Subversion or Socialization? Humor and Carnival in Morris Gleitzman’s Texts     

Kathryn James 《Children‘s Literature in Education》2004,35(4):367-379

Like their counterparts elsewhere, Australian children favour humorous novels; comedic writers consistently dominate the preteen and early teen fiction market in Australia. Regardless of its popularity, however, in comparison to more serious writing, humorous literature has received little critical attention. Of the studies aimed at this area, most have tended to concentrate on the various stages of development in childrens preferences for humor, its strategies, forms and appeal, with very few examining the ideological assumptions informing particular texts. Yet, this article argues, humorous books are no less concerned with culture, value and meaning than any other kind of fiction for children. As Morris Gleitzmans texts illustrate, by highlighting the cultural processes involved in the construction of language and meaning, inviting readers to play with ideas about language, social roles and behaviors, and creating characters who act in ways which are oppositional to usual socializing expectations, humorous literature, especially in carnivalized forms, has the potential to problematize unquestioning acceptance of various ideological para-digms, values, social practices and rules.  相似文献   

Becoming Better Primary Science Teachers: A Description of Our Journey     

Dickinson  Valarie L.  Burns  Judy  Hagen  Elaine R.  Locker  Kathryn M. 《Journal of Science Teacher Education》1997,8(4):295-311

Journal of Science Teacher Education -  相似文献   

Effects of a Game‐Based e‐Learning Module on Undergraduate Food Science Students’ Planned Behaviors Concerning Good Manufacturing Practices          下载免费PDF全文

Clinton D. Stevenson  Kinsey Porter  Kathryn T. Stevenson 《Journal of Food Science Education》2018,17(4):111-117

Understanding the role of food science education in developing undergraduate students’ intentions to implement Good Manufacturing Practices (GMPs) may be a key strategy in developing the workforce's implementation of GMPs and other food safety programs. Previous research has demonstrated the effects of educational interventions on planned food safety behaviors in various settings; however, none have studied GMPs interventions and college students. This study applied the Theory of Planned Behavior (TPB) to evaluate the effects of a game‐based e‐learning module on undergraduate students’ planned behaviors concerning GMPs. Forty‐four participants were recruited from 42 food science clubs across the United States to complete a game‐based e‐learning module and pre‐ and posttest survey instruments. We compared changes in pre‐ and posttest scores using paired Wilcoxon signed rank tests and explored the role of GMP‐related knowledge and TPB constructs (attitudes, subjective norms, and perceived behavioral controls) in predicting students’ intentions to implement GMPs using multiple linear regression. We modeled pretest scores, posttest scores, and changes in scores while controlling for student demographic factors (for example, year in college, gender, and so on). Only participants’ knowledge and perceived behavioral controls significantly increased (P < 0.05) after completing the game‐based e‐learning module. Posttest regression models explained twice as much variance than pretest models (up to 54% total). Changes in intentions to implement GMPs were predicted by changes in subjective norms, perceived behavioral controls, and knowledge, as well as previous enrollment in food safety courses and interest in working in the food industry. The only predictive variables for both pre‐ and posttest scores were subjective norms, previous enrollment in food safety courses and interest in working in the food industry (P < 0.05). A discussion of how these results provide insights for food safety educators to optimize their teaching impacts was presented.  相似文献   

The Effect of English Language Proficiency Level and Educational Background on Academic Achievement     

Kathryn Gow  David Chant  Helen Cook 《Asia Pacific Journal of Education》1995,15(1):21-35

The English Proficiency Level (EPL) of 205 first year business students from 16 Asian countries was assessed on arrival in Australia using the Australian Second Language Proficiency Ratings (ASLPR). Academic grades were recorded for their first, second and third semesters. Statistical analysis of the students' records shows that educational background is the major determinant of success in business courses, with no statistically significant effect coming from EPL. In practice, English proficiency is used as a major selection criterion in its application to the entry of full fee paying international students; on the basis of the evidence presented here, there is no need for a stringent EPL criterion to be applied, which is an important finding for those involved in the selection of international students who wish to study in Australian institutions. An important policy impinging on academic achievement is that students who fail their first semester are allowed to continue their studies; the policy leads to an estimated 39% of students allowed such grace going on to obtain a pass for the course; EPL bears no relationship to academic achievement for students in this category, the major determinant being their educational background. Thus, it is important that stringent conditions are applied to potential international students' educational background, but that they are not disadvantaged by their English language ability.  相似文献   

