Engaging difference: towards a pedagogy of interbeing     

Nina Asher 《Teaching Education》2013,24(3):235-247

In this article, I discuss how by engaging difference teachers and students can go beyond the binary of “self” and “other” towards “interbeing”. I first discuss how postcolonial and feminist perspectives can inform multicultural discourse by rethinking self and other in terms of hybrid identities and cultures. Then, I draw on Thich Nhat Hanh's (1991) concepts of mindfulness, contemplation, and interbeing; bell hooks' (1994) concept of an engaged pedagogy; and my reflections on my own practice of teaching multicultural education courses. I argue that a self-reflexive pedagogy of interbeing is transformative, enabling both students and teachers to “see with the eyes of interbeing” (Hanh, 1991, p. 98) and heal from the wounds of oppression.  相似文献   

The Scholar as Teacher and Philosopher     

Nina Willis Walter 《College Teaching》2013,61(4):201-202

This investigation documents an intervention that successfully counteracted a grade inflation trend at a small, Catholic, liberal arts university in the eastern United States. The intervention produced a significant drop in grades awarded by full-time faculty, but not by adjunct faculty who were not yet included in the intervention. Institutional factors affecting grade inflation (i.e., class size, course level, academic discipline, day and semester of delivery) were also analyzed before and after the intervention.  相似文献   

Data Management Support for Faculty Facing New Funding Mandates: The Case of the U. S. Department of Agriculture's National Institute of Food and Agriculture     

Nina Exner 《New Review of Academic Librarianship》2018,24(1):90-104

Data management is a way for liaison librarians to support faculty research. American liaison librarians face new demands in data management due to expanding public access guidelines. This article gives advice for librarians new to data management, with the specific case of agriculture. For librarians supporting agriculture, the United States Department of Agriculture National Institute of Food and Agriculture [USDA NIFA] data management plan [DMP] requirements are a challenge and an opportunity. Agricultural libraries can learn to support faculty in how to write a plan that addresses the NIFA DMP sections of expected data type, data format, data storage and preservation, data sharing and public access, roles and responsibilities, and monitoring and reporting. Particular challenges that arise for DMPs in agrisciences include the diversity of subjects, multiple metadata and taxonomic systems, and the heterogeneity of research and data. To deal with this, data consultations are particularly critical.  相似文献   

Explaining the Significance of Participationist Approaches for Understanding Students' Knowledge Acquisition     

Nina Bonderup Dohn 《教育心理学家》2016,51(2):188-209

This article aims to appraise insights from participationist approaches to learning for understanding students' knowledge acquisition. The first part explicates the concepts of positioning, recognition, and identity through presenting a common ground for participationists and discussing different views on (a) the relationship between learning the content domain and positioning, recognition, and identity negotiation; (b) dynamicity of situativity; (c) relation of moment-to-moment situativity to long-term interaction patterns; (d) awareness of positioning, recognition, and identity. This allows an appraisal in the article's second part of a claim inherent to participationist views: It is necessary to adopt a system's view on learning opportunities presented to students in class because of the way positioning, recognition, and identity negotiation influence students' engagement with curricular content. A fifth issue emerges concerning the nature of this influence. Theoretical considerations and empirical evidence combine to support the conclusion that the claim holds some, not all, of the time.  相似文献   

Pedagogical work,stress regulation and work-related well-being among early childhood professionals in integrated special day-care groups     

Mari A. Nislin  Nina K. Sajaniemi  Margaret Sims  Eira Suhonen  Enrique F. Maldonado Montero  Ari Hirvonen 《欧洲特需教育杂志》2016,31(1):27-43

The aim of this study was to investigate the relationship between early childhood professionals’ (ECPs) stress regulation (using salivary cortisol and alpha-amylase [AA] measurements), work engagement and the quality of their pedagogical work in integrated special day-care groups. Participants were 89 ECPs from 21 integrated special day-care groups located in Helsinki, Finland. The special educational needs of children (who were between 3 and 6 years of age) in these groups varied from language disorders and self-regulation difficulties to severe disabilities. Data was collected by using work engagement surveys, salivary cortisol and AA measurements and observational assessments of pedagogical work. This study is novel, in that it combines approaches from different disciplines to investigate work-related well-being among ECPs. Our findings demonstrate the close relationship between ECPs’ stress regulation and the quality of pedagogical work in teams. Whilst ECPs’ high work engagement was associated with better-quality pedagogical work, we did not find any associations between different biomarkers and work engagement. Our study highlights the importance of teamwork, not only as fundamental to high-quality early childhood special education, but also in supporting the well-being of ECE professionals. The findings can be applied in future studies and can be used to inform intervention aiming to enhance working conditions in day-care centres.  相似文献   

