Book Review:The Socially Networked Classroom:Teaching in the New Media Age

This book is greatly appreciated for its collection of various innovative activities which could be applied in different levels of technology-savvy classrooms.It is regarded as guidance to show paths for language educators to teach in digital age,although most of the teachers today are digital immigrants who "have become fascinated by and adopted many,or most aspects of the new technology are,and always will be compared to them"(Prensky,2001).They have to attempt to equip themselves with the knowledge of new media,which aims to provide the current students with their needs to become fully literate in this digital age.However,when the Internet began to arrive in schools,it was embraced by educators already seasoned in the challenges of change.     

《诗经》国风爱情诗的风格

《诗经》国风中爱情诗占有很大比重，其风格也多种多样，主要表现为：欢快明朗，清雅率真；情敦意厚，缠绵悱恻；爽直泼辣，淳朴粗犷；情急意切，如火如荼；庄重严肃，纯情激越。     

高屋建瓴,引领方向——《比特之境:网络时代的文学生产研究》读后

<正>陈定家教授研究网络时代的艺术生产与消费已十数年,是这一研究领域著名的专家学者。继《隐形手与无弦琴:市场语境下的文学生产研究》等专著之后,陈定家教授新著《比特之境:网络时代的文学生产研究》(以下简称《比特》)于2011年9月由中国社会科学出版社付梓刊行了。拜读之后,获益     

Book review of We Can't Teach What We Don't Know: White Teachers,Multicultural Schools,by Gary R. Howard

This case study describes how an urban school system evolved to support an externally developed and externally introduced whole-school reform (WSR) effort. Based on interview data with school district staff and external partners, it analyzes a central office reorganization that placed all schools implementing a combination of Direct Instruction (DI) and Core Knowledge (CK) reforms into one administrative area under a single area executive officer (instead of within their geographic administrative areas). It addresses how the creation of a DI Area grouping all DI/CK schools together facilitated the continued implementation of the reform models, as well as problems perceived with the new central office arrangement. Although limited by reliance on qualitative school-level data from the early years of the reform's implementation, this study's conclusions contribute to the small but growing research literature on the role of school systems-and, in particular, central office administrators-in creating supportive structures for WSR to achieve the best possible student achievement results.     

Not Such a Simple Story: Contradictory Evidence from a Review of Story Structure Research for Students At‐Risk

The Common Core State Standards and the continued inclusion of students with learning disabilities (LD) in Tier 1 classrooms are changing how close reading of texts occurs in English Language Arts classrooms. Therefore, understanding the potential impact of literacy‐related evidence‐based practices during Tier 1 instruction that includes students with reading‐related disabilities is essential. This article reviews the research on story‐structure instruction for students with LD and at‐risk for failure. Findings across 16 studies indicate several features of strong methodological designs including random assignment and inclusion of students with LD. However, substantial limitations in the research base include contradictory outcomes, limited outcomes disaggregated for students with LD, reliance on researcher‐developed measures, a lack of instructional features to support students with LD, and limited features of feasible implementation.     

用心坚守:捧着一颗心来,不带半根草去

当今社会物欲横流,而媒体频现对学校、教师的负性报道,同时也弥散着对教师很多不公正的负性评价的戾气。教师如何才能在这样纷纭繁杂的社会中做到心如止水,专心地传道、授业、解惑呢?那就是教师们用心坚守着的信仰:捧着一颗心来,不带半根草去!本文将就此做简单的探讨。     

The Survival of Engaged Reading in the Internet Age: New Media, Old Media, and the Book

This article explores questions of paratext and spin-off text through an investigation of websites and other forms of satellite texts relating to three series of novels for young people: the Harry Potter novels by J.K. Rowling, His Dark Materials by Philip Pullman, and the Discworld novels of Terry Pratchett. Much of this material, which is often perceived as competition to the book, actually trades on a powerful assumption that the reader has already read the books in question. Extended reading is supported rather than undermined by many of these associated texts.