排序方式： 共有39条查询结果，搜索用时 15 毫秒
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Barreto Lucas Passos Rodrigues Adriana Araújo Dutra de Oliveira Giordanna Camilla Bié de Almeida Laila Thayanne Gomes Felix Matheus Augusto Campelo Silva Penha de Souza Quadros Ana Luiza Macedo Andrea Mara Mortimer Eduardo Fleury 《Research in Science Education》2021,51(1):135-152
Research in Science Education - This research draws on Legitimation Code Theory (LCT) to understand the epistemic dimension of the higher education classroom discourse of a professor who is well... 相似文献
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This essay explores the early history of the “separate but equal”; doctrine in nineteenth century legal and political argumentation. By employing ironic and tragic frames, the authors challenge the traditional, linear approaches to legal historirizing. Moving beyond legal texts, the authors investigate how various communities in antebellum Boston negotiated conflicting views about how to best advance the cause of civil rights, both inside and outside the courtroom. These early debates created a complex rhetorical culture, and they provided jurists with several possible interpretations of the terms “separate”; and “equal.”; The authors conclude that these early debates, and Lemuel Shaw's subsequent decision in Sarah C. Roberts v. The City of Boston (1849), provide readers with insightful illustrations of the irony and tragedy of the law. 相似文献
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Marouf Hasian Jr. 《Communication Studies》2013,64(3-4):299-319
This essay provides a close textual examination of the historic debates that took place in the mid‐1980s between former Attorney General Edwin Meese and former Supreme Court Justice William Brennan. These debates offered listeners contrasting positions on such politically and socially divisive issues as affirmative action, habeas corpus review, abortion, and reproductive rights. This essay utilizes some of the tools of genre criticism to explicate and defend the claim that the constitutional arguments advanced in the speeches of Meese and Brennan were presented in the form of “jeremiads” that had the potential to restrict or expand the range of policy alternatives available in coping with complex jurisprudence problems. The overarching goal of this essay is to improve our understanding of legal rhetoric in general and the judicial jeremiad in particular. 相似文献
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Marouf Hasian Jr. 《Quarterly Journal of Speech》2013,99(2):190-214
As members of the public and private sphere, we are constantly intrigued by the question of the nature, scope, and limitations of dramatic appeals that are made to a higher justice that appears to exist along side the established order and the “rule of law.” While as Americans we often view ourselves as constitutionalists, obedient citizens who acknowledge the legitimacy of the positive laws instantiated through the decisions of the government, at the same time we are mesmerized by the words and deeds of revolutionaries who have been willing to shed blood in the name of a higher law. Using the John Brown trial as a case example, the essay argues that our jurisprudential norms are co‐produced by both text writers and their audiences. By adapting a performative stance, we can perhaps gain a better understanding of the selectivity and inventiveness involved in legal decision making. 相似文献
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Diana Pereira Maria Assunção Flores Laila Niklasson 《Assessment & Evaluation in Higher Education》2016,41(7):1008-1032
A review of articles published in Assessment and Evaluation in Higher Education, over the last eight years (2006–2013) on assessment in higher education, since the introduction of the Bologna process, is the subject of the paper. The first part discusses the key issue of assessment in higher education and the method used for selecting articles. The second part presents results according to the main emerging themes arising from data analysis: assessment methods, modes of assessment and assessment related to a given teaching and learning method. The paper concludes that the foci of the studies are aligned with assessment practices other than the written test, in accordance with a learner-oriented perspective. Although the implementation of the Bologna process has had different kinds of impact in different European countries, the review shows that the use and effects of a diversity of assessment methods in higher education have been investigated, particularly those pointing to the so-called alternative methods. Implications of the findings are discussed. 相似文献
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As the offshore mobility of higher education has increased in recent times, the question of how it interacts with the recipient cultures has become ever more significant. Using ethnographic methods, this empirical study examined the adaptation of the UK teacher education model – the Postgraduate Certificate in Education – to the context of Dubai. The study asks ‘how do students and tutors experience the adaptation of British education in the context of Dubai?’ This paper will argue that tutors and students in offshore Dubai teacher education are ‘selective cosmopolitans’ who negotiate cross-cultural influences pragmatically and ambivalently. The study addresses a significant gap in the literature, as there is little written on the internationalisation of higher education in the context of Gulf Cooperation Council countries. There is also an inadequate appreciation of the role of local culture and religion in offshore education and tutors and students’ role as active agents in negotiating cross-cultural dynamics in the offshore educational setting. 相似文献
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Laila Lipetz 《Religious education (Chicago, Ill.)》2013,108(2):185-198
As a lover of language and literature, as a serious yet secular Jew, and as a long-time educator in Jewish schools who strives to implement the best practices possible, the author found herself in an educational trap. Typically, even in liberal Jewish practice, Written Law, i.e. the Torah, and Oral Law, i.e. the rabbinic commentaries, are tightly bound together. In educational practice, this results in introducing commentaries on a primary text far earlier than done in Language Arts studies. According to the author, students are bound by a tradition and methodology that do not serve them well, as it recognizes the text but not the reader or the context. This article grows out of a desire to break out of traditional practices and teach Torah with the contemporary awareness of reading theory, without actually breaking with tradition. 相似文献