Language,Experience and Professional Learning (What Walter Benjamin Can Teach Us)     

Brenton Doecke  Iris Susana Pires Pereira 《Changing English: An International Journal of English Teaching》2012,19(3):269-281

This essay raises questions about how language educators might construct and further develop their epistemology of practice in and through the situations in which they work from day to day. The occasion for this paper is our work as guest editors of a special issue of L-1: Educational Studies in Language and Literature, when we invited L1 teachers to reflect on the role that language plays in their professional learning, whether it be in the form of conversations with peers, reflective writing, or by other means. We begin this essay by locating our reflections within our current policy context, namely the standards-based reforms that have come to dominate educational thinking around the world, offering a brief critique of the values and attitudes embedded within them. We then outline a philosophical framework as an alternative to the world-view reflected by such reforms, focusing specifically on the work of Walter Benjamin. In the final sections, we review our work as guest editors of the special issue of L-1, reflecting on what we have learned from the papers we have assembled for this issue, and locating our learning within the philosophical framework that we have drawn from Benjamin. We argue that it is timely for language educators to articulate the assumptions that inhere within their work, in contradistinction to the common sense embedded in standards. Thus we might begin to reconceptualise the relation between language, experience and professional learning in opposition to the hegemony of standards.  相似文献   

A test of Rescorla and Wagner’s (1972) prediction of nonlinear effects in contingency learning     

Joaquín Morís  Susana Carnero  Ignacio Loy 《Learning & behavior》2012,40(4):507-519

According to most theories, in a simple contingency learning situation, excitatory learning occurs when the probability of the unconditioned stimulus in the presence of the conditioned stimulus (p₁) is higher than the probability of the unconditioned stimulus in the absence of the conditioned stimulus (p₂). In Rescorla and Wagner??s (1972) model, this prediction varies, depending on the parameters used. In the following experiments, we evaluated whether the difference between p₁ and p₂ that is required to produce excitatory conditioning is the same, independent of the specific value of p₁, or whether this difference varies proportionally to p₁??s value. To do so, an appetitive procedure of Pavlovian conditioning with rats was used. In four experiments, we compared different levels of contingency (low, medium and high) and found that the difference between p₁ and p₂ that is required to produce excitatory conditioning increases when the value of p₁ is higher. The possibility of analyzing contingency learning as a discrimination between p₁ and p₂ is also discussed.  相似文献   

Counterstories of college persistence by undocumented Mexicana students: navigating race,class, gender,and legal status     

Susana María Muñoz  Marta María Maldonado 《International journal of qualitative studies in education》2013,26(3):293-315

This paper draws from four sets of four in‐depth interviews and one subsequent focus group to examine how undocumented Mexicana students navigate identities and the meanings of race, gender, class, and legal status. We mobilize a critical race theory framework to center and explore the content of students’ counterstories. While majoritarian stories perpetuate stereotypical narratives that portray communities of color as culturally deficient, counterstorytelling creates a space for exposing and resisting hegemonic narratives in the home, community, and college settings. We argue that, through counterstories, Mexicana students are able to develop a positive self‐image that allows them to hang on to their academic aspirations, to persist in college, and to envision and pursue the possibility of success. We look at how undocumented Mexicana students’ narratives also reproduce and/or reinscribe elements of oppressive discourses of race, class, and gender in the contemporary USA. We consider some implications of our discussion of counterstories for educational theory and policy.  相似文献   

Predicting LD on the basis of motivation, metacognition, and psychopathology: an ROC analysis     

Sideridis GD  Morgan PL  Botsas G  Padeliadu S  Fuchs D 《Journal of learning disabilities》2006,39(3):215-229

We examined how strongly motivation, metacognition, and psychopathology acted as predictors of learning disabilities (LD). The results from five studies suggested that level of motivation (as shown through self-efficacy, motivational force, task avoidance, goal commitment, or self-concept) was highly accurate in classifying students with or at risk for LD. Metacognition and psychopathology were also strong predictors. Classification accuracy using receiver operating characteristic (ROC) curves ranged between 77% and 96%. These rates were much higher than the chance-level (i.e., 50%-55%) rates sometimes yielded by cognitive indices. Linear discriminant function (LDF) analysis substantiated classification accuracy. These results suggest that motivation, metacognition, and psychopathology are strong predictors of LD. Understanding the influence of these characteristics may help researchers and practitioners more accurately screen and treat students with LD.  相似文献   

Subgroups of Attributional Profiles in Students with Learning Difficulties and Their Relation to Self‐Concept and Academic Goals     

Jos Carlos Núez  Julio A. Gonzlez‐Pienda  Soledad Gonzlez‐Pumariega  Cristina Roces  Luis Alvarez  Paloma Gonzlez  Ramn G. Cabanach  Antonio Valle  Susana Rodríguez 《Learning disabilities research & practice》2005,20(2):86-97

