Correction to: Examining Agency in Children’s Nonfiction Picture Books

Children's Literature in Education - In the original publication of the article unfortunately contained a mistake in the name of co-author Vera Sotirvoska.The correct name should be Vera...     

A Cognitive Approach to Metaphors in Robert Frost’s Poetry

According to Lakoff et al, metaphor is the main mechanism through which we comprehend abstract concepts and per?form abstract reasoning. As a great poet, Robert Frost realized the cognitive functions o...     

A Cognitive Approach to Metaphors in Robert Frost’s Poetry

According to Lakoff et al, metaphor is the main mechanism through which we comprehend abstract concepts and perform abstract reasoning. As a great poet, Robert Frost realized the cognitive functions of metaphors and used them frequently and skillfully in his poetry. By doing so, he was able to convey abstract and philosophical reflections through simple language and enrich the theme of his poetry. This thesis conducts a survey of the definitions of metaphors and makes an analysis of the metaphors employed by Frost in his poetry, trying to answer two questions: 1) How does the use of metaphor help to convey the poet’s abstract and profound philosophical reflections? 2) How does the use of metaphor help to enrich the themes of Frost’s poetry?     

“My Heart Beats in Two Places”: Immigration Stories in Korean-American Picture Books

This article examines the impact of immigration on Korean children through a content and literary analysis of 14 children’s picture books. A majority of published children’s literature dealing with the subject of Korean Americans or Korean immigration contains culturally specific themes common to the Korean immigration experience. These include English acquisition difficulties, assimilation through name selection, language mediation, family separation and abandonment, and positive experiences post-immigration. While unassumingly couched in children’s fiction, these issues reflect real-life experiences and are analyzed here through a social and cultural context. I provide suggestions for applying the article’s findings in classrooms, schools, and districts in order to ease acculturation and transition procedures for Korean families. The article may appeal to readers interested in immigration issues, the interplay between home and school environments, language barriers for second language learners, and social studies issues found in children’s fiction.     

Responsiveness-To-Intervention: A “Systems” Approach to Instructional Adaptation

Classroom research on adaptive teaching indicates few teachers modify instruction for at-risk students in a manner that benefits them. Responsiveness-To-Intervention, with its tiers of increasingly intensive instruction, represents an alternative approach to adaptive instruction that may prove more workable in today's schools.     

“Seeing Their Eyes in the Rearview Mirror”: Identifying and Responding to Students' Challenging Experiences

There is a noticeable gap in the educational research literature specifically focused on trauma and documenting effective educator practices. This case study captures the voice and perspectives of Mr. Sellers, an effective Black, male educator who, through making sense of the impact of his students' ecological realities, provides insight about trauma, traumatic experiences, and the ways in which he supports them. I conceptualize and name the experiences of these students as traumatic because this is the language that Mr. Sellers himself used to make sense of his students' situations. It is important to note that I focus on these occurrences not to highlight the negatives or deficits of this community; my point in naming these ecological situations is to point out how structural challenges can influence communities and, ultimately, the people (including students) in those contexts. Despite what established literature suggests about the unpreparedness of educators to respond to student trauma, this study documents effective practices of a successful educator in an urban school setting. In particular, the findings in this study offer three takeaways for educators to more adequately identify and respond to students grappling with trauma: (1) context-specific recognition, (2) trauma-conscious approaches, and (3) holistic responsiveness. The findings of this study also suggest that there is a need for broadening educators' capacity, adequately preparing them, and shifting the ways in which schools and policies understand an educator's role.     

Concept Maps in the Classroom: A New Approach to Reveal Students’ Conceptual Change

ABSTRACT

When entering the classroom, adolescents already hold various conceptions on science topics. Concept maps may function as useful tools to reveal such conceptions although labor-intensive analysis often prevents application in typical classroom situations. The authors aimed to provide teachers with an appropriate approach to analyze students’ concept maps within daily school routine. They intended to conclude qualitative changes from analyzing quantitative parameters. To test the approach, high school students were asked to map their conceptions before and after attending an educational program on climate change. For the analyses, quantitative as well as qualitative methods were applied. A comparison of pre- and postmaps pointed to a conceptual change. From strong correlations between qualitative and quantitative parameters we assumed our approach to be applicable. Due to its simple and barely time-consuming handling, the authors’ approach is suitable for application in conventional classroom situations and may contribute to inform teachers about students’ conceptions.     

