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21.
Dominic Cheetham 《Children‘s Literature in Education》2014,45(1):17-32
The impetus for the incredible variety found in the modern literary dragon is commonly seen to stem from the creative genius of either E. Nesbit or Kenneth Grahame. However, examination of dragon stories in the late nineteenth century shows that several different authors, on both sides of the Atlantic, were producing similar stories at about the same time, suggesting that the change was part of a general literary and cultural development rather than simply inspired storytelling. This study examines dragon stories of the late nineteenth century and argues that the rediscovery of the Scandinavian dragon, the discovery of the Chinese and Japanese dragons, and possibly the nineteenth-century publication of folktales parodying traditional dragon stories, gave authors new ways of looking at dragons. Traditional St George type dragon stories had already shifted into children’s literature, making books for children the natural environment for the development of the dragon, and it is argued that the combined pressures of the new ideas about dragons, the parody, and the enormous cultural changes of the late Victorian period, were sufficient to stimulate the great change in the literary dragon, which has continued and diversified ever since. 相似文献
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Mandy Chivers 《Action Learning: Research and Practice》2005,2(1):7-26
‘Not so ordinary’, I am told; it is unusual for healthcare professionals to co-construct new practices by learning together with the people who use services. This paper describes action learning and research with NHS professionals and the parents of children with severe communication difficulties to develop a new practice framework for children with severe communication difficulties and a new model for service development which is inclusive and integrates evidence from multiple sources. A methodology is presented which draws together theory, empirical research and narrative to present my account of an inquiry that, in a way, spans the whole of my working life. The paper focuses on the three-year time frame of an NHS research fellowship, which was a period of collaboration and participation between myself, speech and language therapists and parents of children with communication difficulties in Liverpool. The purpose was to co-create a research design with parents and therapists who were shaping an emerging methodology whilst developing themselves in the process. This paper tells the story of the design and implementation of this methodology and the differences it has made to the participants and to children's services in Liverpool. 相似文献
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The Vietnamese higher education context is characterised by state control, including the state's development of curriculum frameworks and materials. Institutional autonomy has been ratified by the government; however in practice, universities seem to have little control over curriculum. In order for universities to develop more ownership of curriculum, it is necessary to explore the foundational understandings of curriculum held by stakeholders. Thus, this paper explores the understandings of curriculum expressed by a group of senior staff, academics and students at a Vietnamese university. We found a diversity of understandings that tended to be product focused, teacher focused and textbook driven. We propose that our findings can be used as a starting point for developing more innovative and student-focused understandings of curriculum. 相似文献
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Envisioning a meaningful future and academic engagement: The role of parenting practices and school‐based relationships
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Nancy E. Hill Belle Liang Maggi Price Whitney Polk John Perella Mandy Savitz‐Romer 《Psychology in the schools》2018,55(6):595-608
In contrast to the focus on short‐term, extrinsic goals in our society (e.g., wealth, prestige), positive youth development scholars have highlighted the need for parents and schools to help youths cultivate and plan for long‐term, intrinsic, and meaningful goals (i.e., envisioning a meaningful future), arguing that envisioning a meaningful future is potentially inspiring and associated with better outcomes for youths. Envisioning a meaningful future includes being future‐oriented and planful and having a sense of purpose, a life focus that provides deep meaning to life and contributes to the good of society. This study used structural equation modeling to examine the direct and indirect effects of parental and school relationships on envisioning a meaningful future and academic engagement in a diverse sample of adolescents (n = 624). Parental and school‐based relationships were positively associated with academic engagement, and this association was partially mediated by envisioning a meaningful future. Analyses revealed the importance of parental and school relationships in engaging youths in developing a vision for a meaningful future toward the goal of academic engagement. Variations between African‐Americans and Whites, and across grade and parental education levels are discussed. 相似文献
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潜意识,自心理学家西格蒙德·弗洛伊德1在其《精神分析学》(An Outline of Psycho-Analysis)理论中首先提出后,这股潜藏在我们一般意识底下的神秘力量开始得到广泛的关注和探究,如今已成为开发自己能量的一种重要方式.你可曾留意过自己的潜意识?你可知道,你可能会发现一个意想不到的强大的自己? 相似文献
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This study builds on the research tradition modelled by the Francis Scale of Attitude towards Christianity, the Katz–Francis Scale of Attitude towards Judaism, the Sahin–Francis Scale of Attitude towards Islam and the Santosh–Francis Scale of Attitude towards Hinduism to propose a generic instrument concerned with attitudes towards theistic faith. The scale properties of this new instrument, established among a sample of 284 (200 female and 84 male) 16–18-year-old students, commend it for use in future research. 相似文献
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The paper discusses some research findings in Singapore that investigated if a relationships-based curriculum extended the active involvement of the infants, toddlers, and young children (up to the age of three) in their learning. Using a relationships-based curriculum, a study conducted over a year involved the use of a well-tested, traditional before-and-after methodology to find out if any change had occurred in the phenomenon under study between two points in time. A sample of 58 infants, toddlers and young children (up to the age of three) in an experimental cohort and 59 of comparable ages in a control cohort, were measured using the Laevers’ Active Involvement scale before and after a curriculum intervention. The results showed that there was a statistically significant improvement in the active involvement of the children in the experimental cohort as compared to no improvement in the control cohort. It is proposed that the relationships-based approach has the potential to raise the quality of curriculum and could be considered for application in child care centres in other countries. 相似文献
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ABSTRACT It is almost two decades since a concept of inclusion as selective segregation was proposed as an alternative to the concept of full inclusion and inclusive education was reconfigured as providing children with varied educational settings in order to meet their needs. A version of this model of inclusive education subsequently gained political traction in England where the issue of segregated or mainstream provision is now constructed as a matter of parental choice and child voice. Meanwhile, the implications of this latest model of inclusive education for teachers and schools in a rapidly changing wider educational landscape have largely been ignored or reduced to a question of training. This paper explores how the inclusive education landscape has changed in England in recent years, charting recent key developments in areas such as policy, statutory guidance and teacher training, with particular reference to teacher workload and the positioning of teachers within political and polemical educational discourse. 相似文献
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Peter van der Graaf Mandy Cheetham Karen McCabe Rosemary Rushmer 《Health information and libraries journal》2018,35(3):202-212