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Louise L. Stevenson 《Publishing Research Quarterly》1990,6(4):43-61
Victorian Americans were serious readers: they expected books to contribute to their moral development. Yet not all the literature the marketplace provided served this purpose. Many readers therefore turned to reading advisers for suggestions about what to read and how to read it. The advice books they wrote, along with diaries and letters, tell us a great deal about Victorian reading practices and about the changing role of books and periodicals in mid-nineteenth-century society. 相似文献
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TechTrends - A careful review of the arguments and counter arguments presented by Clark (1983; 1994) and Kozma (1991; 1994), responses published in the past 20 years (Jonassen, Campbell &... 相似文献
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ABSTRACTScholars writing on agency argue that normally, individuals who experience social structures as comfortable will tend to want to reproduce them while those who experience these structures as oppressive will want to change them. This is a bleak outlook because it suggests that those in positions of power and influence are less likely to seek to overhaul the very system of rewards and punishments that benefits them. However, there are exceptions to this pattern: instances where those who experience the structures as comfortable, nevertheless, work at transforming them. This article introduces an alternative perspective to current transformation discourses by seeking to understand why such exceptions exist. It argues that critical engagement is an important dimension of such transformation, and examines how it interacts with reflexivity to shape individual choices and reformulate interest. Drawing on a hermeneutic phenomenological analysis of in-depth interviews with 10 academics who have been identified as agents of change at one university in South Africa, we reveal how individuals are able to shift their understanding of what is or is not in their interest in a context where raced, gendered and classed interests are deeply embedded in the fabric of the society. In such contexts, reflexivity and critical personal engagement with one’s context can lead to a shift in interest and then consciousness as the individual comes to see and experience things from a different vantage point, opening up the possibility for a changed relationship with the social structure and its constraints and determining influence. 相似文献
197.
In adult literacy programs today, well-intentioned but inadequately prepared volunteer tutors are being matched with learning
disabled adult students without the benefit of receiving training from experts in the field of language/learning disabilities.
The collaboration of adult literacy providers and learning specialists is obviously the most resourceful, yet most untried,
solution to a problem that is plaguing volunteer-based programs across the country: meeting the needs of learning disabled
adults. One adult literacy program—READ/San Diego of the San Diego Public Library—recognized that its volunteer tutors needed
training in special instructional methods to teach adults who evidence learning disabilities. Accordingly, the program’s administrator
obtained the services of specialists to develop a learning disabilities tutor-training module. This article (1) presents an
overview of preservice volunteer training at READ/San Diego; (2) discusses informal assessment procedures that help identify
possible language/learning disabilities in adults and provide valuable information for instructional planning; and (3) describes
selected multisensory teaching techniques designed especially for adults who “learn differently.” 相似文献
198.
Louise Bashford Christopher Williams 《International Journal of Disability, Development & Education》1995,42(3):211-220
The full involvement of people with intellectual disabilities in research that relates to them is a central concern at present. An important aspect of involvement is making academic writing more accessible. While this can be achieved by including a simplified synopsis or by producing separate simplified documents, such attempts can still represent a “them” and “us” ethos. One alternative is to publish academic papers with a “parallel text” for people with intellectual disabilities. This not only provides a simplified version but also facilitates access to the main document. In this paper, we describe background research for developing the idea of parallel texts and discuss the technical considerations for others wishing to present academic work in a similar manner. 相似文献
199.
The number of parents undertaking an intensive home training programme of children with disabilities (e.g. Applied Behavioural Analysis) has increased. It reveals a paradox in current disability research and policies. On the one hand, policies in general are aimed at inclusion through movement of social barriers for participation, grounded in the social model of disability. On the other hand, intensive home training is based on the aim of rehabilitation through intensive training of individual cognitive and social skills, an approach grounded in a bio-medical model. Intensive home training programmes are supported by political legislation that enables parents to partake the training and hire the necessary helpers. How is this paradox viewed from the perspective of the parents? From the departure of the dialectical model of disability – and its central concepts of developmental incongruence, developmental time and social agency – two mothers practising home training with their children with autism disorder were interviewed about their motives for home training and subsequent experience with their child. Results showed that the motive to home training was to create a local congruence that allowed the child to thrive. Intensive home training also restored the mothers’ sense of agency vis-à-vis their child’s development. However, home training might not abolish the need for adaptations of the child’s social practices outside the family. It is discussed how societal support to home training risks to hinder higher order reorganisation of developmental opportunities that are necessary to actualise policy statements of inclusion. 相似文献
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