Influence of Co-membership on Teacher’s Coauthoring on Student’s Narratives

This paper examines the specific research question of how co-membership in discourse style and life experience influences teacher’s coauthoring on student’s narratives in the ESL teaching and learning context in the United States. As a case study,a specific student’s classroom narratives are transcribed and analyzed. The research findings indicate that a shared discourse style and an overlap in life experience between the teacher and the student will exert positive influence on the teacher’s coauthoring on the student’s narratives. Above all,sharing the same discourse style makes it possible for the teacher to recognize the rhythm of the student’s narratives,to detect the moments when the student needs interactional support and offer help,and to quickly notice a potential ending of the student’s narrative and expand it with open-ended questions and comments. In addition,an overlap in life experience makes it possible for the teacher to go deep into the student’s narratives by contributing specific and concrete thoughts rather than responding with superficial ideas.     

Influence of Co-membership on Teacher’s Coauthoring on Student’s Narratives

This paper examines the specific research question of how co-membership in discourse style and life experience influ-ences teacher’s coauthoring on student’s narratives in the ESL teaching and learning...     

Inquiry on Teachers’ Emotion

Teaching, like other caring professions, is emotional. These emotions tend to emerge as teachers’ goals, standards, and beliefs transact with other classroom stakeholders during everyday school activities. As such, for teachers, the classroom context involves both the extreme happiness and joy from a lesson that goes as planned to the intense frustration of working with a challenging student. These academic emotions have garnered the attention of a growing number of researchers, and will be the focus of this article. More specifically, my goal is to summarize and extend our thoughts about the nature of research and our program of research related to teacher emotion.     

International Referees’ Opinions on JZUS

Dr .FrankStomp ,WayneStateUniversity ,USAMay 7,2 0 0 3“ ...IthinkthatthisJournalisgreat,sothattheresearchcarriedoutinChinacannowalsobereadbypeoplewhodonotspeakChinese .”Dr .MartinPircher ,UniversityofWesternSydney ,AustraliaMay 1 3,2 0 0 3“Iamimpressed…     

Gutenberg’s effects on universities

This article considers the effects on universities of Gutenberg’s invention of printing. It considers four major effects: the gradual displacement of Latin as the language of scholarship with vernacular languages, the expansion and eventual opening of libraries, major changes to curriculum, and major changes to pedagogy including lectures. The paper does not find that the ubiquity of books changed the role of university teachers as was proposed in the late fifteenth century. The paper also considers a fifth change: the eventual replacement of oral disputations with written examinations as the main form of assessment for admission to a degree. While this was radical, it owed little to the direct effects of printing. The paper concludes with brief observations on the implications of the earlier information revolution for understanding the effects on universities of the current information revolution.     

Students’ Perspectives on LGBTQ-Inclusive Curriculum

Implementing curriculum that is inclusive of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people has the potential to create an equitable learning environment. In order to learn more about students’ experiences of LGBTQ-inclusive curriculum, 26 high school students with diverse racial/ethnic, sexual, and gender identities were recruited from the Gay Straight Alliance (GSA) Network in California. Students participated in focus groups conducted by telephone by GSA staff, sharing their experiences of LGBTQ-inclusive curriculum in school. Qualitative coding methods, including grounded theory, were used to identify themes and interpret students’ responses. Data revealed that LGBTQ-inclusive curriculum was most often taught in social sciences and humanities courses as stand-alone lessons. LGBTQ-inclusive curriculum rarely met standards of social justice education, though opportunities for critical conversations about systemic oppression regularly emerged. For instance, teachers often failed to intervene in LGBTQ bullying and missed teachable moments conducive to inclusive curriculum. Some students learned positive LGBTQ lessons and highlighted the ways such curriculum reflected their identities and created a supportive school climate. Implications for equitable education are discussed.     

Reflections on Women’s Fate in Lawrence’s Works

In most of Lawrence’s works, many heroines are wrapped up in misfortunate clothes, either they have bad marriages or sufferthe loss of their husbands or commit suicide. It seems that Lawrence intends to appeal to the public to attach more emphasis on women’smiserable situations by depicting these women characters, and meanwhile, he shows his own sympathy for their suffering and he also tries toawaken them to struggle for their happiness and their freedom as well.     

A class act? Lecturers’ views on undergraduates’ employability

This article details the findings of a study into lecturers’ perceptions of undergraduate employability. The investigation employed interviews with the staff on a BA (Hons) in Education Studies course at a post-1992 university. The aim was to examine staff beliefs regarding their students’ potential employability in the business and finance sectors. The staff believed the degree offered students the opportunity to develop ‘transferable’ skills that could potentially make them employable in business and finance, thus helping the students develop ‘absolute’ employability. However, some interviewees also believed the students may encounter class-based disadvantages in the labour market with the result that aspects of the students’ ‘relative’ employability were beyond their capacity to intervene. In light of growing policy pressure upon higher education professionals to ‘deliver’ increasingly employability-driven curricula, it is concluded that further research is needed into staff perceptions of their roles and capacities within this area.     

