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1.
《The Internet and Higher Education》2003,6(1):1-16
Tinto's [Rev. Educ. Res. 45 (1975) 89; Tinto, V. (1987). Leaving college. Chicago: The University of Chicago Press; Tinto, V. (1993). Leaving college: rethinking the causes and cures of student attrition. Chicago: The University of Chicago Press] student integration model and Bean and Metzner's [Rev. Educ. Res. 55 (1985) 485] student attrition model have been influential in explaining persistence and attrition in higher education programs. However, these models were developed with on-campus programs in mind and, although they are broadly relevant to distance education programs, their ability to explain the persistence of online students is limited. Distance education students have characteristics and needs that differ from traditional learners and the virtual learning environment differs in important ways from an on-campus environment. This article draws chiefly from Tinto's and Bean and Metzner's models and the results of research into the needs of online distance education students in order to synthesize a composite model to better explain persistence and attrition among the largely nontraditional students that enroll in online courses. 相似文献
2.
Beth Innocenti 《Quarterly Journal of Speech》2013,99(2):231-234
RHETORICAL FIGURES IN SCIENCE. By Jeanne Fahnestock. New York: Oxford University Press, 1999; pp. xii + 234. $55.00. SCIENCE IN TRANSLATION: MOVEMENTS OF KNOWLEDGE THROUGH CULTURES AND TIME. By Scott L. Montgomery. Chicago, IL: The University of Chicago Press, 2000; pp. xii + 338. $28.00. BLACK LUNG: ANATOMY OF A PUBLIC HEALTH DISASTER. By Alan Derickson. Ithaca: Cornell University Press, 1998; pp. xiv + 237. $22.95. 相似文献
3.
《History of education quarterly》2003,43(2):276-317
Caroline Winterer. The Culture of Classicism: Ancient Greece and Rome in American Intellectual Life, 1780–1910. Baltimore: The Johns Hopkins University Press, 2001. 272pp. Susan Schulten. The Geographical Imagination in America, 1880–1950. Chicago: University of Chicago Press, 2001. 328pp. Alan R. Sadovnik and Susan F. Semel (eds.). Founding Mothers and Others: Women Educational Leaders During the Progressive Era. New York: Palgrave, 2002. 288pp. Thomas A. O'Donoghue. Upholding the Faith: The Process of Education in Catholic Schools in Australia 1922–1965. New York: Peter Lang Publishing, 2001. 170pp. Mariorie Lamberti. The Politics of Education: Teachers and School Reform in Weimar Germany. New York: Berghahn Books, 2002. 240pp. John L. Rudolph. Scientists in the Classroom: The Cold War Reconstruction of American Science Education. New York: Palgrave MacMillan, 2002. 288pp. David O. Solmitz. Schooling for Humanity: When Big Brother Isn't Watching. New York: Peter Lang Publishing, 2001. 244pp. William Westfall. The Founding Moment: Church, Society, and the Construction of Trinity College. Montreal: McGill‐Queen's University Press, 2002.200pp. Tracy Schier and Cynthia Eagle Russett (eds.). Catholic Women's Colleges in America. Baltimore: Johns Hopkins University Press, 2002. 480pp. Michael Dennis. Lessons in Progress: State Universities and Progressivism in the New South, 1880–1920. Urbana: University of Illinois Press, 2001. 272pp. Charles A. Nelson. Radical Visions: Stringfellow Barr, Scott Buchanan, and Their Efforts on Behalf of Education and Politics in the Twentieth Century. Westport, CT: Bergin & Garvey, 2001. 248pp. Martha Stephens. The Treatment: The Story of Those Who Died in the Cincinnati Radiation Tests. Durham: Duke University Press, 2002. 349pp. Karen Graves, Timothy Glander, and Christine Shea (eds.). Inexcusable Omissions: Clarence Karier and the Critical Tradition in History of Education Scholarship. New York: Peter Lang Publishing, 2001. 313pp. F. Stuart Gulley. The Academic President as Moral Leader: James T. Laney at Emory University, 1977–1993. Macon, GA: Mercer University Press, 2001. 250pp. Philippa Strum. Women in the Barracks: The VMI Case and Equal Rights. Lawrence: University Press of Kansas, 2002. 448pp. Ernest Freeburg. The Education of Laura Bridgman: First Deaf and Blind Person to Learn Language. Cambridge: Harvard University Press, 2001. 272pp. Ellis L. Yochelson. Smithsonian Institution Seretary, Charles Doolittle Walcott. Kent, OH: Kent State University Press, 2001. 589pp. 相似文献
4.