Pictures in Pictures: Art History and Art Museums in Children’s Picture Books

Children’s picture books that recreate, parody, or fictionalize famous artworks and introduce the art museum experience, a genre to which I will refer as “children’s art books,” have become increasingly popular over the past decade. This essay explores the pedagogical implications of this trend through the family program “Picture Books and Picture Looks” conducted at the Art Institute of Chicago. Program sessions were observed to learn the extent to which picture books featuring the painting A Sunday on La Grande Jatte—1884 (Seurat) informed and impacted children’s experiences with the original artwork. The books Katie’s Sunday Afternoon (Mayhew, 2005), Babar’s Museum of Art (De Brunhoff, 2003), and Willy’s Pictures (Browne, 2000) provided the foundation for the program. In addition to these three books, The Dot (Reynolds, 2003), which does not include a reference to La Grande Jatte (Seurat, 1884–1886), acted as a “control” variable. This research demonstrates that while most picture books can be used to establish a level of comfort in an environment that is new to children, those that directly referenced the painting provided a base level of knowledge from which children could confidently draw upon encountering the original work. The research further indicated that, when used in conjunction with original artworks, children’s art books provide unique and distinct entry points for talking about art. The inclusion of artwork in children’s picture books elicits an enthusiasm and recognition that enhances the museum experience, and such books can be effective tools for enabling reflective, imaginative experiences with art.     

Enhancing Conceptual Change in Preschool Children’s Representations of Light: A Sociocognitive Approach

The aim of this study is to investigate the effect of a sociocognitive teaching strategy on young children’s understanding of light. It explores their understanding of the concept of light as an entity that is transmitted independently of the light source and the final receiver. The study was conducted in three phases: pretest, teaching intervention, and post-tests. The sample consisted of 170 preschool children who were assigned to two groups. The children in the first group participated in activities which adopted a sociocognitive approach. In the context of this approach, a familiar metaphor was introduced in order to facilitate children to construct a “precursor model” about light. The children in the second group participated in activities with the same teaching objectives, but adopting an empiricist perspective. Statistical analysis using the Mann–Whitney U test indicated that the cognitive progress of the sociocognitive group was more significant than the progress of the empiricist group. This provides evidence for the effect of the sociocognitive strategy on enhancing children in constructing a “precursor model” for the concept of light.     

A Comparison Between the Audiolingual Approach and the Communicative Approach in Second-Language Teaching

通过分析,比较《听说法》和《交际法》两种外语教学法的理论根据、教学原理和可能的教学技巧,我们发现两种教学法都有自己的优缺点;因此我们应根据我们设置的课程目的和可利用的时间来选择使用两种外语教学法。     

Do Picture Books About Starting Kindergarten Portray the Kindergarten Experience in Developmentally Appropriate Ways?

This study examines the illustrations and the texts of thirteen picture books for young children on the topic of preparing for and starting kindergarten to assess whether, and to what extent, they depict forty-nine criteria for developmentally appropriate kindergarten practice. Results show that the books vary in quality and coverage, but they are strongest at foregrounding developmentally appropriate learning contexts, depicting child-sized play areas, and accurately representing 5-year-old child development. There is a pressing need, however, for authors and illustrators to pay increasing attention to portraying positive child/teacher interactions, racial and ethnic diversity, family involvement, and quiet time and private spaces.     

A Formal Approach to the Design of Network Protocol

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A Cognitive Study of “Rabbit” in English Idioms

This paper adopts a cognitive linguistic approach and especially draws on conceptual metaphor and metonymy theories to analyze linguistic forms concerning the concept of rabbit in English with an aim to find out what attributes of rabbit are especially emphasized in English linguistic form so as to shed some light on how people perceive the same animal differently.     

Transforming the “Third Mission” in Norwegian Higher Education Institutions: A Boundary Object Theory Approach

Higher education institutions (HEIs) in Norway have been subjected to several reforms in recent decades. There are transformed relationships between institutions and their environment, and higher educations’ third mission is emphasized. To improve our understanding of HEIs’ third mission, this paper employs boundary object theory, enabling us to see how shifting projects are shaped and negotiated within these institutions. The paper concludes with a discussion of five main projects that are evident in third-mission presentations: the entrepreneurial project, the local and regional involvement project, the mode 2 project, the popular-science project, and the reputation project.     

Improving the Design of Children's Books Art and Design Applied to Books——Research in the UK

This article is mainly on the research of how to improve the design of children’s books.     

A Review of the New ESL Approach in America

<正> This article is trying to review a new ESL Approach which has achieved a great success in America. Some of its key principles, methods and results are introduced so that the readers may get some ideas from it.     

Using Cognitive Interviews to Explore the Many Different Meanings Undergraduate Students in China Attribute to the Term “College Teacher”

The cognitive interview method was applied to evaluate survey questions translated and adapted from a US-based college student survey instrument. This paper draws data from cognitive interviews with 45 undergraduate students in China and explores the different meanings they attribute to the term “college teacher.” Students understood college teacher as course instructor, academic advisor, class headteacher and counselor, student organization supervisor, and student service personnel. Students developed the understanding through a socialization process of student-teacher interaction. This paper also discusses the importance of using cognitive interviewing to improve questionnaire design, implications for research on student-teacher relationships, and suggestions on fostering student-teacher interaction in Chinese higher education institutions.