Oral reading fluency as a screening tool with English learners: A systematic review     

Kirsten W. Newell  Robin S. Codding  Tara W. Fortune 《Psychology in the schools》2020,57(8):1208-1239

Students learning to read in more than one language are a growing population in schools. Early screening and identification of reading difficulties may lead to better outcomes for all students. Oral reading fluency (ORF) is one tool shown to be both a reliable measure of reading and an accurate method to identify students at risk for poor reading outcomes. This study synthesized available validity evidence for ORF with biliterates. All included studies (n = 31) were conducted with English language learners in grades K–8. Results suggested that although ORF is correlated with reading outcomes, the accuracy of ORF to identify English learners at risk of poor reading outcomes does not meet criteria. The strength of validity evidence differed by language proficiency of participants. Finally, the quality of the reviewed studies was low in critical areas.  相似文献   

Concept Proliferation as an Educational Good: Epistemic Injustice,Conceptual Revolutions,and Human Flourishing     

A. C. Nikolaidis 《Educational theory》2020,70(4):463-482

This article presents a pedagogical approach for disrupting epistemic injustice. In it, A. C. Nikolaidis first demonstrates that different forms of epistemic injustice — testimonial, hermeneutical, and contributory — are the result of limited or distorted conceptual resources and then argues that concept proliferation can be a promising educational means for overcoming such limitations and distortions. Concept proliferation involves a combination of increasing exposure to diverse, especially marginalized, concepts and providing students with necessary critical tools for questioning harmful and erroneous concepts. Concept proliferation is beneficial for both individual students and society at large. It liberates students from the confines of harmful concepts that limit their self-understanding, but also provides them with skills necessary to challenge hegemonic concepts that distort collective (social) understanding and contribute to epistemic and systemic injustice.  相似文献   

中国科学技术史研究70年          下载免费PDF全文

张柏春  李明洋 《中国科学院院刊》2019,34(9):1071-1084

新中国成立之初,科技史作为爱国主义教育的重要议题得到国家的重视。1957年,中国科学院中国自然科学史研究室的成立标志着科技史学科在中国的建制化及研究队伍的职业化。在整理历史资料的基础上,科技史学者主要开展学科史和专题史的研究。1978年以来,科技史学科进入快速发展阶段。中国科学技术史学会和高校研究单元陆续成立,多种学术期刊问世,国内外学术交流活跃,国际化进程加快。同时,研究工作从古代延伸到近现代,从中国扩展到世界,不断拓展新的研究领域,取得了一系列重要成果。近年来,高校的科技史学科在不断调整,带来机遇和挑战。  相似文献   

The representation of colonial discourse in Indonesian secondary education history textbooks during and after the New Order (1975–2013)     

Hieronymus Purwanta 《History of education》2018,47(3):349-361

This study aimed to analyse the text and context of history textbooks that established Dutch colonialism as a determinant factor in the New Order era and later. Two research questions were postulated: (1) Why was the discourse of colonisation maintained in textbooks after the proclamation of independence in 1945? (2) How was the colonial discourse represented in secondary education history textbooks from the six national curriculum reforms? To answer these questions, this study analysed secondary education history textbooks used during five periods of different national curricula from 1975 to 2013. The analysis was conducted using Teun A. van Dijk’s Critical Discourse Analysis (CDA). The results show that modern professional historians were the producers of the colonial discourse that was reproduced by the textbook writers. These historians established western culture as the ideal model of sociocultural life and constructed Indonesian history as a westernisation process using Dutch colonialism as a determinant factor. Indonesians were narrated into being passive objects.  相似文献   

Understanding China as practicing Chineseness: selected cases of Vietnamese scholarship     

Chih-yu Shih 《Inter-Asia Cultural Studies》2018,19(1):40-57

The notion of post-Chineseness is enlisted to analyze Vietnamese Sinology as a comparative agenda. Post-Chineseness refers to the cultural preparation and the political process of mutual acknowledgement among those who consider one another sharing (some kind of) Chineseness, practically defined according to the context and its trajectories, at each time and each site. Chineseness can thus have various, if not entirely irrelevant, meanings. Vietnamese Sinologists have relied on different kinds of post-Chineseness to make sense of their relationship with the encountered Chinese to select and determine the mode of self-understanding, the purpose and a strategy to reconnect, and the normative criterion to assess and manage the relationship. Chinese Vietnamese are significantly less numerous than Chinese Malaysian, Thai, and Indonesians. However, the history of Vietnam is considerably closer to China than are those of Korea and Japan, in terms of length of merger. The post-Chineseness of Vietnamese scholarship therefore complicates its role-identity vis-à-vis China, intellectually as well as practically.  相似文献   