Frieda Rogatsky 《Quarterly Journal of Speech》2013,99(1):90-91
HANNAH ARENDT: FOR LOVE OF THE WORLD. By Elisabeth Young‐Bruehl. New Haven: Yale University Press, 1982; pp. xxv + 563. $25.00. THE ORIGINS OF TOTALITARIANISM. By Hannah Arendt. New York: Harcourt Brace Jovanovich, 1973; pp. xl + 527. $4.95. THE HUMAN CONDITION. By Hannah Arendt. Chicago: The University of Chicago Press, 1958; pp. 333. $3.95. RAHEL VARNHAGEN: THE LIFE OF A JEWISH WOMAN. By Hannah Arendt. New York: Harcourt Brace Jovanovich, 1974; pp. xx + 236. $3.95. BETWEEN PAST AND FUTURE. By Hannah Arendt. New York: Viking Press, 1968; pp. 306. $2.45. EICHMANN IN JERUSALEM: A REPORT ON THE BANALITY OF EVIL. By Hannah Arendt. New York: Viking Press, 1965; pp. 312. $2.75. ON REVOLUTION. By Hannah Arendt. New York: Viking Press, 1965; pp. 344. $1.65. MEN IN DARK TIMES. By Hannah Arendt. New York: Harcourt Brace &; World, 1968; pp. x + 272. $2.45. ILLUMINATIONS. Edited and with an introduction by Hannah Arendt. New York: Schocken, 1969; pp. 278. $5.50. CRISES OF THE REPUBLIC. By Hannah Arendt. New York: Harcourt Brace Jovanovich, 1972; pp. 240. $2.95. THE LIFE OF THE MIND, 2 volumes. By Hannah Arendt (Mary McCarthy, ed.). New York: Harcourt Brace Jovanovich, 1978; pp. 535. $25.00. THE JEW AS PARIAH. By Hannah Arendt. R. H. Feldman, ed. New York: Grove Press, 1978; pp. 288. $6.95. THE POLITICAL THOUGHT OF HANNAH ARENDT. By Margaret Canovan. New York: Harcourt Brace Jovanovich, 1974; pp. 136. $6.50. HANNAH ARENDT: THE RECOVERY OF THE PUBLIC WORLD. Edited by M. A. Hill. New York: St. Martin's Press, 1979; pp. xiii + 363. $14.95. HANNAH ARENDT: LECTURES ON KANT'S POLITICAL PHILOSOPHY. Edited and with an interpretive essay by Ronald Beiner. Chicago: The University of Chicago Press, 1982; pp. 174. 相似文献
5.
A. Paul Bradley Jr. 《College Teaching》2013,61(3):136-141
Education's Lasting Influence on Values: By Herbert H. Hyman and Charles R. Wright: University of Chicago Press, 1979, 161 pages, index, $12.50. Reviewed by William B. Allen. Attitudes, Language, and Change: By Anne Gere and Eugene Smith: National Council of Teachers of English, Urbana, Illinois, 1979, $4.75, 108 pages, paperback. Reviewed by Gary M. Godfrey. Instructional Techniques in Higher Education: By Robert B. Kozma, Lawrence W. Belle, George W. Williams: Educational Technical Publications, Inc. 1978, $15.95. Reviewed by Sharon L. Smith. The Writing on the Wall: Inside Higher Education in America: By Gail Thain Parker: Simon and Schuster, 1979, $9.95, 208 pp. Reviewed by James Murphy. American Academics: Then and Now: By Logan Wilson: Oxford University Press, 1979. Reviewed by David W. Felder. 相似文献
6.
《Teaching and Teacher Education》2006,22(2):233-245
The Alternative Teacher Accreditation Program for Teachers with International Experience (ATAPTIE) is a special Bachelor of Education program funded by the Ontario government in Canada to provide new immigrants with the skills and knowledge needed to re-certify and find jobs in Ontario elementary schools. This paper presents interview data that explores the opportunities and challenges ATAPTIE teacher candidates experienced in their teaching practicum. Lave and Wenger's notion of situated learning [(1991). Situated learning. New York: Cambridge University Press] was used to understand the candidates’ learning and acculturation into the teaching profession. Findings contribute to how professional immigrants from various linguistic and cultural backgrounds adapt to Canadian elementary classrooms. 相似文献
7.
