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Our argument in this paper is that the model of literary progression which Bakhtin (1981, 1986) expounds in his writing on the chronotope can generate insight into the processes through which pupils improve their writing. We suggest more generally that there are concepts and clues in Bakhtin's historical model of the development of the European novel and in his theory of dialogue which can be helpful in both the evaluation and teaching of classroom writing. 相似文献
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Gary Burnett Paul T. Jaeger Kim M. Thompson 《Library & information science research》2008,30(1):56-66
Information access is central to library and information science, yet explorations of its conceptual nature have been limited. Given the importance of information access to the discipline, there is a need for research to create a better understanding of the concept and its many roles in all activities and behaviors related to information. Drawing on the theoretical work of Elfreda Chatman, this article proposes that the study of information access can be facilitated through the recognition and examination of the physical, intellectual, and social aspects of information access. These types of access are examined through three case studies in terms of different information behaviors and contexts, with a particular focus on the importance of social access. The article also discusses the future roles that considerations of social access can play in research and theory. 相似文献
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Holly Thompson 《Medical reference services quarterly》2018,37(1):97-104
The National Institutes of Health (NIH) library instruction program provides training services to staff, clinicians, and researchers across NIH and several Department of Health and Human Services (HHS) operating divisions. The audience, training needs, and training topics are diverse and constantly changing. The NIH library has developed several new services and class topics to meet the needs of its NIH and HHS communities. Context, strategies, and future directions for the NIH library instruction program are described. 相似文献
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Flávia Gomes-Franco e Silva Juliana Colussi Paula Melani Rocha 《Journal of Radio & Audio Media》2018,25(1):77-91
This study was conducted in an environment of widespread use of social media and mobile applications in the mass media. The general goal of the study was to analyze the use of WhatsApp in cybermedia, specifically in radio. A case study was proposed to examine the use of WhatsApp on the program Las mañanas de RNE, broadcast by Spanish National Radio. It was found that the public was very accepting of the program’s initiative to solicit WhatsApp voice messages, beginning in November 2015. The case study used audio files of a direct broadcast that included specific times for audience participation. The use of WhatsApp was accepted by the audience, in addition to the use of the conventional telephone, as a tool well-suited to listener participation in radio programming. Finally, the study highlights the importance of interactive, participatory spaces in broadcasts through the creation of synergies with new forms of online participation. 相似文献
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Po-Lin Pan Shuhua Zhou Marceline Thompson Hayes 《Journal of International and Intercultural Communication》2017,10(3):219-236
This study found that mortality salience in TV news activated more hostile attitude toward the perpetrators and negative judgment on the immigration issue. Social group difference influenced news viewers’ immigration issue judgment, but did not affect their resultant hostility and perceived vulnerability. More negative attitudes emerged toward the immigration issue when immigrant perpetrators were portrayed negatively in the news. News viewers with exposure to mortality salience in TV news reported more negative toward immigrants. Exposure to mortality-related elements in TV news could lead to social conflicts that were viewed as a severe threat by U.S. government and policymakers. 相似文献
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Israel Halperin Dale W. Chapman Kevin G. Thompson Chris Abbiss 《Journal of sports sciences》2019,37(1):59-66
Prior research indicates that providing participants with positive augmented feedback tends to enhance motor learning and performance, whereas the opposite occurs with negative feedback. However, the majority of studies were conducted with untrained participants performing unfamiliar motor tasks and so it remains unclear if elite athletes completing familiar tasks respond in a similar fashion. Thus, this study investigated the effects of three different versions of false-performance feedback on punching force (N), pacing (force over time) and ratings of perceived exertion (RPE) in 15 elite amateur male boxers. Athletes completed a simulated boxing bout consisting of three rounds with 84 maximal effort punches delivered to a punching integrator on four separate days. Day one was a familiarisation session in which no feedback was provided. In the following three days athletes randomly received false-positive, false-negative and false-neutral feedback on their punching performance between each round. No statistical or meaningful differences were observed in punching forces, pacing or RPE between conditions (P > 0.05; ≤ 2%). These null results could stem from the elite status of the athletes involved, the focus on performance rather than learning, or they may indicate that false feedback has a less potent effect on performance than previously thought. 相似文献
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Jean B. Schumaker Joseph B. Fisher Lisa D. Walsh Paula E. Lancaster 《Learning disabilities research & practice》2020,35(4):180-200
In each of two studies, teachers were randomly assigned to either a Virtual Workshop (VW) group that used a computerized professional development program or an Actual Workshop (AW) group that participated in face-to-face professional development, including discussion, feedback, and collaboration. In both studies, teachers’ posttest scores related to their knowledge of the Question Exploration Routine and their plans for using it were significantly higher than their pretest scores. In Study 2, both groups’ posttest scores with regard to implementation and planning of the routine were significantly greater than their pretest scores. There were no significant differences between the groups at posttesting on any measure. The posttest knowledge scores of the whole groups of students and the subgroups of students with LD being taught by both groups of teachers were significantly higher than their pretest scores. All teachers indicated that they were satisfied with the training and the routine. VW teachers in both studies indicated that they were satisfied with the software program. 相似文献