The Eton Montem custom c. 1750–1844: privilege,pageantry and sanctioned misrule     

Catherine Dille 《Cultural and Social History》2018,15(3):361-377

Montem, a triennial customary march by Eton scholars, consolidated into a public expression of patrician social identity under the patronage of the monarchy in the late eighteenth century. This analysis of Montem’s history traces its development from a boy-led pageant of misrule to a public performance of elite patriotism. The custom, which attracted national attention, sheds new light on boy governance and self-fashioning in the period’s elite schools. This article argues that a study of Montem disrupts the standard historiographical narrative of anarchy and violence in the great schools and suggests that boy culture was more complex than previously acknowledged.  相似文献   

Large Scale Gymnastic Festivals (Pan-Sokol Slets): The Greatest Social Movement on Polish Territory Prior to the First World War     

Magdalena Zmuda Palka  Matylda Siwek 《国际体育史杂志》2018,35(14):1428-1443

Abstract

The basis of the Sokol movement in Europe in the nineteenth century was as a result of a number of social, political, and institutional phenomena, as well as changes in the fields of education, culture and customs. Development of medical and pedagogical knowledge was an important factor for progress in physical education in the nineteenth century, but also in the forming of the Sokol Gymnastics Society. The inspiration for Sokol within Polish territory was the then gymnastic systems, and the earlier formed Czech Gymnastics Society. However, a significant factor certainly was the political and social situation within former Poland.  相似文献   

基于多系数保角变换法的船舶垂荡纵摇运动仿真     

张腾  任俊生  范小晴  张秀凤 《上海海事大学学报》2019,40(3):51-56

为给航海模拟器建立实用可靠的船舶在波浪中运动的数学模型,基于二维线性势流理论,采用多系数保角变换法对每个船舶横剖面进行高精度拟合,计算各个横剖面的水动力系数和波浪激励力,利用Visual Studio自主开发出船舶在规则波中的纵向运动数值模拟程序。为验证这个数值模拟程序的可靠性,对S175集装箱船在迎浪中运动的幅值响应因子(response amplitude operator, RAO)进行数值计算。结果表明:当弗劳德数为0.275时,RAO计算结果在大部分频率范围内与试验结果吻合良好。因此,这个数值模拟程序能准确地对船舶在波浪中的运动时历进行仿真。  相似文献   

The effects of gender,personal trauma history and memory continuity on the believability of child sexual abuse disclosure among psychologists     

《Child abuse & neglect》2018

Gender, a personal history of trauma and attitudes towards continuous vs recovered memories of abuse significantly impact the believability of Child Sexual Abuse (CSA) disclosures in community samples. Yet, whether these variables influence the believability of CSA disclosure and subsequent clinical decisions made by practicing psychologists is underexplored. A vignette of trauma disclosure from a hypothetical adult client was presented via an online survey to 292 registered psychologists. Participants rated the believability of the disclosure, answered an open-ended item regarding treatment planning, and completed the Brief Betrayal Trauma Survey to measure personal trauma history. Results indicated that female psychologists believed disclosures significantly more than male psychologists and that disclosures comprised of continuous memories were believed more than recently recovered memories. A significant interaction between gender and personal trauma history was also revealed. Female psychologists believed disclosures regardless of their personal trauma history, while male psychologists with a personal history of trauma believed disclosures significantly more than male psychologists without personal trauma history. Reported believability of the disclosure, while unrelated to treatment planning, was associated with a reported intention to validate the client’s experience. The results support that, similar to community samples, gender and a personal trauma history impact psychologist believability of CSA disclosure. The research further supports that psychologist level of belief then translates into clinical implications.  相似文献   

Re-orienting Ethiopia’s educational policy in the classical humanist perspectives of renaissance utopias     

Meskerem L. Debele 《Compare》2018,48(1):75-91

Ethiopia has launched a grand scheme of renaissance to realise fast-paced economic growth. The two Growth and Transformation Plans spanning five years each (2010/11– 2015/16 and 2016/17 – 2020/21) outlined major targets towards which the country intends to mobilise all its resources. In the education sector, this vision is understood as producing a workforce that can realise massive industrialisation. However, what is conceived as ‘renaissance’ in Ethiopia and what kind of education is viewed as capable of bringing it is very mechanical, reductive and utilitarian compared to the Renaissance movements of the late-medieval Europe, which were holistic endeavours to culturally uplift and humanise individuals and societies. The purpose of this paper is to compare the educational views of Christian humanists – the European renaissance thinkers who wrote the early-modern renaissance utopias – with what is conceived today as ‘renaissance’ education in Ethiopia as embedded in major educational policy documents.  相似文献