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991.
992.
ABSTRACTWhy bother thinking about Freire today? Who cares about the accuracy or lack of it in the translation of his books? In 2018 after 50 years of the original publication of Pedagogy of the Oppressed, there is a large industry of people profiting from translating and repeating Freire’s ideas – we are well aware that this text is another small contribution to such industry – but we firmly believe that contemporary social scientists could greatly benefit from reflecting about Freire’s long-term powerful conceptual, pedagogical, and political impact, and in particular about the role of translations in the social sciences. 相似文献
993.
Sandra Hollingsworth 《Educational Action Research》2013,21(3):483-500
‘It is far too easy for academics to slip back into speaking for practitioners because of our elevated cultural, political, and institutional positions.’ In this article, I argue that feminist praxis through action research is a way for practitioners/authors/higher education researchers to work and publish together while not silencing any one voice in favour of another. 相似文献
994.
This paper reports on an interview‐based study which explored the implementation of a major policy initiative in Queensland, Australia, with particular attention to social justice issues. Interviews were conducted with key policy actors in three sections of the bureaucracy: strategic directions, performance and measurement; curriculum and assessment; workforce and professional development. We were interested in the ways in which the tensions between redistributive and recognitive approaches to social justice were being managed in the bureaucracy. We drew on Bourdieu’s concepts of field, logic of practice, political discourse, habitus, capital, and symbolic power struggles to theorize the politics of discourse associated with such policy implementation processes within bureaucracies. The interview data revealed differences in approach to equity issues and in the language used in the three sections of the bureaucracy. We argue that these differences, associated with the different priorities of the three sections and their differing roles in the implementation processes, reflect the different logics of practice operating within the different sections. The final section of the paper discusses the implications of the analysis for theorizing equity and difference in education policy in new times and considers the value of Bourdieu’s concepts for theorizing policy implementation processes. 相似文献
995.
This article describes the development of an intergenerational program in a rural community. The Befrienders program was developed to aid homebound and isolated seniors who desired companionship and assistance in their homes. Young adults from the community and the local university were recruited to visit, actively interact with, and assist the seniors on a weekly basis. The collaborative work and processes are presented along with evaluation data from participants. 相似文献
996.
Martine Baars Sandra Visser Tamara van Gog Anique de Bruin Fred Paas 《Contemporary educational psychology》2013
Students’ Judgments of Learning (JOLs) are often inaccurate: students often overestimate their future test performance. Because of the consequences that JOL inaccuracy can have for regulating study activities, an important question is how JOL accuracy can be improved. When learning texts, JOL accuracy has been shown to improve through ‘generation strategies’, such as generating keywords, summaries, or concept maps. This study investigated whether JOL accuracy can also be improved by means of a generation strategy (i.e., completing blank steps in the examples) when learning to solve problems through worked example study. Secondary education students of 14–15 years old (cf. USA 9th grade) either studied worked examples or completed partially worked examples and gave JOLs. It was found that completion of worked examples resulted in underestimation of future test performance. It seems that completing partially worked-out examples made students less confident about future performance than studying fully worked examples. However, this did not lead to better regulation of study. 相似文献
997.
Cross-language effects on reading skills are of particular interest in the context of foreign language immersion programs. Although there is an extensive literature on cross-language effects on reading in general, research focusing on immersion students and including different dimensions of reading acquisition such as reading fluency and reading comprehension is scarce. This study therefore investigated cross-language transfer between first-language (L1) and second-language (L2) reading fluency and reading comprehension in a group of 220 German elementary school students who were enrolled in English partial immersion programs. Students were tested in grades 3 and 4. Structural equation modeling was used to examine cross-language transfer in a cross-lagged panel design. Results showed moderate cross-language paths when controlling for autoregressive effects. These findings are in line with previous results showing reciprocal transfer effects between L1 and L2 reading comprehension and reading fluency. In addition, the overall dominance of paths from L2 to L1 over paths from L1 to L2 suggests immersion-specific relations that may be attributable to the plentiful opportunities for academic reading in the L2 at school. Hence, skills necessary for successful reading can evidently be acquired in an L2 context and transferred to the L1. These findings underline the importance of cross-language transfer between reading skills in immersion programs. 相似文献
998.
Sandra Anselmo 《Clearing house (Menasha, Wis.)》2013,86(7):297-299
999.
A conversational analysis of lovers’ exiting dialogues in contemporary fiction revealed three metacommunicative strategies used to terminate a romantic relationship: (1) suspension of the conversational rule of “let it pass;”; (2) zero‐sum strategizing; and(3) consensus on dissensus (i.e., agreement to disagree). The study suggests that fiction is a viable source for conversational data. Particularly germane to research on disengagement strategies, fictive dialogue permits examination of the interactive work of communicators as they accomplish relationship termination. 相似文献
1000.