I’ll get right on it

A:Do you know We:are having guests for lunch today? B:I still have to make lunch.I'd better get rigt on it.A:你知道今天中午我们有客人来用餐吗?B:我还没开始做饭.我最好现在就开始做饭.     

Reconsidering research on teachers’ professional identity

The studies considered in this review of recent research on teachers’ professional identity can be divided into three categories: (1) studies in which the focus was on teachers’ professional identity formation, (2) studies in which the focus was on the identification of characteristics of teachers’ professional identity, and (3) studies in which professional identity was (re)presented by teachers’ stories. In the studies reviewed, the concept of professional identity was defined differently or not defined at all. Four essential features of teachers’ professional identity could be derived from the studies. Many of the reviewed studies appeared to be studies on teachers’ personal practical knowledge. However, in only a few studies was the relationship between this knowledge and professional identity made explicit. It is argued that, in future research on teachers’ professional identity, more attention needs to be paid to the relationship between relevant concepts like ‘self’ and ‘identity’, the role of the context in professional identity formation, what counts as ‘professional’ in professional identity, and research perspectives other than the cognitive one that may also play a role in designing research on teachers’ professional identity.     

Framing research on school principals’ identities

This paper provides a basis for a tentative framework for guiding future research into principals’ identity construction and development. It is situated in the context of persisting emphases placed by government policies on the need for technocratic competencies in principals as a means of demonstrating success defined largely as compliance with demands for the improvement in student test scores. Often this emphasis is at the expense of forwarding a broader view of the need, alongside these, for clear educational values, beliefs and practices that are associated with these. The framework is informed by the theoretical work of Wenger and Bourdieu as well as recent empirical research on the part played by professional identity and emotions in school leadership. In the paper, we highlight different lines of inquiry and the issues they raise for researchers. We argue that the constructions of school leadership identities are located in time, space and place, and emotions reflect complex leadership identities situated within social hierarchies which are part of wider structures and social relations of power and control.     

Mahlburg’s work on crank functions

Karl Mahlburg brilliantly showed the importance of crank functions in partition congruences that were originally guessed by Freeman Dyson. Ramanujan’s partition functions are the centre of these works. Not only for the theory on cranks, but for many other researchers in India Ramanujan’s work inspired their career in mathematics.     

Stakeholders’ test perceptions on test reform

The success of test reform relies considerably on how stakeholders understand and accept the revised test (Green & Andrade, 2010). This study provided an opportunity for students and teachers to share their perceptions of a recently revised English test in China, the Test for English Majors Grade Four (TEM4). In addition, this study examined how stakeholders’ perceptions of the test varied across institutions of different academic rankings. Survey data were collected from 496 students and 79 teachers, of whom 32 students and 12 teachers participated in a post-survey interview. Findings indicate that although stakeholders were overall positive about the revised TEM4, their perceptions were qualified by concerns with content representation and test difficulty. In addition, the data suggest that the revised TEM4 was associated with context-varying washback effects and negative psychological impacts. These findings highlight the important contribution that students' and teachers' perceptions may have in the test reform process.     

Prospective teachers’ attention on geometrical tasks

This study investigates early childhood prospective teachers’ attention to geometrical tasks while designing and using them in the classroom. This is explored in the context of the teaching practice of 11 prospective teachers who taught geometry in early childhood classrooms during the last semester of their university studies. The teaching practice was organized into four stages: design of a lesson plan; classroom implementation; discussion of the lesson with the school practice instructor; and self-assessment report and revision of the lesson. Analysis of data using the Teaching Triad framework (Jaworski, 1994) shows that although the prospective teachers attended to issues of mathematical challenge, sensitivity to students, and management of learning in their planning, in their actual teaching and after class reflection, their attention was focused mainly on management issues. The findings also show that prospective teachers’ attention on geometrical tasks can be developed through a process of reflection on their teaching.     

Estonian preschool teachers’ views on supporting children’s school readiness

ABSTRACT

Transition from early childhood education to primary school is a complex phenomenon. This situation, moving from one educational system to another, is exciting, but can also be stressful for the child, her family and preschool teachers. Smooth transition to primary school helps children feel secure, relaxed and comfortable in their new environments. The current study, highlighting how Estonian preschool teachers comprehend their pedagogical activities in supporting children’s school readiness, was conducted using semi-structured interviews. There were 15 participants, preschool teachers, who at the moment of research taught in groups where children were between the ages of 6 and 7. As a result of completing the above procedure, research findings highlight that there is a lack of collaboration between preschools, schools and local neighbourhoods, but teachers try different methods individually when introducing school environment to children.     

A Study on Manipulation of Ideology and Translators’Subjectivity on Translation

The previous studies concerning Manipulation School are mostly obsessed with the sharp contrast between the con-straints on translators by ideology and how translators break through these constraints i...