The aim of this article was fourfold: first, to determine whether there are significant differences between students with (N= 173) and without learning disabilities (LD; N= 172) in the dimensions of self‐concept, causal attributions, and academic goals. Second, to determine whether students with LD present a uniform attributional profile or whether there are subgroups of attributional profiles among students with LD. Third, to explore differences between these profiles on the dimensions of self‐concept, academic goals, perception of competence‐incompetence, persistence when faced with failure, peer relationships, and academic achievement. Fourth, to determine whether there are significant differences in the dimensions of self‐concept and academic goals between NLD students and the different LD subgroups. The results indicate the existence of two very distinct attributional profiles in students with LD (Helplessness Profile and Adaptive Profile). The implications of these data with regard to theory and research, as well as educational practice, are discussed.  相似文献   

School head teachers’ views of the drive towards educational innovation in Catalonia / La visión de los directores de escuela sobre el impulso de la innovación educativa en Cataluña     

Jordi Díaz-Gibson  Mireia Civís  Annabel Fontanet  Susana López  Miquel-Àngel Prats 《Cultura y Educación》2013,25(3):640-670

Abstract

Today, educational change and innovation are a clear priority in educational centres across the world. This article analyses the strengths and opportunities presented by the process of educational innovation taking place in Catalonia from the perspective of school head teachers, employing a quanti-qualitative methodology using 227 surveys and 29 semi-structured interviews. The results locate the innovation process in a phase characterized by efforts aimed at updating existing practice, resistance to change generated by the system itself, and a lack of systematic reflection on current practice. Two strengths of the process reported relate to its scale and transversality across the whole territory on the one hand, and the importance that collaboration between teachers and schools is having in order to facilitate innovation. Other aspects highlighted are: the need to invest more planning in innovation processes; the need for the Deparment of Education to reflect on its own role within the process; and, finally, the need to develop the role of technologies as facilitators of innovation and communication.  相似文献   

Talent identification and selection process of outfield players and goalkeepers in a professional soccer club     

Susana María Gil  Jon Zabala-Lili  Iraia Bidaurrazaga-Letona  Badiola Aduna  Jose Antonio Lekue  Jordan Santos-Concejero 《Journal of sports sciences》2014,32(20):1931-1939

Abstract

The aim of this study was to analyse the talent identification process of a professional soccer club. A preselection of players (n = 64) aged 9–10 years and a final selection (n = 21) were performed by the technical staff through the observation during training sessions and matches. Also, 34 age-matched players of an open soccer camp (CampP) acted as controls. All participants underwent anthropometric, maturity and performance measurements.

Preselected outfield players (OFs) were older and leaner than CampP (P < 0.05). Besides, they performed better in velocity, agility, endurance and jump tests (P < 0.05). A discriminant analysis showed that velocity and agility were the most important parameters. Finally, selected OFs were older and displayed better agility and endurance compared to the nonselected OFs (P < 0.05). Goalkeepers (GKs) were taller and heavier and had more body fat than OFs; also, they performed worse in the physical tests (P < 0.05). Finally, selected GKs were older and taller, had a higher predicted height and advanced maturity and performed better in the handgrip (dynamometry) and jump tests (P < 0.05).

Thus, the technical staff selected OFs with a particular anthropometry and best performance, particularly agility and endurance, while GKs had a different profile. Moreover, chronological age had an important role in the whole selection process.  相似文献   

From Hand to Eye: a Meta-Analysis of the Benefit from Handwriting Training in Visual Graph Recognition     

Araújo  Susana  Domingues  Miguel  Fernandes  Tânia 《Educational Psychology Review》2022,34(3):1577-1612

Educational Psychology Review - Handwriting (HW) training seems to boost recognition of visual graphs and learning to read more than other learning experiences. However, effects across studies...  相似文献   

Do Corequisite Math Courses Improve Academic Outcomes in Technical Colleges?: Evidence from Chile     

Boatman  Angela  Claro  Susana  Fresard  Matias  Kramer  Jenna W. 《Research in higher education》2022,63(3):453-480

Research in Higher Education - For countries concerned about equity and access to higher education, providing support services for academically underprepared students is critical to increasing...  相似文献   

Beyond ‘dusty archives’: The economic benefits of preserving recorded heritage     

Susana Mourato  David Pearce  Ece Ozdemiroglu  Alexandra Howarth 《Cultural Trends》2000,10(39):85-116

Libraries and archives are increasingly under pressure to justify the cost of preserving the recorded heritage. This paper addresses the real need to identify and measure the benefits of preservation of the recorded heritage in the UK.

Stated preference techniques are well established in the field of environmental economics, and they are also appropriate for the valuation of cultural heritage. The authors develop and test a methodology to estimate people's preferences for the preservation of the recorded heritage through two stated preference case (pilot) studies.

All library and archive materials supporting the written and documentary heritage of the chosen case studies have been considered. The benefits of preservation are identified as those associated with the use of the recorded heritage (for example, by schools, commercial organisations, academics and other interested parties), the option of using it in the future, and the value placed on its existence by the general public, even if they have no intention of using it.

The main advantage of estimating the benefits of preservation in monetary terms is that these can be compared with the costs of preservation to determine whether any given project or policy is worthwhile, or indeed to choose among competing projects for the allocation of funds.  相似文献