Harrison M. Karr 《Quarterly Journal of Speech》2013,99(3):333-341
RHETORIC IN THE HUMAN SCIENCES. Edited by Herbert W. Simons. Newbury Park, CA: Sage, 1989; pp. xv + 240. $47.50, paper $17.95. ORALITY AND LITERACY IN HELLENIC GREECE. By Tony M. Lentz. Carbondale and Edwardsville: Southern Illinois University Press, 1989; pp. vii + 221. $24.95. DE DECLAMATIO BIJ DE HUMANISTEN: BIJDRAGE TOT DE STUDIE VAN DE FUNCTIES VAN DER RHETORICA IN DE RENAISSANCE. With an English Summary. By Marc G.M. van der Poel. Nieuwkoop: De Graaf Publishers, 1987; pp. viii + 395. $46.00. THE PHILOSOPHY OF RHETORIC. By George Campbell. Edited with a Revised Critical Introduction by Lloyd F. Bitzer. Carbondale, IL: Southern Illinois University Press, 1988; pp. lxxvi + 423. $29.95; paper $15.95. KENNETH BURKE: LITERATURE AND LANGUAGE AS SYMBOLIC ACTION. By Greig E. Henderson. Athens: University of Georgia Press, 1988; pp. xvi + 216. $27.50. TEXTS IN CONTEXT: CRITICAL DIALOGUES ON SIGNIFICANT EPISODES IN AMERICAN POLITICAL RHETORIC. Edited by Michael C. Leff and Fred J. Kauffeld. Foreword by Robert L. Scott. Davis, CA: Hermagoras Press, 1989; pp. x + 325. $19.50, paper $13.95. ELOQUENCE IN AN ELECTRONIC AGE: THE TRANSFORMATION OF POLITICAL SPEECHMAKING. By Kathleen Hall Jamieson. New York: Oxford University Press, 1988; pp. xi + 301. $24.95. “HEAR O ISRAEL:” THE HISTORY OF AMERICAN JEWISH PREACHING, 1654–1970. By Robert V. Friedenberg. Tuscaloosa, Alabama and London: University of Alabama Press, 1989. pp.xii + 177. $24.95. HARRY EMERSON FOSDICK: PERSUASIVE PREACHER. By Haiford R. Ryan. Foreward by Bernard K. Duffy. Westport, CT: Greenwood Press, 1989; pp. xi + 179. $37.95. RONALD REAGAN AND THE PUBLIC LANDS: AMERICA'S CONSERVATION DEBATE, 1979–1984. By C. Brant Short. College Station: Texas A&;M University Press, 1989; pp. xi + 178. $27.50, paper $13.95. BEYOND GLASNOST: THE POST‐TOTALITARIAN MIND. By Jeffery C. Goldfarb. Foreword by Jan Jozef Szczepanski. Chicago: University of Chicago Press, 1989; pp. ix + 248. $24.95. THE ROAD TO THE BILL OF RIGHTS: THE CONSTITUTIONAL RATIFICATION DEBATES OF 1787–88. By Craig R. Smith. Long Beach, California: Center for First Amendment Studies, 1988; pp. xix + 203. $1 5.00. DISCOURSE STRUCTURE AND ANAPHORA: WRITTEN AND CONVERSATIONAL ENGLISH. By Barbara A. Fox. Cambridge: Cambridge University Press, 1987; pp. viii + 173. $34.50. 相似文献
8.
Cheryl Wright Chiara Bacigalupa Tyler Black Michael Burton 《Early Childhood Education Journal》2008,35(4):363-369
Telling and dramatizing stories is an increasingly popular addition to the preschool curriculum, largely due to the attention
this activity has received through the writings of Vivian Paley (Bad guys don’t have birthdays: fantasy play at four. The
University of Chicago Press, Chicago, 1988; The boy who would be a helicopter: the uses of storytelling in the kindergarten. Harvard University Press, Cambridge, MA,
1990; A child’s work: the importance of fantasy play. The University of Chicago Press, Chicago, 2004). While the writings of Paley and others (Cooper, When stories come to school: telling, writing, and performing stories in
the early childhood classroom. Teachers & Writers Collaborative, New York, 1993; Engel 1999) focus on the social and cognitive outcomes children experience as a result of storytelling, less has been written
about the process of writing and dramatizing stories with young children. This article discusses procedures and considerations
that enhance storytelling with preschool children, including effective prompts for encouraging children’s creativity, potential
trouble spots such as aggression in stories, and ways that storytelling can enhance home-school relationships. 相似文献
9.