Regulating readers' bodies: a discourse analysis of teachers' body talk     

Jessica Nina Lester  Rachael Gabriel 《Discourse: Studies in the Cultural Politics of Education》2017,38(5):688-700

In this paper, we report findings from a discourse analysis study of reading instruction in eight primary/elementary school classrooms in the United States. Drawing upon discursive psychology, we specifically examined 96 hours of reading comprehension instruction, with a focus on how teachers talked about the body during the instruction and noted how this gave rise to particular constructions of what it means to be a ‘good’ reader and/or learner. We discuss two patterns from the analysis of our data, including: (1) emphasized versus embedded physical control as essential to being a ‘successful’ reader, and (2), implicit physical control and freedom as essential to literacy learning and to students' identities as readers. We conclude by highlighting implications, with a focus on student identity.  相似文献   

Up and Down the Ontological Tree: categories and semantic generalisation     

James Russell  Nina Hallowell 《教育心理学》1995,15(3):283-312

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Gender and culture: Reported problems,coping strategies and selected helpers of male and female adolescents in 17 countries     

Gibson JT  Baker CE  Showalter SM  Al-sarraf Q  Atakan SA  Borgen WA  Guimaraes IR  Giusti-ortiz AL  Ishiyama FI  Robertson M 《International journal for the advancement of counseling》1992,15(3):137-149

This is the second report of a multinational project undertaken in 1988 by the International Round Table for the Advancement of Counseling that sought, among other things, to compare and contrast the reported problems, coping strategies, and help-seeking behavior of 2129 male and 2307 female adolescents from a total of three different socioeconomic backgrounds in each of 16 countries (Australia, Brazil, Canada, Greece, Hong Kong, India, Israel, Japan Kuwait, the Netherlands, the Philippines, China, Puerto Rico, Turkey, the US, and Venezuela) and from a "classless" background in Russia. The first report described the study and research methodology and cited preliminary findings that 1) problems and coping strategies tended to be universal and age-related; 2) impoverished subjects from Brazil, India, the Philippines, and Venezuela had more problems than any other adolescents; 3) problems were usually related to school, family, and identity rather than to sexuality; and 4) the most common coping strategy was individual problem-solving. This report compares male/female identification of up to three problems that cause worry, response to such problems, and help-seeking behavior. All adolescents cited problems in school, identity, and family. Males and females reported similar coping strategies and showed a strong dependence on individual coping strategies. Both males and females choose personal friends and family members as those most likely to help with problems. Males exhibited a higher percentage of problems related to school and a lower percentage of family problems. Russian adolescents reported more problems relating to altruism than any other group, especially males. These results imply that strong similarities exist for males and females, and the findings are worrisome in that problems related to sexuality were not cited. Counselors should expect the concerns of adolescents to be developmentally related and to overwhelm gender differences.  相似文献   

论英语移就的生成理据     

颜妮娜 《贵州教育学院学报》2004,20(3):91-93

移就属于一种超常规搭配的修辞方法。这种超常规搭配看似有违常理，实际有自己的生成规则。移就的生成规则主要体现在四个方面：1、以心理的重建为基础；2、依赖于句子的深层结构；3、修饰词与被修饰词之间相互关联；4、与新的语境相适应。  相似文献   

Teaching as creating space for participation – establishing a learning community in diverse classrooms     

Nina Helgevold 《Teachers and Teaching》2016,22(3):315-328

The relationships between teacher and students are interdependent and rely on their mutual interaction. In the classroom, teaching involves daily face-to-face encounters between students and teachers and therefore could be considered a moral as well as an academic issue. A central question is how the teacher can establish and support a learning community in diverse classrooms where the different learners are recognized as participants, not just as recipients. In this article, a situation from a science lesson has been selected as a case to highlight/illuminate teaching as creating space for participation. The theoretical framework used in this discussion underlines participation as intersubjectively dependent. This perspective points to the ambiguity and uncertainty embedded in teaching and learning situations. It also emphasizes the importance of the teacher's role in inviting students into meaning-making processes. Special attention is paid to essential features of teaching as creating space for participation; 'the act of holding back', 'the act of passing on' and 'the act of non-valuing'. Teaching as creating space for participation is also discussed as an issue that needs greater attention in teacher education.  相似文献