

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The analytical lens: developing undergraduate students’ critical dispositions in undergraduate EAP writing courses     

Mark Brooke  Laetitia Monbec  Namala Tilakaratna 《Teaching in Higher Education》2019,24(3):428-443

ABSTRACT

This paper comprises findings from three parallel case studies within the broad framework of English for Academic Purposes (EAP). These provide results from classroom-based action research conducted over two years working with Semantics, Specialisation and axiological cosmologies from Legitimation Code Theory (LCT). Each author shares how one or both of these LCT dimensions have guided their practice in the teaching of English for academic writing and specifically, the development of their students’ critical dispositions by teaching them how to apply lenses to analyse texts so that they may make informed judgements. Data from classroom interventions and student writing are provided. It is hoped that this paper elicits further discussion in the growing field of applying LCT and may draw attention to the role of the EAP teacher as expert in linguistics and the need to focus more on knowledge in EAP writing courses.  相似文献   

Multimodal Training Improves Spatial Reasoning Skills in Female College Students     

Applebee  Dennis  Bennett-Day  Brooke  Ferrari  James  Pritchard  Patrick  Boettger-Tong  Holly 《Journal of Science Education and Technology》2021,30(4):539-549

Journal of Science Education and Technology - Spatial reasoning is a valuable cognitive tool which enables navigation of the body in relation to other objects in space, permits deconstruction of...  相似文献   

‘We came together on the idea of being “foreign”’: Teacher narratives for the teaching of immigrant and refugee youth     

Brooke Harris Garad 《British Educational Research Journal》2021,47(4):942-958

In the midst of an international debate about immigration, this qualitative ethnographic study focuses on the stories and teaching practices of immigrant and refugee educators working with immigrant and refugee youth at a community-based after-school programme in the Midwestern region of the USA. Using existing literature to describe the educational experiences of immigrant and refugee youth and teacher narratives to explore the pedagogies of immigrant and refugee educators, the author addresses the following questions: How do political narratives impact the educational experiences of immigrant and refugee students in the USA? How can the narratives of immigrant and refugee teachers serve as both counternarratives and sources of promising pedagogical practices for immigrant and refugee youth? With a data corpus developed through participant observation, reflexive journaling, interviews and focus group discussions, the author uses narrative analysis with teacher vignettes and asserts that educational researchers and practitioners should look to immigrant and refugee educators to enrich the research about appropriate pedagogies for immigrant and refugee youth.  相似文献   

Student See Versus Student Do: A Comparative Study of Two Online Tutorials     

Ilana Stonebraker  M. Brooke Robertshaw  Jennifer D. Moss 《TechTrends》2016,60(2):176-182

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“This School Helps A Lot”: Personal Agency Among Black Youth Within a Supportive School Environment     

Parker  Janise S.  Marano  Elizabeth  Manson  Delharty  Ruja  Erica  Manigo  Christian  Sarathy  Ashwini  Rees  Brooke  Shin  Erin 《The Urban Review》2022,54(3):367-389

The Urban Review - We collected field observation notes, accessed student demographic data, and interviewed sixteen Black high school youth (50% male; Mage?=?16.1) to explore...  相似文献   

From Interactions to Conversations: The Development of Joint Engagement During Early Childhood     

Lauren B. Adamson  Roger Bakeman  Deborah F. Deckner  P. Brooke Nelson 《Child development》2014,85(3):941-955

This research traces the development of symbol‐infused joint engagement during mother–child interactions into the preschool years. Forty‐nine children, who had been previously observed as toddlers (L. B. Adamson, R. Bakeman, & D. F. Deckner, 2004 ), were systematically observed during interactions with their mothers at ages 3½, 4½, and 5½ during activities related to the past and future, internal states, and graphic systems. Although the amount of symbol‐infused joint engagement reached a ceiling by 3½, its focus continued to become more complex and its form more balanced. Individual differences in children's symbol‐infused joint engagement were stable across 4 years. These findings highlight both how joint engagement is transformed as conversational skills develop and how it remains rooted in earlier interactions and supported by caregiver's actions.  相似文献   

Manufacturing Authenticity: The Rhetoric of “Real” in Women's Magazines     

Brooke Erin Duffy 《The Communication Review》2013,16(3):132-154

Discourses of authenticity are symptomatic of an era of destabilized communication hierarchies, participatory media, and reality television programming. Women's magazines are an apt site to examine articulations of authenticity given the genre's traditional emphases on aspirational consumption and “making up” the external self. This study explores constructions of authenticity in the advertising and editorial content of two top-ranked publications, Glamour and Cosmopolitan. Drawing on a qualitative textual analysis of these magazines, the author conceptualizes three overlapping tropes of authenticity: (a) promoting natural, organic products; (b) the celebration of ordinary-looking women; and (c) the encouragement of inner-directed self-discovery. These striations of real products, real external beauty, and real internal beauty, respectively, allow authenticity to seep throughout the texts without fundamentally disrupting their traditional commercial function.  相似文献   

Examining Measure Correlations With Incomplete Data Sets     

Tenko Raykov  Brooke C. Schneider  George A. Marcoulides  Peter A. Lichtenberg 《Structural equation modeling》2013,20(2):318-324

A 2-stage procedure for estimation and testing of observed measure correlations in the presence of missing data is discussed. The approach uses maximum likelihood for estimation and the false discovery rate concept for correlation testing. The method can be used in initial exploration-oriented empirical studies with missing data, where it is of interest to estimate manifest variable interrelationship indexes and test hypotheses about their population values. The procedure is applicable also with violations of the underlying missing at random assumption, via inclusion of auxiliary variables. The outlined approach is illustrated with data from an aging research study.  相似文献