Kerry Chappell Anna Craft 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):363-364
Background:?‘Creative learning conversations’, are methodological devices developed in two co-participative qualitative research projects exploring creativity and educational futures at the University of Exeter in England. Sources of evidence:?Framed by Critical Theory, the projects, one on dance education partnership, the other on student voice and transformation, sought to open space between creativity and performativity to initiate emancipatory educational change. This was undertaken over the course of five years in English primary and secondary schools, prioritising humanising, wise creativity. Purpose:?This paper re-analyses data and methodological processes to characterise and theorise creative learning conversations in terms of social spatiality and dialogue. The characteristics are: partiality, emancipation, working from the ‘bottom up’, participation, debate and difference, openness to action, and embodied and verbalised idea exchange. Main argument:?This re-analysis theoretically adapts Bronfenbrenner's ecological model (The ecology of human development; Cambridge, MA: Harvard University Press, 1979) to situate layered engagement. Utilising Lefebvre's conceptualisation of lived space (The production of space; Wiley-Blackwell, 1991) and Bakhtin's work (Problems of Dostoevsky's poetics; ed. and trans. Caryl Emerson; Minneapolis: University of Michigan Press, 1984) on open-ended dialogue, the paper theorises creative learning conversations as producing living dialogic spaces. Conclusions:?Creative learning conversations are a way of contributing to change, which moves us towards an education future fit for the twenty-first century. From a living dialogic space perspective, a creative learning conversation is the ongoing process without forced closure of those in the roles of university academic, teachers, artists, students co-participatively researching and developing knowledge of their ‘lived space’ together. Given traditional lethargy in the educational system as a whole commitment to changing education for better futures demands active involvement in living dialogic space, where our humanity both emerges from and guides our shared learning. 相似文献
10.
ABSTRACTThis paper explores how doing headship may be considered as a form of policy narration. A key role of the headteacher as policy narrator is to tell/sell a story about their school to themselves, their staff and the outside world of parents, inspectors and other stakeholders. The accounts they construct will depend to some extent on their perspectives, commitments and personal-professional identities as well as an interplay between national priorities and situated contexts. They will also depend on who they are speaking to and what they take to be a ‘professional’ response in relation to their policy work in school. Drawing on in-depth interviews with two experienced English primary school headteachers, Hazel and George, and Lakoff and Johnson’s claim [1980. Metaphors We Live By. Chicago, IL: University of Chicago Press] that metaphors are not just linguistic devices, but technologies of reasoning and understanding, this paper explores the ways in which headteachers deploy different tropes to explain what it is that they do. Metaphors of leadership explored include headship as branding, persuasion and not dropping the ball as well as fighting and parenting although there is an absence of any direct political critique in these two accounts. 相似文献
11.
Michael Bernard-Donals 《Quarterly Journal of Speech》2013,99(3):351-356
BEYOND FEMINIST AESTHETICS: FEMINIST LITERATURE AND SOCIAL CHANGE. By Rita Felski. Cambridge: Harvard University Press, 1989; pp. 222. $13.50. THE BLACK PUBLIC SPHERE: A PUBLIC CULTURE BOOK. Edited by The Black Public Sphere Collective. Chicago: University of Chicago Press, 1995; pp. 350. $17.95. HABERMAS AND THE PUBLIC SPHERE. Edited by Craig Calhoun. Cambridge: MIT Press, 1992; pp. x + 498. $19.95. LIBERALISM AND THE PROBLEM OF KNOWLEDGE: A NEW RHETORIC FOR MODERN DEMOCRACY. By Charles Willard. Chicago, University of Chicago Press, 1996; pp. x + 384. $17.95. NUMBERED VOICES: HOW OPINION POLLING HAS SHAPED AMERICAN POLITICS. By Susan Herbst. Chicago, University of Chicago Press, 1993; pp. xi‐227. $24.95; paper $14.95. THE PHANTOM PUBLIC SPHERE. Edited by Bruce Robbins. Minneapolis: University of Minnesota Press, 1993; pp. xxvi‐310. $21.95. PUBLIC SPHERE AND EXPERIENCE: TOWARD AN ANALYSIS OF THE BOURGEOIS AND PROLETARIAN PUBLIC SPHERE. By Oskar Negt and Alexander Kluge. Translated by Peter Labanyi, Jamie Owen Daniel, and Assenka Oksiloff. Minneapolis: University of Minnesota Press, 1993; pp. xli‐305. $44.95 相似文献
12.
