Book reviews     

Burton R. Clark  Robert Beck  Barbara B. Burn  Robert F. Arnove  Abraham E. Haspel  John S. Duley  Elsie J. Smith  Lionel S. Lewis  Frank Brown  Staughton Lynd 《Higher Education》1978,7(4):465-487

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Book reviews     

E. D. Duryea  Neville Bennett  Sharom Ahmat  Dietrich Brandt  Lionel S. Lewis  Ian Woodburn  Claude E. Welch Jr.  Sheila Slaughter  Pierre L. van den Berghe  Doreen Harrison 《Higher Education》1980,9(2):227-237

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Creating pretence and sharing friendship: modal expressions in children's play     

Frances Hoyte  Jane Torr  Sheila Degotardi 《International Journal of Early Years Education》2015,23(1):17-30

Friendships and play provide children with opportunities for mutual engagement, which both require and facilitate children's language use. Modality is a semantic system in the language associated with children's learning. One way in which modality is realised is through linguistic expressions which allow speakers to moderate the degree of certainty about the truth of propositions (expressions of possibility) and the degree of necessity with respect to proposals (expressions of obligation). No research has explored the relationship between friendship and children's use of modality. This paper reports on the use of both types of modal expression during play between five- and six-year-old children in two friendship contexts. Results showed that possibility expressions occurred at similar rates in both contexts while obligation expressions occurred significantly more often in play in high-level friendships than in low-level friendships. Findings suggest that in high-level friendships modality was used cohesively to create and extend pretend play, whereas in low-level friendships it was used to regulate behaviour. Because modal expressions are important resources for managing interpersonal relationships, for talking about ideas and situations beyond the here and now and for writing for a non-present audience, our findings provide valuable insights for educators of young children.  相似文献   

Children's rights,school exclusion and alternative educational provision     

Gillean McCluskey  Sheila Riddell  Elisabet Weedon 《International Journal of Inclusive Education》2015,19(6):595-607

This paper examines findings from a recent study in Wales of school exclusion and alternative educational provision. Many, but not all, children in alternative provision have been excluded from school. The most recent statistics reveal that nearly 90% of pupils in alternative provision have special educational needs, nearly 70% are entitled to free school meals (free school meal entitlement is often used as a proxy indicator for poverty in the UK) and three quarters are boys (Welsh Government. 2012a. Pupils Educated Other than at School, 2011/12. Cardiff: Welsh Government). The paper focuses on analysis of findings about young people's experiences of exclusion and alternative provision, and how these experiences may be contextualised within a discussion of children's rights. This analysis suggests that young people's experience is highly variable; that inappropriate curricula are still common, pastoral support uneven and that few opportunities exist for success or re-integration. In the most disturbing examples, young people were found to have experienced physical restraint and the use of isolation as punishment. The paper concludes, therefore, with a proposal for change aimed at ensuring that children's rights are placed at the heart of educational experience in practice as well as policy.  相似文献   

Longitudinal analysis of the environmental attitudes of university students     

Kerry Shephard  John Harraway  Tim Jowett  Brent Lovelock  Sheila Skeaff  Liz Slooten 《Environmental Education Research》2015,21(6):805-820

This article addresses the important questions that higher education institutions ask concerning their impact on their students’ sustainability-related attributes ‘How do our students’ worldviews change as they experience higher education with us?’ The process of monitoring such a dynamic entity is fraught with statistical complexity but may not be impossible for an institution willing to ask whether or not its educational efforts in ‘education for sustainability’, ‘education for sustainable development’ or ‘environmental education’, and campus sustainability developments, are paralleled by changes in the attitudes of its students. We describe here a longitudinal survey process based on the revised New Ecological Paradigm scale, with two cohorts of students, in three programmes of study, operating over four years, with multiple survey inputs by each student. We implemented the longitudinal analysis using a linear mixed-effects model and describe here the development and testing of this model. We conclude that higher education institutions can benchmark the sustainability attributes of their students and monitor changes, if they are minded to. We invite higher education practitioners worldwide to join us in further developing suitable research instruments, processes and statistical models, and in further analysing the assumptions that link higher education to sustainability and to global citizenship.  相似文献   

Media images     

Bernard Beck 《Multicultural Perspectives》2013,15(2):25-28

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After the Fall: Awakening from the Dream in The Rider and Red Sparrow     

Bernard Beck 《Multicultural Perspectives》2013,15(4):216-219

Two recent movies, The Rider and Red Sparrow, are in contrast to a large number of movies celebrating the triumph of afflicted persons over obstacles that seem insurmountable. Through commitment, hard work, and determination, these characters are able to do the impossible. However, these two movies instead focus on the dire consequences of an inability to overcome obstacles. This change may reflect an increasing pessimism about current challenges and individuals’ ability to meet them.  相似文献   

No Company for Old Men: Adventures in Unemployment in The Company Men     

Bernard Beck 《Multicultural Perspectives》2013,15(4):205-208

Cultural diversity is often attributed to groups in a society from a variety of cultural backgrounds. Assimilation then blends subcultures into a mainstream culture. However, history and circumstance give rise to new groups whose experiences and activities produce new diversity. Big events and big changes give rise to important differences between groups. Popular culture brings new subcultures to the attention of the mainstream. Examples are The Grapes of Wrath, The Best Years of Our Lives, and The Company Men, discussed as a step in bringing awareness of current unemployment issues.  相似文献   

Reaping the Whirlwind: The Wind That Shakes the Barley,Liberation and After in the Movies     

Bernard Beck 《Multicultural Perspectives》2013,15(1):24-26

Popular culture includes stories that define and justify the existence of groups and nations. Among those stories are creation accounts, especially stories of the forming of nations through struggles for liberation from oppression. The useful liberation myths are exemplified by two recent films: V for Vendetta and Children of Men. Another recent film, The Wind That Shakes the Barley, gives a sober and nuanced account of the Irish Rebellion. It includes the ambiguities of liberation events and the problems that arise and continue after the glorious moment of liberation.  相似文献   

A Christmas Card Competition     

Sheila M. Scarlett 《Health information and libraries journal》1985,2(2):87-88

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