Negotiating Spaces for Literacy Learning: Multimodality and Governmentality. M. Hamilton,R. Heyden,K. Hibbert and R. Stooke (eds), London: Bloomsbury (2015). ISBN 978‐1‐4725‐8745‐9. £69.85 (paperback) £20.18 (Kindle)     

Julian McDougall 《English in Education》2016,50(3):297-299

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Soul-searching and re-searching: action philosophy alone     

Julian Stern 《Educational Action Research》2015,23(1):104-115

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Measurements of DNA barcode label separations in nanochannels from time-series data     

Julian Sheats  Jeffrey G. Reifenberger  Han Cao  Kevin D. Dorfman 《Biomicrofluidics》2015,9(6)

We analyzed time-series data for fluctuations of intramolecular segments of barcoded E. coli genomic DNA molecules confined in nanochannels with sizes near the persistence length of DNA. These dynamic data allowed us to measure the probability distribution governing the distance between labels on the DNA backbone, which is a key input into the alignment methods used for genome mapping in nanochannels. Importantly, this dynamic method does not require alignment of the barcode to the reference genome, thereby removing a source of potential systematic error in a previous study of this type. The results thus obtained support previous evidence for a left-skewed probability density for the distance between labels, albeit at a lower magnitude of skewness. We further show that the majority of large fluctuations between labels are short-lived events, which sheds further light upon the success of the linearized DNA genome mapping technique. This time-resolved data analysis will improve existing genome map alignment algorithms, and the overall idea of using dynamic data could potentially improve the accuracy of genome mapping, especially for complex heterogeneous samples such as cancer cells.  相似文献   

Cybertroopers and tea parties: government use of the Internet in Malaysia     

Julian Hopkins 《亚洲交流杂志》2014,24(1):5-24

The advent of the Internet has enabled a disruption of the Malaysian government's long-standing control of media content. However, there are also opportunities for the government to extend into the Internet what Cherian George has called ‘narrow tailoring’ policies, designed to ensure ‘hegemonic consensus.’ Demonstrating the interconnections of intraparty factional rivalry, blogging and newspaper management, as well as the extension of government influence into online content, this paper discusses three cases: the transformation of a bloggers association; the organisation of ‘cybertroopers’ by the dominant governing party; and, the use of a blog, Facebook, and Twitter by the prime minister (PM), Najib Razak. Each of the cases highlights particular ‘blog affordances’, a concept used to parse the potentials and limitations of blogs and other social media with regards to state hegemonic control through media ownership. In addition, an adapted concept of ‘extended parasocial relations’ is proposed in relation to Najib's blog and social media presence. Overall, these cases demonstrate the continuity and complementarity of on- and offline activities, which form a relatively stabilised assemblage of political activity.  相似文献   

Short sprint or an endurance test: the perceived impact of the National Award for Special Educational Needs Coordination     

Julian Brown  Mary Doveston 《Teacher Development》2014,18(4):495-510

This paper evaluates the perceived impact of the National Award (NA) for Special Educational Needs (SEN) Coordination in English mainstream schools. The Award was introduced in 2009 and has been mandatory for all new Special Educational Needs Coordinators (SENCos) since its inception. The framework used for the evaluation is based on the learning outcomes of the NA, which were formulated by the Training and Development Agency and focus on areas related to the pedagogical, managerial and leadership aspects of the SENCo role. Findings suggest that the NA has impacted most significantly on participants’ pedagogy and strategies for removing barriers to learning. Participants’ preparedness for training at post-graduate level is also investigated and consideration is given towards further training and study beyond the completion of the NA. Additionally, the paper investigates areas that are perceived as challenges (e.g. lack of time and leadership status) to the successful implementation of their coordination role and any impact the NA has had in this respect.  相似文献   

The application of transformational leadership theory to parenting: questionnaire development and implications for adolescent self-regulatory efficacy and life satisfaction     

Morton KL  Barling J  Rhodes RE  Mâsse LC  Zumbo BD  Beauchamp MR 《运动与训练心理学杂志》2011,33(5):688-709