13.
We focus on children's approaches to managing group work in classrooms where collaborative learning principles are explicit. Small groups of 8–10 year olds worked on collaborative science activities using an interactive whiteboard. Insubsequent interviews, they spoke of learning to ‘be patient’ and ‘wait’, for multiple social and technical reasons. Conclusions are drawn about how children's dialogue during and after lessons constitutes and develops their collective capacities to deal with frustrations and problems arising for themselves and others. Attention to children's thinking and language about managing group work should promote their future success in collaborative learning. 相似文献
14.
Howard H. Higgins 《Quarterly Journal of Speech》2013,99(4):466-477
ZEN IN THE ART OF RHETORIC: AN INQUIRY INTO COHERENCE. By Mark Lawrence McPhail. New York: State University of New York Press. 1996; pp. v + 220. $19.95 AFTER POSTMODERNISM: RECONSTRUCTING IDEOLOGY CRITIQUE. Ed. By Herbert W. Simons and Michael Billig. Thousand Oaks, CA: Sage Pub. 1994; pp. x + 258. $69.95; paper $19.95 PRIME‐TIME FEMINISM: TELEVISION, MEDIA CULTURE, AND THE WOMEN'S MOVEMENT SINCE 1970. By Bonnie J. Dow. Philadelphia: University of Pennsylvania Press, 1996; pp. xxvi + 224. $39.95; paper $17.50. THE CULTURAL PRISON: DISCOURSE, PRISONERS, AND PUNISHMENT. By John M. Sloop. Tuscaloosa: University of Alabama Press, 1996; pp. viii + 244. $39.95. BECOMING CITIZENS IN THE AGE OF TELEVISION: HOW AMERICANS CHALLENGED THE MEDIA AND SEIZED INITIATIVE DURING THE IRAN‐CONTRA DEBATE. By David P. Thelen. Chicago: University of Chicago Press, 1996. pp. x + 244. $55.00; paper $14.95. RAPE ON TRIAL: HOW THE MASS MEDIA CONSTRUCT LEGAL REFORM AND SOCIAL CHANGE. By Lisa M. Cuklanz. Philadelphia: University of Pennsylvania Press, 1996; pp. vii + 135. $28.95; paper $12.95. LAW'S STORIES: NARRATIVE AND RHETORIC IN THE LAW. Edited by Peter Brooks and Paul Gewirtz. New Haven, CT: Yale University Press, 1996; pp. vii + 290. $26.00. POST‐REALISM: THE RHETORICAL TURN IN INTERNATIONAL RELATIONS. Edited by Francis A. Beer and Robert Hariman. East Lansing: Michigan State University Press, 1996; pp. vii + 429. $35.95; paper $24.95. DEFINING SCIENCE: A RHETORIC OF DEMARCATION. By Charles Alan Taylor. Madison: University of Wisconsin Press, 1996; pp vii + 292. $53.00; paper $22.95. IM/PARTIAL SCIENCE: GENDER IDEOLOGY IN MOLECULAR BIOLOGY. By Bonnie B. Spanier. Bloomington: Indiana University Press 1995; pp. xi + 207. $29.95; paper $14.95. KENNETH BURKE: RHETORIC, SUBJECTIVITY, POSTMODERNISM. By Robert Wess. Cambridge, UK: Cambridge University Press, 1996; pp. xxi + 262. $54.95; paper $18.95. THE GIFT OF DEATH. By Jacques Derrida. Trans. David Wills. Chicago: University of Chicago Press, 1995; $18.95. AUGUSTINE AND THE LIMITS OF POLITICS. By Jean Bethke Elshtain. Notre Dame, IN: University of Notre Dame Press, 1995; pp. xiv + 143. $21.95. RHETORIC, SOPHISTRY, PRAGMATISM. Edited by Steven Mailloux. New York: Cambridge University Press, 1995; pp.xii + 251. $54.95; paper $16.95. THE RHETORIC OF REASON: WRITING AND THE ATTRACTIONS OF ARGUMENT. By James Crosswhite. Madison: The University of Wisconsin Press, 1996. pp. xii + 329. $58.00; paper $24.95 ESSAYS ON ARISTOTLE'S RHETORIC. Edited by Amélie Oksenberg Rorty. Philosophical Traditions 6. Berkeley, Los Angeles, and London: University of California Press, 1996; pp. xxiii + 441. $50.00; paper $19.95. RHETORIC AS PEDAGOGY: ITS