Precarious privilege: Indignad@s,daily disidentifications,and cultural (re)production     

Susana Martínez Guillem 《传播与批判/文化研究》2017,14(3):238-253

In this article, I develop the notion of precarious privilege to investigate dialectics of cultural (re)production, in relation to both specific discursive practices and broader discursive formations. Using the Indignad@s social movement as an example, I locate, interpret, and critique a series of disidentification dynamics shaping the movement as a whole, as well as the rhetoric of specific participants. Regarding the rise and development of Indignad@s, precarious privilege illuminates a conflicted social position enabled by disidentification from the current crisis of neoliberalism in Western Europe—a conjuncture that the movement strives to both expose and exploit. As for the views expressed by specific activists, precarious privilege helps explain the discursively enacted disidentification from the imagined aspects of their and others’ (supra)national cultural identities. Grounded in this analysis, I emphasize the potentiality but also the limitations of this generalized tension between residual and emergent dynamics shaping Indignad@s’ political practices.  相似文献   

Do Spanish secondary school teachers really value different sorts of procedural skills?     

Cristina Martínez‐Losada  Susana García‐Barros 《International Journal of Science Education》2013,35(7):827-854

The aim of teaching science at secondary school level is that of achieving the scientific literacy of all citizens. This must involve diverse objectives, among which may be found the development of procedural skills (thought, manipulative, communicative, etc.). The new curricula of many countries provide for these objectives. However, it is important to know to what extent the teaching staff consider them as true content to be taught. In this article, we analyse the opinions of secondary school teachers belonging to schools in north‐western Spain with regard to how they value different types of procedures. Our findings show that the surveyed teachers establish differences between various procedural skills as far as the recognition of their presence in the classroom and their evaluation are concerned, although it may be said that they generally value procedural skills highly. These findings are discussed. In addition, the persistence of traditional conceptions in the teaching of science, as well as the difficulty of assuming that the changes promoted by new curricular approaches are addressed, are highlighted.  相似文献   

Tweeting but not Talking: The Missing Element in Talk Radio's Institutional Use of Twitter     

Susana Herrera-Damas  Alfred Hermida 《广播与电子媒介杂志》2013,57(4):481-500

The interplay between Twitter and media organizations has been an increasing area of research. This article examines how talk radio stations have adopted Twitter at an institutional level, based on a comparative study of the official accounts of three prominent talk radio stations in Canada in 2010 and 2011. While talk radio is considered an interpersonal medium, our analysis shows the stations mainly use Twitter as a one-way medium to broadcast news updates, rather than to engage with audiences. Our findings suggest a divergence between institutional and individual social media practices, with official accounts as formal channels of communication.  相似文献   

DACs: Bringing direct access to variable-length codes     

Nieves R. Brisaboa  Susana Ladra  Gonzalo Navarro 《Information processing & management》2013

We present a new variable-length encoding scheme for sequences of integers, Directly Addressable Codes (DACs), which enables direct access to any element of the encoded sequence without the need of any sampling method. Our proposal is a kind of implicit data structure that introduces synchronism in the encoded sequence without using asymptotically any extra space. We show some experiments demonstrating that the technique is not only simple, but also competitive in time and space with existing solutions in several applications, such as the representation of LCP arrays or high-order entropy-compressed sequences.  相似文献   

Teachers’ professional growth through engagement with lesson study     

Wanty?WidjajaEmail authorView author&#;s OrcID profile  Colleen?Vale  Susie?Groves  Brian?Doig 《Journal of Mathematics Teacher Education》2017,20(4):357-383

Lesson study is highly regarded as a model for professional learning, yet remains under-theorised. This article examines the professional learning experiences of teachers and numeracy coaches from three schools in a local network of schools, participating in a lesson study project over two research cycles in 2012. It maps the interconnections between their experiences and their beliefs and practices, using Clarke and Hollingsworth’s (Teach Educ 18(8):947–967, 2002) Interconnected Model of Professional Growth. Analysis of interview data and video-recordings of planning meetings, research lessons, and post-lesson discussions reveals the development of teachers’ collaborative planning skills, increased attention to students’ mathematical thinking, use of orchestrated whole-class discussion based on anticipated student solutions and focused questioning, and the enhancement of collaborative practices for teacher inquiry. Our findings illuminate the interplay between the External Domain, the Personal Domain, the Domain of Practice, and the Domain of Consequence, in the teaching and learning change environment, and the mediating processes of enactment and reflection. Changes in the domains across the period of the lesson study provide evidence of teachers’ professional growth, with the iterative processes of enactment and reflection being critical in mediating this professional growth.  相似文献   

Student Views of Computer-Based Mathematics in the Middle Years: Does Gender Make a Difference?     