Schooling The Citizens Of Tomorrow: The Challenges For Teaching And Learning Across The Global North/south Divide     

Riley  Kathryn A. 《Journal of Educational Change》2004,5(4):389-415

Drawing on examples from a range of contexts, this article explores some of the challenges for schooling in the 2lst century from the vantage points of both resource rich and developing countries, suggesting that schools on each side of the global North/South divide have much to learn from each other. It offers an inclusive framework for schooling for the 21st century, identifying the foundations which need to be put in place to establish that framework, as well as the options along the way. The core challenges are seen as how to prepare our young people – the citizens of tomorrow – for an increasingly uncertain and technologically orientated world; how to equip them to assess the relevance of a vast array of facts and information and discriminate between competing ideologies; and how to encourage them to relate to each other in a fragmented, although globalised, world.  相似文献   

Reflections of embedded action learning in the learning and transformational processes     

Sue Smith  Kathryn Winterburn  Christine Abbott  Kath Aspinwall 《Action Learning: Research and Practice》2016,13(2):148-150

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Listening: The key to early childhood music     

Kathryn Woodson Barr  John M. Johnston 《Early Childhood Education Journal》1989,16(3):13-17

Developmentally appropriate music education is often unintentionally neglected in many preschool, kindergarten, and primary grade programs. Some early childhood teachers may fail to take advantage of opportunities to support children's musical development because they are insecure with their own musical abilities. Other teachers devote relatively little time to music activities because they are unable to locate good quality, age appropriate music tapes, books, and records. This neglect is particularly acute in kindergarten and primary grades, where the current emphasis on basic skills instruction forced on classroom teachers relegates the music curriculum to about thirty minutes of instruction a week from a specialist music teacher. This short dose of music study, removed from the context of classroom and group activities, is not enough to give children an understanding and appreciation of music in their lives. Early childhood teachers themselves must take a more active role in teaching music if children are to develop knowledge, skills, and positive attitudes about music.Kathryn Woodson Barr is a Graduate Assistant at the Barbara K. Lipman Early Childhood School and Research Institute. Memphis State University. John M. Johnston is an Associate Professor of Early Childhood Education, Department of Curriculum and Instruction, Memphis State University.  相似文献   

Reviewers     

Kathryn R. Ross  Lyn Batzer  Elaine Bennington 《Higher Education》2004,48(1):151-152

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Adolescent prosocial behavior: the role of self-processes and contextual cues   总被引：1，自引：0，他引：1  

Wentzel KR  Filisetti L  Looney L 《Child development》2007,78(3):895-910

Peer- and teacher-reported prosocial behavior of 339 6th-grade (11-12 years) and 8th-grade (13-14 years) students was examined in relation to prosocial goals, self-processes (reasons for behavior, empathy, perspective taking, depressive affect, perceived competence), and contextual cues (expectations of peers and teachers). Goal pursuit significantly predicted prosocial behavior, and goal pursuit provided a pathway by which reasons for behavior were related to behavior. Reasons reflected external, other-focused, self-focused, and internal justifications for behavior; each reason was related to a unique set of self-processes and contextual cues. Associations between prosocial outcomes and sex and race (Caucasian and African American) were mediated in part by self-processes and contextual cues. The implications of studying prosocial behavior from a motivational perspective are discussed.  相似文献   

Teaching Six Sigma to Undergrads: A Simplified Real Project Approach     

Kathryn M. Zuckweiler 《Decision Sciences Journal of Innovative Education》2011,9(1):137-142

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