Acting up or acting out? Unlocking children's talk in literature circles

It is generally accepted that talk enriches children's interpretations of texts in literature circle discussions. However, the nature of that talk and exactly how it facilitates interpretation of texts has not been much analysed. This article describes some work undertaken with a class of Scottish children, aged 9–10, to introduce them to the idea of literature circles. The literature circle discussions were then recorded and analysed. The purpose of the project was to record the kinds of exchanges, chains of comment and range of discourses and voices that children used when talking among themselves, and to reflect on their function and value. It was found that a lot of the talk was exploratory though not always in the sense proposed by Mercer. In his terms much was ‘cumulative’. Some talk veered towards anecdotal chat. The children also frequently put on voices not their own, mimicking characters in the story they were reading, and other people they knew. These forms of talk are not always encouraged in the classroom, their effectiveness for learning being in doubt. This article argues that cumulative talk, the telling of anecdotes and the performing of different characters' voices all have a useful function in discussions of books: they can encourage engagement, be helpful in bringing texts to life and advance children's thinking about literature.     

多元自主体验 享受阅读精彩——Ways to the wonderful world of English Reading

教学步骤(Teaching Steps) Step 1.Warmingup 1.Sing a song".We can sing and dance". T:Hello,boys and girls.Let's enjoy ourselves.I can sing.I can dance,too. Howa bout you?Ss:We     

Is the world their oyster? The global imagination of pre-service teachers

This paper reports on a qualitative interview study with eleven pre-service primary teachers in Queensland about their career plans, exploring whether, and how, a global imagination motivates this next generation of teachers. The study is framed within sociological theory of globalisation, with regard to the growing possibilities for international mobility for work purposes, and the new life circumstances that make this imaginable. Teaching as a profession has changed and teachers are no longer as entangled with specific systems or geographical locations anymore. International recruitment campaigns are shown to pursue pre-service teachers during their university preparation. The analysis of the interview data reveals the kind of impact these possibilities make on how pre-service teachers imagine their career, and what other considerations enhance or limit their global imagination. The findings are used to reflect on the highly localised governance of pre-service teacher preparation and the limited State-bound imaginaries to which these pre-service teachers are unnecessarily confined in their preparation.     

The problem of the world＇s population

世界上最大的问题恐怕就是人口问题。如果不能及时控制人口增长的话,未来的地球上恐怕连站着的地方也不会有了。怎么办呢？办法是有的,请看看他们是怎么做的。想不想学呢？[编者按]     

多元自主体验 享受阅读精彩——Ways to the wonderful world of English R.eading

教学步骤（Teaching Steps） Step 1. Warming up 1. Sing a song.“We can singand dance”. T： Hello, boys and girls.Let＇s enjoy ourselves. I can sing.I can dance, too.     

What develops in children's development of altruism?

Abstract

Cognitive-developmental theorists have maintained that children's development of altruism does really mean a movement from centration to decentration. In this paper we make a different claim. Borrowing from the two micromodels Piaget used, in succession, to account for the child's transition from preoperational to operational throught (i.e., a cost-gain model guided by game theory, and an affirmation-negation model based on equilibration theory), we suggest that children's development of altruism represents a movement from centration or cost-perception to compensation or gain-construction. Ninety children from three age levels (30 5-year-olds, 30 7-year-olds, and 30 10-year-olds) were presented with four prosocial dilemmas appealing to sharing, donating, helping, and conforming. Children's cost-perception/gain-construction competence was first assessed and then related to their level of altruism in an opportunity-to-donate situation. Consistent with our cost-perception/gain-construction approach, children became more likely with age to think of prosocial acts in terms of gain than in terms of cost. Positive associations between gain-construction competence and observed altruism were also found. These results strengthen our Piagetian approach to children's development of altruism     

The ‘automatic’ use of context in children's reading

The present investigation examined developmental changes in the automatic use of context in single word recognition. A modified Stroop procedure was used in which children were asked to name the color of the ink of target words. The target was preceded either by a semantically related or by an unrelated word. Results suggested that, in contrast to attentional context effects (Pring and Snowling 1986), the older readers showed significantly more influence from the semantic context than the younger, less-proficient readers. The results are discussed with reference to the connections between a novice reading system and a child's rapidly growing semantic memory system.     

‘Girls can like boy toys’: junior primary school children's understandings of feminist picture books

Few studies have examined children's understandings of feminist picture books, and thus their potential usefulness for disrupting dominant discourses and providing alternate storylines. This article draws on research conducted in Australia with a class of 6- and 7-year-olds, examining students’ responses to four feminist picture books. The students provided diverse responses to the books, at times reflecting what I viewed as the (feminist) messages of the books and sometimes picking up on other themes or (re)interpreting them as supporting dominant gender discourses. The challenges to understanding the books in straightforward ways related both to the books themselves as well as the gender discourses available to the students. This article argues that there are three key challenges to the feminist potential of these books: a reliance on categories of ‘girl’ and ‘boy’, children's lack of identification with book characters, and the influence of intertextual knowledge.     

