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101.
102.
Ansara Alice Gillotte Helen P. Goodman Laurie R. Hall Cynthia Rankin Norman Philip S. Hartwig Elinor Linn Ansara Alice Rawson Margaret B. 《Annals of dyslexia》1980,30(1):285-309
Annals of Dyslexia - 相似文献
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104.
Elinor Light 《传播与批判/文化研究》2018,15(2):179-195
This essay theorizes the notion of the emplaced vernacular, a type of vernacular expression that is mobilized by the production of aesthetics in particular places. I argue that 1970s graffiti in New York City emerged as an aesthetic rupture in response to the spatial exigencies of postwar urban renewal projects. Analysis of The New York Times coverage of graffiti writers “Kilroy was Here” from WWII and “Taki 183” from the 1970s demonstrates how the force of this emplaced vernacular was disciplined within dominant spatial ideologies, producing an aesthetic that continues to enable and constrain contemporary efforts of vernacular subjectification. 相似文献
105.
Native Arabic speakers read in a language variety that is different from the one they use for everyday speech. The aim of the present study was: (1) to examine Spoken Arabic (SpA) and Standard Arabic (StA) voweled and unvoweled word reading among native-speaking sixth graders with developmental dyslexia; and (2) to determine whether SpA reading ability among children with dyslexia predicts StA reading fluency in the two orthographies: voweled and unvoweled. A comparison was made to three age groups of typically developing children: a group matched by chronological age, a group of children who are two years younger, and a group of children who are 4 years younger. Findings show that diglossia has a strong impact on reading ability in dyslexic children. Moreover, vowelization plays a pivotal role in the reading ability of Arabic-speaking children with dyslexia in both SpA and StA. This role is evident in the different performance patterns of dyslexic participants as compared with controls on word-reading accuracy and fluency for SpA versus StA. Finally, StA word-reading fluency appears to depend on and to be reliably and powerfully predicted by SpA word-level reading ability. These results underscore the role of diglossia and vowelization in the manifestation of dyslexia in Arabic-speaking children. 相似文献
106.
Donna Cross Therese Shaw Melanie Epstein Natasha Pearce Amy Barnes Sharyn Burns Stacey Waters Leanne Lester Kevin Runions 《European Journal of Education》2018,53(4):495-513
Peer bullying increases in times of school transition, influenced by changing peer and friendship groups, new schooling environments and greater stress. Covert forms of bullying, including cyberbullying, become more common in secondary school and cause considerable distress and long-term harm. The period of transition to secondary school is therefore a critical window for intervening to manage and prevent bullying. A three-year cluster randomised control trial was conducted to develop, implement and evaluate the Friendly Schools Project intervention which aimed to reduce bullying and aggression among more than 3,000 students who had recently transitioned to secondary school. Intervention schools were provided with individualised training and resources to support students’ transition and reduce bullying using a multi-level comprehensive intervention addressing classroom curriculum, school policies and procedures, the social and physical environment, pastoral care approaches and school-home-community links. Although the observed effect sizes were small, the intervention had a consistently significant positive effect across a range of outcomes, including bullying perpetration, victimisation, depression, anxiety, stress, feelings of loneliness and perceptions of school safety at the end of the students’ first year in secondary school. However, none of these differences were sustained into the students’ second year of secondary school. These findings demonstrate the immediate value of whole-school interventions to reduce bullying behaviour and associated harms among students who have recently transitioned to secondary school, as well as the need to provide strategies that continue to support students as they progress through school, to sustain these effects. 相似文献
107.
Sandie H. Waters Andrew S. Gibbons 《Educational technology research and development : ETR & D》2004,52(2):57-68
Notational systems, used in mature fields of study, are closely related to design languages. The future of a technological field depends on the ability to communicate ideas and changes with others in the field. Instructional technology is one field that can benefit from a notation system enabling designers to duplicate, execute, and communicate their ideas. In this paper, we look at several mature fields, including chemistry, musicology, and choreography, to discover elements where a mature design language and notation system have developed. We illustrate a number of dimensions that can help designers form their design languages and select the characteristics of their notation systems. 相似文献
108.
This study assessed the representations of nature of science (NOS) in high school chemistry textbooks and the extent to which these representations have changed during the past four decades. Analyses focused on the empirical, tentative, inferential, creative, theory‐driven, and social NOS, in addition to the myth of “The Scientific Method,” the nature of scientific theories and laws, and the social and cultural embeddedness of science. A total of 14 textbooks, including five “series” spanning one to four decades, were analyzed. The textbooks commanded significant market shares in the United States and were widely used in some of the most populace states. Relevant textbook sections were scored on each of the target NOS aspects on a scale ranging from −3 to +3, which reflected the accuracy, completeness, and manner (explicit versus implicit) in which these aspects were addressed. The textbooks fared poorly in their representations of NOS. Additionally, with a few exceptions, textbook scores either did not change or decreased over the past four decades. These trends are incommensurate with the discourse in national and international science education reform documents, which has witnessed an increasing emphasis on the centrality of NOS to scientific literacy and pre‐college science education during the same time period. Assessment and evaluation strategies, and policies need to be targeted if substantial and desired changes in the ways NOS is addressed in science textbooks are to be effected. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 835–855, 2008 相似文献
109.
British degrees made in Hong Kong: an enquiry into the role of space and place in transnational education 总被引：1，自引：0，他引：1
The fundamental logic of transnational education programmes is a one-to-one transfer of institutional capital across space and an unimportance of place. This article interrogates these presumptions and argues that space and place play an important role in transnational education. Drawing on research that examines the experiences of students and graduates of British degree programmes offered in Hong Kong, we conclude that institutional capital does not always travel wholly and smoothly due to a combination of policy-related, social, cultural and economic factors. Our findings also underline the importance of place in students’ experiences, which are not sufficiently recognised by the providers. This, in turn, affects the ability of students to cultivate institutional and other forms of social capital, with implications for subsequent employment opportunities and social mobility. 相似文献
110.
Elinor Carmi 《Media History》2015,21(3):313-327
This paper focuses on women who worked at Bell Telephone Company in the USA during 1930s and 1940s as telephone operators, and the training programmes they went through. Transmission of information depended on their actions because they had to facilitate the switchboards, and therefore held a crucial position as part of the communication channel. Thus, Bell felt they should tune their ‘bad’ behaviour which embodied noise in their systems. In order to maintain equilibrium, Bell enmeshed Michel Foucault’s disciplinary and biopower forms of governmentality and developed a hybrid form. This combination was seen in their flagship training programme, A Design for Living, where Bell penetrated operators’ bodies and minds, inside and outside work. When the operators revolted, Bell realised power should be exercised through automated dial machines. This would then become an inspiration for cybernetics who aimed to control communication systems that constructed information’s correct behaviour, and consequently users. 相似文献