HISTORY, PHILOSOPHY, AND PRACTICE; ESSAYS IN HONOR OF JAMES J. MURPHY. Edited by Winifred Bryan Homer and Michael Leff. Mahwah, NJ: Lawrence Earlbaum Associates, 1995; pp. xvi + 337. $69.95; paper $34.50. VOICING AMERICA: LANGUAGE, LITERARY FORM, AND THE ORIGINS OF THE UNITED STATES. By Christopher Looby. Chicago: University of Chicago Press, 1996; pp. xi + 287. $29.95. THE LANGUAGE OF DEMOCRACY: POLITICAL RHETORIC IN THE UNITED STATES AND BRITAIN, 1790–1900. By Andrew W. Robertson. Ithaca and London: Cornell University Press, 1995; pp. xv + 264. $35.00. THE CONUNDRUM OF CLASS: PUBLIC DISCOURSE ON THE SOCIAL ORDER IN AMERICA. By Martin J. Burke. Chicago &; London: The University of Chicago Press, 1995; pp. xvii + 303. $47.50; paper $16.95. “IN A PERILOUS HOUR”: THE PUBLIC ADDRESS OFJOHN F. KENNEDY. By Steven R. Goldzwig and George N. Dionisopoulos. Westport: Greenwood Publishing, 1995; pp. xv + 219. $59.95. THE END OF VICTORY CULTURE: COLD WAR AMERICA AND THE DISILLUSIONING OF A GENERATION. By Tom Engelhardt. New York: Basic Books, 1995; pp. iii + 351. $29.95; paper, $14.00. I'VE GOT THE LIGHT OF FREEDOM: THE ORGANIZING TRADITION AND THE MISSISSIPPI FREEDOM STRUGGLE. By Charles M. Payne. Berkeley: University of California Press, 1995; pp. xiii + 525. $28.00; paper $16.95. AFRICAN‐AMERICAN ORATORS: A BIO‐CRITICAL SOURCEBOOK. Edited by Richard W. Leeman. Westport, CT: Greenwood Press, 1996; pp. xxv + 452. $95.00. 相似文献
15.
The author examines an inquiry-based teaching/learning model involving diverse members of learning communities. A triad of cooperating teachers, student teachers, and a college supervisor engaged in ongoing and purposeful discourse to explore the teacher–learner (expert–novice) reciprocity, school culture and social relations. In their efforts to broaden and deepen their intellectual exchange, they interrogated their own and one another's beliefs, values, and perspectives about who owns knowledge and how knowledge is distributed/shared. This reflective and reflexive process helped to enhance their knowledge, practices, relationships, and practicum experience. 相似文献
16.
In a “risk society,” as defined by Beck [(1992). Risk society, towards a new modernity (M. Ritter, Trans.) Newbury Park, CA: Sage, see also Castel, R. (1991). From dangerousness to risk. In G. Burchell, C. Gordon & P. Miller (Eds.), The Foucault effect: Studies in governmentality (pp. 281–298). Chicago: The University of Chicago Press], teachers are risky individuals who, “must become permanent objects of their own suspicion” [Jones, A. (2003b). Touching children: Policy, social anxiety, and the ‘safe’ teacher. Journal of Curriculum Theorizing, 19(2), 112]. The purpose of this study was to explore how four experienced, female teachers for whom “touching” students is a natural component of their teaching, talked about how they made choices about when and how to engage in the risky behavior of touching children. Findings are organized along two axes. The first represents how participating teachers perceived contexts as facilitating or constraining human contact. The second illustrates what conversations about human contact revealed about participants’ teaching selves. This study contributes to the literature on teacher–student relationships as well as the literature on teachers’ decision-making. Implications for future research in teacher decision-making, teacher–student relationships, and teacher education are discussed. 相似文献
17.
