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Christina Biamonte 《Publishing Research Quarterly》2002,18(3):26-42
Conclusion Children’s books are cultural products that face unique challenges when crossing cultural boundaries. Among these challenges
are the translation into a new language, the cost of the translation both in terms of money and content, and the culture of
the destination market. The main consumers of translations of children's books are currently developed countries such as France,
Germany, and Italy. Less developed countries such as China and Korea, though, are experiencing a growth in their children's
book markets.
Although international boundaries are becoming less defined in today's market place and although there is an emphasis on multiculturalism
within the United States, more children's books are licensed for translation in foreign markets than in the domestic American
market. American publishers need to feel more secure in their ability to publish translations of children's books profitably.
Only then will American children be able to have this important tool to help prepare them for a growing international environment. 相似文献
165.
Researchers continue to investigate and understand leadership in higher education. However, leadership does not stand alone; it is part of an interactive dyad with followers. Building on a previous study that aimed to unpack academics’ experiences of leadership in higher education with a view to enhancing leadership practices, this paper creatively examines metaphors in order to understand how followers interpret academic leadership, followership and follower–leader interactions. Data were gathered from academics in follower roles through written narratives or face-to-face interviews in accordance with participants’ preferences. Drawing on a social constructionist perspective and a metaphorical conceptual framework, we align with Lakoff and Johnson [1980. Metaphors we live by. Chicago: University of Chicago Press] who claim that metaphors pervade thought and action. Our findings illuminate followers’ understandings of leadership efficacy; their multifaceted responses to particular encounters with leaders and the complexities of following and leading in university workplaces. We demonstrate how metaphors can explain some of the concerns and constraints shaping follower and leader interactions in academia. Our analysis highlights the importance of framing leadership as a relational and dynamic construct. 相似文献
166.
Christina Wikström 《Assessment in Education: Principles, Policy & Practice》2005,12(2):125-144
This study investigates empirically the mechanisms behind the increasing grade point averages in Swedish upper secondary schools. Four hypotheses are presented as plausible explanations; improved student achievements, student selection effects, strategic behaviour in course choices, and lowering of grading standards. The analysis is based on extensive data, and focuses on grades and test scores from upper secondary school graduates over a 6‐year period. The result shows that the increase in grade point averages cannot be explained by better achievements, selection effects or course choices, which means that standards have been lowered, which is interpreted here as grade inflation. The grade inflation is most likely an effect of the leniency in the grading system in combination with pressure for high grading, related to the upper secondary school grades’ function as an instrument for selection to higher education. 相似文献
167.
The Impact of School Transitions in Early Adolescence on the Self-System and Perceived Social Context of Poor Urban Youth 总被引:7,自引:0,他引:7
Edward Seidman LaRue Allen J. Lawrence Aber Christina Mitchell Joanna Feinman 《Child development》1994,65(2):507-522
This study examined the effects of the normative school transition ( n = 580) during early adolescence on the self-system and perceived school and peer social contexts of poor, black ( n = 161), white ( n = 146), and Latino ( n = 273) youth in the public school systems of 3 eastern urban cities. The results revealed negative effects of the school transition on the affective and behavioral domains of the self-system. These declines in self-esteem, class preparation, and grade-point average (GPA) were common across race/ethnicity and gender. Concurrently, the school transition was perceived to be associated with changes in the school and peer contexts. Daily hassles with the school increased, while social support and extracurricular involvement decreased over the transition. Daily hassles with peers decreased, and peer values were perceived as more antisocial. These changes in the school and peer microsystems were also common across race/ethnicity and gender. In addition, transition-associated school and peer changes and, in particular, changes in daily hassles with the school were associated with changes in the academic dimensions of the self-system, that is, academic efficacy expectations, class preparation, and GPA. The results are discussed within a developmental mismatch framework. 相似文献
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Knowledge Management Research & Practice - Admitting that knowledge workers and Knowledge Management Systems (KMSs) are valuable organizational assets whose interaction should be augmented,... 相似文献
170.
Maria Christina Secher Schmidt 《欧洲特需教育杂志》2016,31(3):407-421
Using Bourdieu’s notion of field, the Scandinavian field of maths pedagogy occurs at a time characterised by increasing inclusion efforts in primary school. Various stakeholders in maths pedagogy are arguing about what should be done about pupils who perform poorly in mathematics and what causes their difficulties. Four analytical positions are presented here: the diagnostic, the structural, the interventionist and the complementary. The literature examined includes academic articles on math pedagogy and scholarly journals for maths teachers from the period 1995–2014. A total of 103 articles were analysed. The results show that a context-oriented rationale dominates, but that a less prevalent, competing rationale emphasising individual causal explanations, is also present. I argue that the structure of the field is changing because of external influences that may affect the organisation of support for poorly performing pupils. 相似文献