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131.
In this article, we examine the debate that surrounds prescribed reading lists in the English National Curriculum. In particular, we attempt to locate the role which ideas about heritage and social and moral values have played in constructing this debate. We begin by examining the English National Curriculum's origin in the 1980s as a conservative exercise in stemming cultural crisis, and the discourse about literature's role in the curriculum which this helped construct. We then examine how this discourse has influenced, and continues to influence, the educational policy of prescribing a list of authors and consider the assumptions that are embedded in this policy. Finally, we reflect upon how the material conditions of the classroom provide a site of resistance, or difficulty, for the officially sanctioned discourse concerning literature's role in the curriculum. 相似文献
132.
Motivational regulation has long been recognized as an essential but insufficiently investigated aspect of self-regulated learning (SRL), especially in relation to learning English-as-a-foreign-language (EFL) writing. This study intends to fill the gap by investigating the predictive effect of motivational regulation strategies on EFL students’ writing performance mediated by SRL strategies. Data were collected from undergraduate students in mainland China (N = 512) through self-report questionnaires and an English writing test. Results of structural equation modeling (SEM) confirmed a partial mediation model in which motivational regulation strategies, as a whole, not only had direct and indirect effects on students’ writing performance but were also significantly correlated with their reported use of SRL strategies relating to cognition, metacognition, and social behavior. In addition, only cognitive and metacognitive strategies were found to be significant mediators in the model while social behavior strategies were not. The findings suggest that cumulative knowledge of motivational regulation is an antecedent of the reported use of other SRL strategies in affecting EFL writing performance. The inclusion of SRL strategies in the mediation model also contributes to a clear understanding of L2 writing processes within the SRL mechanism for improving writing outcomes. 相似文献
133.
Prof. Dr. Ingrid Lohmann Benjamin Begemann Julika Böttcher Marco Claas Lukas Dittmann Till Hölscher Lars Johannsen Leslie Alice Lorenz Britta Lübke Henning Scholz Malte Stolley Finn Vogler Janna Sophie Zeller 《Zeitschrift für Erziehungswissenschaft》2013,16(4):751-772
The article reconstructs the image of Turkey and the Turks that German education portrayed between 1820 and 1930. The analysis is based on educational periodicals and reference works from the historical eras of the German Confederation, the German Empire and the First World War, tracing the way old stereotypes persisted and new stereotypes arose. The study especially focuses on the opinions of German educationalists about schools in Turkey, Turkish women, Islam, the question of whether Turkey was part of Europe, and last not least on whether Ottoman educational policies were appropriate. Closely following the historical sources, the article shows how the opinions of German educationists changed according to the shift of Germany’s geopolitical interests, how their outlook went hand in hand with the views of the general press, and how they gradually came to a professional self-concept that contrasted ‘their’ educational system with what they believed was a ‘backward’ system in Turkey. At the same time they began to develop an interest in doing professional work in Turkey. The article can also be regarded as a contribution to the history of educational thinking in Germany in the course of the nineteenth century. 相似文献
134.
Bouton S Bertoncini J Serniclaes W Colé P 《Journal of deaf studies and deaf education》2011,16(4):458-473
We assessed the reading and reading-related skills (phonemic awareness and phonological short-term memory) of deaf children fitted with cochlear implants (CI), either exposed to cued speech early (before 2 years old) (CS+) or never (CS-). Their performance was compared to that of 2 hearing control groups, 1 matched for reading level (RL), and 1 matched for chronological age (CA). Phonemic awareness and phonological short-term memory were assessed respectively through a phonemic similarity judgment task and through a word span task measuring phonological similarity effects. To assess the use of sublexical and lexical reading procedures, children read pseudowords and irregular words aloud. Results showed that cued speech improved performance on both the phonemic awareness and the reading tasks but not on the phonological short-term memory task. In phonemic awareness and reading, CS+ children obtained accuracy and rapidity scores similar to CA controls, whereas CS- children obtained lower scores than hearing controls. Nevertheless, in phonological short-term memory task, the phonological similarity effect of both CI groups was similar. Overall, these results support the use of cued speech to improve phonemic awareness and reading skills in CI children. 相似文献
135.