This paper draws together [Hochschild's (1979) Emotion Work, Feeling Rules and Social Structure.” American Journal of Sociology 85: 551–575; (1983) The Managed Heart: Commercialisation of Human Feeling. London: University of California Press] concepts of emotional labour and feeling rules with Ahmed's affective economies [(2004a) The Cultural Politics of Emotion. New York: Routledge; (2004b) “Affective Economies.” Social Text 22 (2): 117–139; (2008) “Sociable Happiness.” Emotion, Space and Society 1: 10–13; (2010) The Promise of Happiness. Durham: Duke University Press] and queer phenomenology [(2006a) Queer Phenomenology: Orientations, Objects, Others. London: Duke University Press; (2006b) “Orientations: Towards a Queer Phenomenology.” GLQ: A Journal of Gay and Lesbian Studies 12 (4): 543–574] as a way to address wider questions about sexuality and schooling. It highlights the value of the everyday politics of emotion for elucidating and clarifying the specificities, pertinence and complementarities of Hochschild's and Ahmed's work for reimagining the relationship between sexualities and schooling. The combination of their approaches allows for a focus on the individual, bodily management of emotions while demonstrating the connectedness of bodies and spaces. It enables disruption of ‘inclusive’ and ‘progressive’ educational approaches that leave heterosexuality uninterrupted and provides insight into how power works in and across the bodies, discourses, practices, relations and spaces of schools to maintain a collective orientation towards heterosexuality. It also counters linear narratives of progressive change, elucidating how change is a hopeful but messy process of simultaneous constraint, transgression and transformation. Key moments from a three-year study with lesbian, gay, bisexual, transgender and queer (LGBT-Q) teachers entering into civil partnerships in Ireland serve as exploratory examples of the theoretical ideas put forward in this paper. 相似文献
18.
J. H. Baccus 《Quarterly Journal of Speech》2013,99(3):373-375
TIME AND NARRATIVE: Volume I. By Paul Ricoeur. Translated by Kathleen McLaughlin and David Pellauer. Chicago: University of Chicago Press, 1984; pp. xii + 274. $25.00. NOVELS AND ARGUMENTS: INVENTING RHETORICAL CRITICISM. By Zahava Karl McKeon. Chicago: University of Chicago Press, 1982; pp. 260. paper $22.50. LANGUAGE AND THOUGHT IN EARLY GREEK PHILOSOPHY. Edited by Kevin Robb. La Salle, IL: The Hegeler Institute (The Monist Library of Philosophy), 1983. pp. 285. $29.95. THE VARIETIES OF ENCHANTMENT: EARLY GREEK VIEWS OF THE NATURE AND FUNCTION OF POETRY. George B. Walsh. University of North Carolina Press, 1984. pp. ix plus 170. $18.00. THE BOOK OF THE HONEYCOMB'S FLOW. By Judah Messer Leon. Translated by Isaac Rabinowitz. Ithaca: Cornell University, 1983; pp. ixx + 604. $59.50. THE ART OF BIBLICAL NARRATIVE. By Robert Alter. New York: Basic Books, Inc., 1981; pp. xii + 195. $14.50; paper $7.95. THE GREAT CODE: THE BIBLE AND LITERATURE. By Northrop Frye. A Harvest/HBJ Book. San Diego/New York/London: Harcourt Brace Jovanovich, Publishers, 1981; pp. xxiii + 261. $14.95; paper $8.95. RELIGIOUS TELEVISION: THE AMERICAN EXPERIENCE. By Peter G. Horsfield. Forward by George Gerbner and Stewart Hoover. New York: Longman, Inc., 1984; pp. xv + 193. $15.00. REGARDING TELEVISION: CRITICAL APPROACHES—AN ANTHOLOGY. Edited by E. Ann Kaplan. Frederick, MD: University Publications of America, 1983; pp. xxiii + 147. $25; paper $10. LOCAL KNOWLEDGE: FURTHER ESSAYS IN INTERPRETIVE ANTHROPOLOGY. By Clifford Geertz. New York: Basic Books, 1983; pp. viii + 244. $18.50. A FEELING FOR THE ORGANISM: THE LIFE AND WORK OF BARBARA McCLIN‐TOCK. By Evelyn Fox Keller. New York: W.H. Freeman and Company, 1983; pp. xv + 235. $8.95. 相似文献
19.
