排序方式: 共有30条查询结果,搜索用时 341 毫秒
11.
12.
Elinor L. Brown 《Equity & Excellence in Education》2013,46(1):61-63
This five-year study examined the effectiveness of an innovative approach to service-learning embedded in a one year site-based alternative route to teacher certification. The ten-week school-based study investigated the influence of service-learning on the multicultural perceptions, cross-cultural communication skills, and social justice cognizance of future teachers. The study participants consisted of 73 secondary pre-service teacher candidates. Data sources included: participant reflective journals, debriefings and final reports, letters from and discussions with host school service recipients, and investigator interviews and field notes. Study results indicate that service-learning within the time constraints of a one-year alternative route to teacher certification can provide future teachers with insight into the politics of education, increase their interactive proficiency with culturally diverse students, teachers and administrators, raise their level of multicultural consciousness, and augment their educational foundations and content knowledge while connecting theory to classroom practice. 相似文献
13.
14.
15.
Elinor L. Brown 《The Urban Review》2004,36(2):119-145
This study investigated the relationship between the self-concepts and cultural diversity awareness of 100 European–American pre-service teachers. The Tennessee Self-Concept Scale:2 and the Cultural Diversity Awareness Inventory were administered as a test–retest to ascertain if changes in cultural diversity awareness occurred during a stand-alone multicultural course, and if so were they related to the study participants' pre-test self-concepts. The findings indicate that a statistically significant relationship does exist between total self-concept and total cultural diversity awareness. However, not all five components of self-concept consistently predicted the direction or magnitude of change in the five elements of cultural diversity awareness. These results imply that urban teacher educators should consider both constructs when developing intervention strategies to thwart student resistance to multicultural tenets in stand-alone cultural diversity courses. 相似文献
16.
Arabic native speaking children are born into a unique linguistic context called diglossia (Ferguson, word, 14, 47–56, [1959]). In this context, children grow up speaking a Spoken Arabic Vernacular (SAV), which is an exclusively
spoken language, but later learn to read another linguistically related form, Modern Standard Arabic (MSA). Forty-two first-grade
Arabic native speaking children were given five measures of basic reading processes: two cognitive (rapid automatized naming
and short-term working memory), two phonological (phoneme discrimination and phoneme isolation), and one orthographic (letter
recoding speed). In addition, the study produced independent measures of phonological processing for MSA phonemes (phonemes
that are not within the spoken vernacular of children) and SAV phonemes (phonemes that are familiar to children from their
oral vernacular). The relevance of these skills to MSA pseudoword reading fluency (words correct per minute) in vowelized
Arabic was tested. The results showed that all predictor measures, except phoneme discrimination, correlated with pseudoword
reading fluency. Although phonological processing (phoneme isolation and discrimination) for MSA phonemes was more challenging
than that for SAV phonemes, phonological skills were not found to affect reading fluency directly. Stepwise regression analysis
showed that the strongest predictor of reading fluency in vowelized Arabic was letter recoding speed. Letter recoding speed
was predicted by memory, rapid naming, and phoneme isolation. The results are discussed in light of Arabic diglossia and the
shallow orthography of vowelized Arabic. 相似文献
17.
Reading and Writing - The study tested phonological awareness in a cross-sectional sample of 200 Arabic-speaking 2nd, 4th, 6th, 8th, and 10th graders from low and mid-high Socio-Economic Status... 相似文献
18.
Elinor Light 《Visual Communication Quarterly》2017,24(1):40-53
Through an analysis of the street artist Banksy's 2013 residency of New York City, I identify two major rhetorical themes: Images of Discontent and Re-Visions of the City. I argue that the Banksy images exert an influential postsubject voice into the visual discourse of New York City, which I define as a visual articulation that resists traditional markings of identity in favor of visual play. In visual play, elements of the city are turned into toys through a critical orientation towards the urban landscape, postmodern aesthetic codes, participatory rhetoric, and the logics of the virtual. I conclude by arguing that play may offer an effective and transgressive mode of engaging contemporary rhetorical argument, particularly within the materiality of place. 相似文献
19.
20.