We draw upon transformational leadership theory to develop an instrument to measure transformational parenting for use with adolescents. First, potential items were generated that were developmentally appropriate and evidence for content validity was provided through the use of focus groups with parents and adolescents. We subsequently provide evidence for several aspects of construct validity of measures derived from the Transformational Parenting Questionnaire (TPQ). Data were collected from 857 adolescents (M(age) = 14.70 years), who rated the behaviors of their mothers and fathers. The results provided support for a second-order measurement model of transformational parenting. In addition, positive relationships between mothers' and fathers' transformational parenting behaviors, adolescents' self-regulatory efficacy for physical activity and healthy eating, and life satisfaction were found. The results of this research support the application of transformational leadership theory to parenting behaviors, as well as the construct validity of measures derived from the TPQ.  相似文献   

Numeracy Coordinators: 'Brokering' Change Within and Between Communities of Practice?     

Brian Corbin  Olwen McNamara  Julian Williams 《British Journal of Educational Studies》2003,51(4):344-368

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Identification with early primary school mathematics: a home–school activity theory conceptualisation and methodology     

Laura Black  Julian Williams  Sophina Choudry  Kelly Pickard-Smith  Bethany Ryan 《Cambridge Journal of Education》2019,49(3):349-368

This paper offers a new methodology for researching children’s identifications in the early primary phase that makes visible the ‘seeds’ of academic dis-/identities, which typically flower later in adolescence. It focuses on the ‘case’ of mathematical identifications (MI) to exemplify how children come to dis/identify from the academic curriculum more broadly. MI is defined as any act where cultural representations of being mathematical are reflected back on to the child by others or the self, as they engage in mathematical activity. Data are presented concerning Bilal and Nico to show identifications in a hybrid home–school mathematics activity that contradict or ‘align’ with MI elicited in school-mathematical activity. It is argued that contradictions between these MIs indicate ‘potential’ development towards disengagement (the case of Nico). This contrasts with home–school alignment involving Bilal’s ‘schoolified’ home activities, which (re)validate school-mathematical activity. It is further argued that this conceptual innovation offers potential for investigating identity in early childhood.  相似文献   

In Pursuit of Knowledge: Preschoolers Expect Agents to Weigh Information Gain and Information Cost When Deciding Whether to Explore     

Rosie Aboody  Caiqin Zhou  Julian Jara-Ettinger 《Child development》2021,92(5):1919-1931

When deciding whether to explore, agents must consider both their need for information and its cost. Do children recognize that exploration reflects a trade-off between action costs and expected information gain, inferring epistemic states accordingly? In two experiments, 4- and 5-year-olds (N = 144; of diverse race and ethnicity) judge that an agent who refuses to obtain low-cost information must have already known it, and an agent who incurs a greater cost to gain information must have a greater epistemic desire. Two control studies suggest that these findings cannot be explained by low-level associations between competence and knowledge. Our results suggest that preschoolers’ theory of mind includes expectations about how costs interact with epistemic desires and states to produce exploratory action.  相似文献   

Case-based reasoning and instructional design: Using stories to support problem solving   总被引：2，自引：0，他引：2  

David H. Jonassen  Julian Hernandez-Serrano 《Educational technology research and development : ETR & D》2002,50(2):65-77

With an increased emphasis on problem solving and problem-based learning in the instructional design field, new methods for task analysis and models for designing instruction are needed. An important methodology for both entails the elicitation, analysis, and inclusion of stories as a primary form of instructional support while learning to solve problems. Stories are the most natural and powerful formalism for storing and describing experiential knowledge that is essential to problem solving. The rationale and means for analyzing, organizing, and presenting stories to support problem solving are defined by case-based reasoning. Problems are solved by retrieving similar past experiences in the form of stories and applying the lessons learned from those stories to the new problems. In this paper, after justifying the use of stories as instructional supports, we describe methods for eliciting, indexing, and making stories available as instructional support for learning to solve problems.  相似文献