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101.
102.
This article explains the process that is causing systems of teacher education in the EU, the USA and elsewhere to converge into a form of fewer qualitative distinctions. We argue that expansion brought about by processes familiar to globalisation is creating wide differences in the cost of information that incentivises use of standardised patterns for producing teachers. The logic of institutional expansion, like the logic of globalisation, operates as a uniting force across previously regarded nation‐state boundaries and cultural distinctions. This brief study identifies institutional scale and the division of information as key factors that link the interaction of institutions across markets and adds insight into the critically important issues surrounding the production of quality teachers. 相似文献
103.
Beacons of light,rays, or sun catchers? A case study of the positioning of literacy teachers and their knowledge in neoliberal times 总被引:1,自引:0,他引:1
This paper reports on a case study of a “lead literacy teacher” initiative in one Canadian province. This initiative is related to a “minority world” trend in teacher in-service that seeks to develop “experts” in a field with the intent that such experts can help other teachers to raise student achievement for the betterment of the economy. Using a post-colonial theoretical framework that advocates for professional development premised on teacher knowledge production, the study finds that the initiative instead forwards a “train-the-trainer” model of information transmission that negates teachers' prior knowledge, experience, and practices. The study argues that for teachers to become critically reflective in their practice, they need material supports (e.g., time) to share with one another and knowledge must be allowed to flow in all directions within the educational hierarchy. 相似文献
104.
This study investigated the development of automatic word recognition processes, in particular the development of the morphological
level of processing. We examined masked priming of Hebrew irregular forms at two levels of reading experience. Both third-
and seventh-grade children showed morphological priming for defective roots when primes and targets conformed to the canonical
morphological structure, containing all three letters of the roots, and also when the surface form of the primes and targets
contained only two of the root letters. However, priming was not observed when primes and targets did not overlap in the surface
form of the roots, i.e. the full three-letter root as prime and only two root letters in the target. These results suggest
that both tri- and bi-consonantal representations of defective roots exist in the mental lexicon of young readers. The formation
of interconnections between these allomorphic representations, however, requires more extensive reading experience. 相似文献
105.
Elisa Rachel P. Altafim Dana C. McCoy Maria Beatriz M. Linhares 《Child development》2021,92(2):626-637
This study examined the theory of change of the ACT Raising Safe Kids parenting program, including whether intervention effects on children's behavior problems were explained by improvements in mothers’ reported parenting practices, as well as whether baseline child behavior problems moderated these relations. Adult mothers of 3-to 8-year-old Brazilian children were assigned to the intervention (n = 97) or control (n = 46) groups. Results showed that the intervention improved mothers' perceptions of their parenting practices (positive discipline, emotional and behavioral regulation, and communication). Intervention-induced reductions in children’s internalizing and externalizing behavior problems were mediated by improvements in mothers’ emotional and behavioral regulation. Program effects were strongest for children with high levels of baseline behavior problems. 相似文献
106.
107.
Research in Higher Education - Time management skills are an essential component of college student success, especially in online classes. Through a randomized control trial of students in a... 相似文献
108.
This study investigated college student perceptions of the (in)appropriateness of instructor disclosures and perceived functions of instructor disclosures. An interpretive analysis of 35 college students identified that family relationships, life experiences and background, and everyday talk and activities were forms of appropriate disclosures; whereas, intimate relationship details, personal problems, personal opinions, and drinking behavior were considered inappropriate topics for instructors to disclose. In terms of the function of instructor disclosures, students perceived that these disclosures worked to humanize instructors, make instructors approachable, and create affect for instructors and courses. Implications and future research are also discussed. 相似文献
109.
Rachel Endo 《Diaspora, Indigenous, and Minority Education》2016,10(3):156-168
This qualitative case study analyzed the diverse narratives of 10 Japanese immigrant mothers who reared their second-generation children in a midsize metropolitan community in the Midwest. The primary research questions are as follows: How have Japanese immigrant mothers envisioned academic success in relation to contemporary interpretations of diasporic Nikkei identity? How have the participants made sense of and negotiated their educational aspirations against the expectations of U.S. K–12 schools? Based on focus groups, individual interviews, and narrative analyses, this study captured the multiple ways by which Japanese immigrant mothers facilitated opportunities for their children to maintain a distinct but flexible Nikkei or diasporic Japanese identity (Nukaga, 2012; Takamori, 2010) that was centrally focused on rearing academically successful children who also exhibited cultural competence and confidence as bicultural Americans. 相似文献
110.
Rachel Holmes 《Discourse: Studies in the Cultural Politics of Education》2016,37(5):662-679
ABSTRACTAcross research in UK Higher Education, the most immanent demands for quality have taken the shape of the Research Assessment Exercise and the Research Excellence Framework (REF). The theorist, Martin, is cautious of the relationship academics have engendered with the process of the REF, asking are we actually creating a Frankenstein monster, becoming complicit in generating quality thresholds and standards that will become our own tormentors? I am taken by the idea of the monster when pursuing alternative discourses of childhood in educational research – fear of its potential to torment seduces me with the promise of dis-order, de-formity, chaos and mutation. The aim of this paper is to resist a fixed, knowable form of ‘quality’ (in) research, moving between the idea of ‘monster’ and the formlessness of ‘monstrosity’ to oppose the epistemological, ontological and ethical paradigms of reason. 相似文献