Katherine Lind 《Quarterly Journal of Speech》2013,99(4):498-502
INVENTION AS A SOCIAL ACT. By Karen Burke LeFevre. Foreword by Frank J. D'Angelo. Carbondale: Southern Illinois University Press, 1987; pp. xiv + 173. paper $8.50. PLATO AND ARISTOTLE ON POETRY. By Gerald F. Else. Edited with Introduction and Notes by Peter Burian. Chapel Hill and London: The University of North Carolina Press, 1986; pp. xi‐221. $27.00. HUMANIST POETICS: THOUGHT, RHETORIC, AND FICTION IN SIXTEENTH‐CENTURY ENGLAND. By Arthur F. Kinney. Amherst: The University of Massachusetts Press, 1986; pp. xiv + 529. $35.00. ORATORS &; PHILOSOPHERS: A HISTORY OF THE IDEA OF LIBERAL EDUCATION. By Bruce A. Kimball. Foreword by Joseph L. Featherstone. New York: Columbia University, Teachers College Press, 1986; pp. xix + 293. $19.95. THE AMERICAN NEWNESS: CULTURE AND POLITICS IN THE AGE OF EMERSON. By Irving Howe. Cambridge and London: Harvard University Press, 1986; pp. 1 + 99. $12.50. DE LA METAPHYSIQUE A LA RHETORIQUE. Edited by Michel Meyer. Brussels: University of Brussels Press, 1986; pp. 1 + 208. Paper 1100 FB ($30). INTRODUCTION TO RHETORICAL THEORY. By Gerard A. Hauser. New York: Harper &; Row, 1986; pp. xi + 209. paper $10.95. ICONOLOGY: IMAGE, TEXT, IDEOLOGY. By W. J. T. Mitchell. Chicago: University of Chicago Press, 1986; pp. x + 226. $20.00. FREEDOM OF SPEECH IN THE UNITED STATES. By Thomas L. Tedford. Foreword by Franklyn S. Haiman. New York: Random House, 1985; pp. 416. paper $16.00. Carbondale: Southern Illinois University Press, 1985; xvii + 493. $29.95. MURDER, COURTS, AND THE PRESS: ISSUES IN FREE PRESS/FAIR TRIAL. By Peter E. Kane. Foreword by Franklyn S. Haiman. Carbondale and Edwardsville: Southern Illinois University Press, 1986. pp. xiv + 96. $10.95; paper $6.95. IMPACT: HOW THE PRESS AFFECTS FEDERAL POLICYMAKING. By Martin Linsky. New York: W.W. Norton and Company, 1986; pp. xvii + 260. $19.95. HOW THE PRESS AFFECTS FEDERAL POLICYMAKING: SIX CASE STUDIES. By Martin Linsky, Jonathan Moore, Wendy O'Donnell, and David Whitman. New York: W.W. Norton and Company, 1986; pp. ix + 373. $25.00. THE MEDIA ELITE. By S. Robert Lichter, Stanley Rothman, and Linda S. Lichter. Bethesda: Adler and Adler, 1986; pp. ix + 352. $19.95. COMMUNICATIONS DEREGULATION: THE UNLEASHING OF AMERICA'S COMMUNICATIONS INDUSTRY. By Jeremy Tunstall. New York: Basil Blackwell, 1986; pp. xi + 324. $24.95. PROPAGANDA AND PERSUASION. By Garth S. Jowett and Victoria O'Donnell. Beverly Hills: Sage, 1986; pp. 1 + 244. $25.00; paper $12.95. MEANING AND MODERNITY: SOCIAL THEORY IN THE PRAGMATIC ATTITUDE. By Eugene Rochberg‐Halton. Chicago: University of Chicago Press, 1986; pp. xiv + 299. $40.00; paper $14.95. 相似文献
20.
Truman L. Kelley 《The Educational forum》2013,77(4):465-468
We Make the Road by Walking by Myles Horton and Paolo Freire. Edited by Brenda Bell, John Gaventa, and John Peters. Philadelphia: Temple University Press, 1990, 248 pp., hardcover. (ISBN 0-8722-771-3) The Color of Strangers, The Color of Friends: The Play of Ethnicity in School and Community by Alan Peshkin. Chicago: The University of Chicago Press, 1991, 304 pp., softcover. (ISBN 0-226-66201-2) In the Mind's Eye by Thomas G. West, Buffalo. New York: Prometheus Books, 1991, 359 pp., hardcover. (ISBN 0-87975-646-2) 相似文献