共查询到6条相似文献,搜索用时 0 毫秒
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《Psychology in the schools》2005,42(2):227-227
The original article to which this Erratum refers was published in Psychology in the Schools 39(1) 2002, 63–71. 相似文献
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Susan Jacob 《Psychology in the schools》2003,40(4):441-443
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Carolyn Swain 《Literacy》2010,44(3):131-136
This article explores the discourses of power prevalent in classrooms through considering the nature of critical response and the role of reflective group talk in negotiating meaning in children's magazines. It shares the findings from a small‐scale research project, which explored the potential of guided reading to develop critically literate response to text and reports on a case study involving two groups of pupils from broadly similar primary schools. A critique of guided teaching is offered and it is argued that while on some levels the model seems an effective vehicle for fostering critical response, its inherent power structures bring into question the validity of its role in facilitating independent critical thought. 相似文献