The Imagery of Ivan A. Vladimirov in the Hoover Archives: But is it Art?     

Elena S. Danielson 《Slavic & East European Information Resources》2013,14(3-4):159-174

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‘They might as well be Black’: the racialization of Sa’moan high school students     

Sabina Elena Vaught 《International journal of qualitative studies in education》2013,26(5):557-582

This article explores the processes of racialization imposed on Sa’moan youth through policy and practice in one urban, US school district and at one high school in particular. Specifically, I use the methodological practices of defamiliarization and counter‐storytelling to examine the contradictory practices of racialization and the simultaneously oppressive and transformative potentials these practices catalyze. The analysis of this process is framed by the Critical Race Theory concepts of colorblindness and Whiteness as property, which powerfully illustrate how this racialization both disrupts and reifies reigning local and national racial norms and hierarchies.  相似文献   

Can pop culture and Shakespeare exist in the same classroom? Using student interest to bring complex texts to life     

Elena Xeni 《Educational Media International》2013,50(4):331-332

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Developing the global student: higher education in an era of globalization     

Elena Xeni 《Educational Media International》2013,50(1)

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Creating critical classrooms: reading and writing with an edge     

Elena Xeni 《Educational Media International》2013,50(1):62-63

Since the foundation in this country in 1950 of the Institut für Film Und Bild the production of AV aids for tuition and education has been promoted in many ways.  相似文献   

Towards a Competency Model for Teaching Computer Science     

Elena Bender  Peter Hubwieser  Niclas Schaper  Melanie Margaritis  Marc Berges  Laura Ohrndorf 《Peabody Journal of Education》2013,88(4):519-532

To address the special challenges of teaching computer science, adequate development of teachers’ competencies during their education is extremely important. In particular, pedagogical content knowledge and teachers’ beliefs and motivational orientations play an important role in effective teaching. This research field has been sparsely investigated up to now and there exists no consistent competency model for teaching computer science in Germany. Therefore, this paper describes the development of competency in the areas of pedagogical content knowledge, teachers’ beliefs, and motivational orientations with regard to computer science. Competency-relevant factors for teaching computer science are theoretically derived and concretely formulated with the help of expert interviews conducted according to the critical incident technique and analyzed using techniques of qualitative content analysis.  相似文献   

Los juegos de simulación: cómo hacerlos,dónde conseguirlos     

Elena Martín 《Infancia y Aprendizaje》2013,36(34):115-122

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Changes in Sensory Dominance During Childhood: Converging Evidence From the Colavita Effect and the Sound‐Induced Flash Illusion     

Elena Nava  Francesco Pavani 《Child development》2013,84(2):604-616

In human adults, visual dominance emerges in several multisensory tasks. In children, auditory dominance has been reported up to 4 years of age. To establish when sensory dominance changes during development, 41 children (6–7, 9–10, and 11–12 years) were tested on the Colavita task (Experiment 1) and 32 children (6–7, 9–10, and 11–12 years) were tested on the sound‐induced flash illusion (Experiment 2). In both experiments, an auditory dominance emerged in 6‐ to 7‐year‐old children compared to older children. Adult‐like visual dominance started to emerge from 9 to 10 years of age, and consolidated in 11‐ to 12‐year‐old children. These findings show that auditory dominance persists up to 6 years, but switches to visual dominance during the first school years.  相似文献   

Introduction to the Special Section on Genomics     

Elena L. Grigorenko  Mary Dozier 《Child development》2013,84(1):6-16

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Spelling well despite developmental language disorder: what makes it possible?     

Natalia Rakhlin  Cláudia Cardoso-Martins  Sergey A. Kornilov  Elena L. Grigorenko 《Annals of dyslexia》2013,63(3-4):253-273

The goal of the study was to investigate the overlap between developmental language disorder (DLD) and developmental dyslexia, identified through spelling difficulties (SD), in Russian-speaking children. In particular, we studied the role of phoneme awareness (PA), rapid automatized naming (RAN), pseudoword repetition (PWR), morphological (MA), and orthographic awareness (OA) in differentiating between children with DLD who have SD from children with DLD who are average spellers by comparing the two groups to each other, to typically developing children as well as children with SD but without spoken language deficits. One hundred forty-nine children, aged 10.40 to 14.00 years, participated in the study. The results indicated that the SD, DLD, and DLD/SD groups did not differ from each other on PA and RAN Letters and underperformed in comparison to the control groups. However, whereas the children with written language deficits (SD and DLD/SD groups) underperformed on RAN Objects and Digits, PWR, OA, and MA, the children with DLD and no SD performed similarly to the children from the control groups on these measures. In contrast, the two groups with spoken language deficits (DLD and DLD/SD) underperformed on RAN Colors in comparison to the control groups and the group of children with SD only. The results support the notion that those children with DLD who have unimpaired PWR and RAN skills are able to overcome their weaknesses in spoken language and PA and acquire basic literacy on a par with their age peers with typical language. We also argue that our findings support a multifactorial model of DLD.  相似文献