Colleen M. Vale  Gilah C. Leder 《Educational Studies in Mathematics》2004,56(2-3):287-312

How the use of computers in mathematics classrooms was viewed by students in two middle years mathematics classrooms was the focus of the research described in this paper. The primary data sources consisted of questionnaires, classroom observations supported by videotaping of mathematics lessons, and interviews with two girls and two boys from each class. Thus both qualitative and quantitative methods were used. Girls viewed the computer-based lessons less favourably than did boys. In general, the boys were likely to believe that computers contributed to their experiencing pleasure in these lessons, and to making mathematics more relevant to them. Girls were typically more concerned about whether computers facilitated learning and enabled success in mathematics. The attitudes of students to computer-based mathematics were related to their views of computers.  相似文献   

Mathematics learning and practice in and out of school: A framework for connecting these experiences     

Joanna O. Masingila  Susana Davidenko  Ewa Prus-Wisniowska 《Educational Studies in Mathematics》1996,31(1-2):175-200

A variety of researchers in the last fifteen years have described how people learn and use mathematics in out-of-school situations. These researchers have found that mathematics learning and practice in and out of school differ in a number of ways. In this paper we examine and discuss these differences while maintaining the position that while some differences may be inherent, many differences can be narrowed so that mathematics learning and practice in school and out of school can build on each other and be connected. Before discussing a framework that we think sheds some light on connecting these experiences, we present some research from several of our studies that illustrates some of the differences between in-school and out-of-school mathematics practice and lays the groundwork for the discussion of the framework.We then discuss Saxe's (1991) research framework for gaining insight into the interplay between sociocultural and cognitive development processes through the analysis of practice participation (p. 13). Although Saxe's framework is a method for studying the interplay between sociocultural and cognitive development processes, we propose that it may be helpful in working towards connecting in-school and out-of-school mathematics learning and practice. Thus, we discuss the framework with illustrations from our own research, and then elaborate on ways to make this interplay between in-school and out-of-school contexts more deliberate.  相似文献   

Cognitive,Motivational, and Volitional Dimensions of Learning: An Empirical Test of a Hypothetical Model     

Valle  Antonio  Cabanach  Ramón G.  Núñez  José C.  González-Pienda  Julio  Rodríguez  Susana  Piñeiro  Isabel 《Research in higher education》2003,44(5):557-580

The principal aim of this research is to contrast empirically a hypothetical model developed on the basis of the fundamental assumptions of current self-regulated learning models. In line with evaluation criteria of model fit, a high rate of congruence between the hypothesized theoretical model and the empirical data was observed. Analysis of the effects between the variables of the model revealed the following relevant aspects: students' predisposition to feel responsible for the results of their academic behavior (internal attribution) is related to positive self-image (academic self-concept), both being important conditions for development of learning-oriented motivation (learning goals). All of this involves selection and use of learning strategies for deep information processing (deep learning strategies), which leads students to assume responsibility with high levels of persistence, perseverance, and tenacity so as to achieve goals defined by the motivational orientation. This persistence and effort to achieve the proposed goals has in turn a positive and significant effect on academic achievement.  相似文献   

Transformation of text in the English classroom: does ‘context’ really matter?     

Erika Matruglio  Emma Vale 《Literacy》2019,53(3):117-124

This paper investigates the language demands of creating texts in the English classroom, which involve transformations in context. In particular, it focuses on the tensions inherent in tasks which require more traditional textual analysis to be presented in ways other than traditional ‘essay’ format. These tasks are interpreted differently by students and can result in texts which vary in terms of their choice of ‘written‐like’ or ‘spoken‐like’ styles. This paper uses data from year nine English students presenting speeches to an imagined jury arguing for Shakespeare's Macbeth's guilt or innocence and explores the implications of shifts along the mode continuum evident in the students' language. It raises the question of the relative importance of transformations of language and context and the extent to which control of mode is valued. Language analysis of student responses focusing on genre, periodicity, use of vocatives and endophoric reference suggests the imagined context required by the task is less important than the literary context in assessing student responses and can act as a distraction. Findings have implications for alignment of teaching and assessment practices in English classrooms.  相似文献   

Family Predictors of Maternal and paternal Involvement in Programs for Young Children with Disabilities     

Susana Gavidia-Payne  Zolinda Stoneman 《Child development》1997,68(4):701-717

The study of family variables has become increasingly critical in understanding outcomes typically considered program driven. Research linking family variables to parental involvement in early intervention programs for young children with disabilities is generally lacking. The purpose of this study was to determine the combined influence and predictive ability of family characteristics on maternal and paternal involvement in early intervention programs. Service providers rated mothers' and fathers' involvement in early intervention programs Mother and fathers completed a battery of self-report questionnaires related to a variety of constructs, such as family functioning, marital adjustment, social supports, stress, coping, and parental involvement. Structural equating modeling was used to test the predictive ability of family variables. Two different models were developed for mothers and fathers. Results indicated significant outcomes for both group, largely supporting the proposed model. The coping variable emerged as a significant predictor of maternal and paternal involvement as well as a mediator variable between family functioning and parental involvement.  相似文献