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1.
Children's responses to the interactivity of storybook apps in family shared reading events involving the iPad 
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下载免费PDF全文 《Literacy》2017,51(1):44-52
This paper reports on some data on the effects of screen‐based interactivity on children's engagement with storybook apps during family shared book reading that were gathered in a 2‐year, small‐scale ethnographic case study in Spain. Data analysis focuses on the complex interplay between the storybook app's interactive features and the children's responses to them. Our findings show that interactive elements increase the child's autonomy, as they tend to promote the importance of the reader, positioning him or her as a collaborator, storyteller, an author or an internal character in the fiction; something that can materialise in exciting narrative strategies that can trigger powerful responses to digital literary texts in emergent readers, including playing, creating new fictions or engaging emotionally with the story. Finally, we argue that the Reader Response models that have been used over recent decades to understand children's reading experiences with storybooks need to be revised to better understand their current experiences with interactive texts. 相似文献
2.
Paul H. Smith 《Cambridge Journal of Education》2019,49(2):163-179
Student-mothers who study vocationally related higher education programmes are a relatively under-researched group. Specifically, there is a paucity of research into the emotions that these learners experience. This article discusses a qualitative investigation that examined the emotional narratives that a group of vocational student-mothers offered. They were studying for a foundation degree for teaching assistants at a university in the North of England. The student-mothers were largely found to have experienced positive emotions. However, familial and workplace guilt had also been encountered. These emotions emanated from notions about how family and workplace time should be used. Student-mothers managed this cognitive dissonance by stressing the reciprocal relationships that existed between their studies, family lives and school work. However, for many of these learners familial and workplace guilt was a strong and continuing emotion. 相似文献
3.
曹秀兰 《合肥师范学院学报》2011,29(2):87-90
王之道《相山居士词》存词近二百首,词集中有很多唱和之作,表现了他忧时忧民的积极心态。节序词表现了词人对时光流逝和历史变迁的感慨,以及个人的政治苦闷。还有一部分词,王之道借陶渊明和苏东坡表达远离政治、意欲归隐的心态。 相似文献
4.
体育生在专业加试期间需要稳定的心理状态,这样有利于提高成绩。体育教师要对体育生进行加试前的心理调整,使他们能够达到最佳的竞技状态。 相似文献
5.
以现象学基本方法“悬置”来解读太极拳养生思想及实践,认为：现象的悬置而达到认识“本质”与太极拳养生所追求的“无我”之境有相通之妙,在实践层面太极拳养生是以悬置肉身形躯之我而达到“无我”最现实的修炼方法。以西方现象学基本方法来解读太极拳养生的形躯观和养生观,不仅能够更好地阐释太极拳养生思想,而且也对弘扬太极拳养生实践及本土文化具有重要意义。 相似文献
6.
Barbara Kensington-Miller Joanna Renc-Roe Susan Morón-García 《International Journal for Academic Development》2013,18(3):279-290
This paper builds on discussions of academic developers’ identity experienced as a discomfiting, troubled, and often marginal space. Three experienced academic developers, located in research-intensive institutions in three different countries, using auto-ethnographic writing and a shared narrative inquiry, explore moments of congruence and conflict. While there are elements that sustain them in their job, the categorisation of their role can impact on their ability to do their job, undermining their credibility. This can prevent them from engaging in research that could enrich practice in their institutions and inform institutional strategy or change the culture in teaching and learning. Instead they are forced into discomfit: having to defend their right to be involved in the institutional discussions. The most worrying issue is the pervasive trend in the change of academic developers’ status (from tenure-track academic peers to professionals). 相似文献
7.
Juanita Johnson‐Bailey Associate Professor 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):7-21
Cross‐cultural mentoring relationships can be sites of struggle around the issues of race, class and gender. In addition, the mentor/protégé relationship offers micro‐cosmic insight into power relations within western society. The authors of this paper, a black woman associate professor and a white male professor, use the example of their mentoring relationship to illustrate six common issues facing academicians involved in these relationships: (1) trust between mentor and protégé; (2) acknowledged and unacknowledged racism; (3) visibility and risks pertinent to minority faculty; (4) power and paternalism; (5) benefits to mentor and protégé; and (6) the double‐edged sword of ‘otherness’ in the academy. Literature is used for review and critique of mentoring in the academy while offering personal examples to illustrate the complexity and success of a 13‐year mentoring relationship between a duo who began their association as teacher/student. 相似文献
8.
Joanna McIntyre 《Teachers and Teaching》2013,19(5):595-614
Within the UK there are grave concerns about retention and attrition rates within the teaching profession, particularly in challenging schools. These are compounded by worries about the gap that will be left as long‐serving teachers reach retirement age. This article is about the working lives of long‐serving teachers in three high‐poverty urban schools in England. In a climate in which teaching is tightly controlled and suffering from problems of retention and recruitment, the teachers discuss intensely personal and emotional commitments to their work‐place. Qualitative in‐depth interviews with 20 long‐serving teachers, all of whom had management responsibilities, are used to explore their lives and careers. These histories evoke a strong sense of the ideas and values that make up their personal and professional identities. These are then contrasted with the ideas and values in officially mandated views of progression within the profession. Within the stories of their professional lives, the teachers talk about the emotional dimensions of their work and the emotional ties of their ‘work‐place’. The article concludes that recognition of the emotional dimensions within teachers’ work at an official level could go some way to helping with recruitment and retention in schools facing challenging circumstances. 相似文献
9.
郑春元 《十堰职业技术学院学报》2005,18(4):46-49
伍家沟村中流传多篇家庭生活故事,这些故事有丰富的伦理内涵,倡扬了下层劳动人民理想的家庭伦理观念,主要有对父母要尽孝,夫妻间要忠贞,丈夫对妻子要尊重、信任。父母对子女要尽责,要用正确的教育方法及时教育子女,后母要善待前妻子女,兄弟姐妹间有难要救助等。伍家沟民间故事所表现的家庭伦理道德也有些落后的东西。 相似文献
10.
Kate Schwartz Elise Cappella J. Lawrence Aber 《Journal of research on educational effectiveness》2019,12(1):160-190
There is a profound for more effective schools, especially within resource-poor communities in low- and middle-income countries. A wide range of literature identifies teachers as the most critical component of schools in regards to student learning. Despite this, there is a dearth of literature on how teachers' experiences influence their ability to attend school, remain in the teaching profession, and provide high quality teaching within the classroom. This study presents a theoretical framework for understanding the role of teachers' lives in context (skills, knowledge, and attitudes; poverty and health; contextual supports/barriers to teaching) in influencing teacher effectiveness. This framework builds upon Tseng and Seidman's (2007) systems framework for understanding youth social settings in order to incorporate teachers' lives into a larger model of educational effectiveness. This synthesis reveals significant gaps in our understanding of teachers' experiences and how they affect teaching. At the teacher attendance, attrition, and pedagogical quality and a key moderator of educational interventions. Implications for research, practice, and policy are discussed. 相似文献