Unit 11 The sounds of the world学习指导

一、词汇过关1.suggestion【用法】用作可数名词,意为“the act ofsuggesting建议,暗示”,常用搭配m ake/givesom e suggestions提建议。注意:建议的内容如以同位语从句、表语从句表达,这些从句要与suggest的宾语从句一样用虚拟语气形式,其基本构成为should 动词原形,should可省略。例如:H e m ade the suggestion that we(should)go by train.他建议我们坐火车去。M y suggestion is that we(should)send afew people to help the other groups.我的建议是我们派几个人去帮助其他小组。2.contain【用法】用作动词,意为“to have som ethinginside,or have som ething as a part包含;容纳”。例如:O ne thing that will stop them feeling badis the drug nicotine,which is contained incigarettes.有...     

Unit 11 The sounds of the world学习指导

一、词汇过关1.suggestion【用法】用作可数名词,意为“the act of suggesting建议;暗示”,常见搭配make/give/offer some suggestions(提建议)。注意:建议的内容如果是以同位语从句、表语从句的形式表达,这些从句和suggest后接的宾语从句的形式一样要用虚拟语气形式,其基本构成为should 动词原形,should可省略。     

The impact of action learning: what difference are we making in the world?

Involvement in a number of action-learning programmes and associated development opportunities has led the Professional Development Centre Limited to question the relevance of a strict adherence to the ‘rules’ of action learning as described by Reg Revans. A deliberate focus of one such programme to a financial services organisation offered some insights into the challenges of introducing action learning into the field. Pressures on organisations of time and business expedients might make them believe that action learning is too slow a technique to offer real rewards. However, elements of the action-learning story do resonate in the workplace, key concepts that appear to ‘stick’ are listening, questioning and equality. The utilisation of these skills enhances leadership and organisational development and can still provide a useful set of actions to aim for. This is especially true in problem solving and the way in which respect and equality can re-create a different environment or development space.     

Unit 11 The sounds of the world课本要点精练

Ⅰ.单词拼写。根据句意和所给的汉语提示,写出句中所缺单词的正确形式。     

‘Can art save the world?’ The colonial experience and pedagogies of display

ABSTRACT

The quote in the title of this paper is taken from the first line of Marc Depaepe’s article “An Agenda for the History of Colonial Education”, published in The Colonial Experience in Education (Ghent, 1995). This presentation takes as its focus the informal learning space of the museum and the art gallery, and the emergence in recent years of curatorial activism. It seeks to explore the changing discourse and politics around addressing through display the history of colonialism and its meaning in today’s globalised world.     

Beyond authorship and accountability? The ethics of doctoral research dissemination in a changing world

Discussion of ethics in doctoral training courses usually focuses on the initial stages of planning and conducting field research. Shifting attention onto the responsibility of the researcher to share their findings throughout the research process, we set out to consider how doctoral students can conceptualise and engage ethically with research dissemination in the broader context of the globalised knowledge economy. A comparative analysis of the ethical guidelines produced by BERA (British Educational Research Association) and ASA (Association of Social Anthropologists of the UK and Commonwealth) reveals that both are more concerned with the possible benefits or harm of dissemination to those directly involved in or affected by the research, and pay little attention to the ethical implications of multimodal and digital dissemination to unknown audiences. Drawing on the concept of research as a moral endeavour and the problematising of collaboration as an ethical issue within participatory and ethnographic research debates, we explore the implications for doctoral training courses. We argue that engaging students in discussion on dissemination can open a space to explore who benefits most from research undertaken.     

Unit 11 The sounds of the world课本要点精练

1.单词拼写 根据句意和汉语注释,写出句中所缺单词的完全形式。1 .In*he past five years the eity has__ (扩展)out rapidly in all direetions·2 .She didn’t like the work beeause it laeked _(多样性),she was doing the same things all the time.3 .They asked for eh     

Unit 11 The sounds of the world课本要点精练

一、单词拼写根据句意和首字母或汉语提示,写出句中所缺单词的完全形式。1.I can't make the____(决定)for you because it is of great importance to you. 2.At the meeting many____(建议)to improve the present traffic were made. 3.In writing,____(风格)is less     

Unit 11 The sounds of the world要点解读

一、词语例解1.suggestion【用法】n.1)建议(the act of suggest-ing)。常用搭配 make/give some suggestions提建议。注意:建议的内容如以同位语从句、表语从句表达,这些从句要与 suggest 的宾语从句一样用虚拟语气形式"(should) 动词