A number of international students, predominately from Asian countries, are present in universities in the UK, United States, and Australia. There is little research exploring their experiences as they negotiate the disciplinary requirements of their courses. This paper investigates students' agency as they write their first assignment for their Master's of Teaching English to Speakers of Other Languages course and the academics who teach them. Talk around texts and the positioning theory are used to analyse the data. It is argued that the students demonstrate strategic agency, which allows them to better understand the academic requirements of their disciplines. The analysis reveals the complexities involved in international students' adaptation to disciplinary discourse and the implications for teaching and learning in higher education. 相似文献
136.
Alastair Pennycook Sophie Coutand-Marin 《Discourse: Studies in the Cultural Politics of Education》2003,24(3):337-353
Surveying the massive current project of teaching English as a missionary language, this article raises concerns about the scale and cultural politics of this work, as well as issues of trust and disclosure, and the implicit support it provides for furthering the global spread of English. We discuss various responses to this work, from the Christian evangelical and Christian service positions, to the liberal agnostic, secular humanistic and critical pedagogical. Unless we engage in debate over the various moral projects tied up with English language teaching, we argue, educators will be unable to establish the grounds for our choices between missionary, liberal or critical projects. 相似文献
137.
Sophie Derrot 《Cataloging & classification quarterly》2016,54(8):583-592
French law on digital legal deposit covers websites and online content as well as ebooks. It imposes no obligation to produce a bibliography, indexing being sufficient. But despite their innovative characteristics, ebooks are still books, and their metadata is closer to that of printed materials than to the web indexing. To set up an ebook deposit workflow, the BnF benefits from its experience with digital documents and its tradition of legal deposit. This is to present the questions that it faces when dealing with the cataloging of ebooks and the management of their metadata, and the solutions that are emerging. 相似文献
138.
Sophie Rudolph 《Paedagogica Historica: International Journal of the History of Education》2019,55(1):152-165
AbstractThe 1960s in Australia was a politically turbulent time with assimilation policies being questioned by moves in various spheres, including education, to address inequality. The late 1960s also saw the emergence of activist responses to racism as well as the groundbreaking 1967 Referendum, which called for the alteration of two clauses within the Australian Constitution that discriminated against the Indigenous population. A few months after the Referendum was held, a conference called Aborigines and Education was convened at Monash University. Education was seen to be vital in addressing what was described as “profound educational disadvantage” experienced by Indigenous people. The debates that ensued show how education was imagined to be able to solve the problems Indigenous students were encountering. In this article I confine my interest to a selection of papers and examine the features of two distinctive discourses that emerge: that of “uplifting the Aborigine” and that of “upholding” Aboriginal dignity and pride. In doing this, I demonstrate how particular “race logics” were employed and contested in these debates. I argue that the insights garnered through analysis of these discourses offer opportunities for education research and practices that are in solidarity with the emancipatory goals of marginalised communities. 相似文献
139.
Rogier E.J. Verhoef Sophie C. Alsem Esmée E. Verhulp Bram O. De Castro 《Child development》2019,90(5):e525-e547
To test specific hypotheses about the relation between hostile intent attribution (HIA) and children’s aggressive behavior, a multilevel meta-analysis was conducted on 111 studies with 219 effect sizes and 29.272 participants. A positive association between HIA and aggression was found, but effect sizes varied widely between studies. Results suggested that HIA is a general disposition guiding behavior across a broad variety of contexts, whereas the strength of the relation between HIA and aggression depends on the level of emotional engagement. The relation is stronger for more reliable HIA measures, but is not stronger for reactive aggression or co-morbid attention-deficit hyperactivity disorder than for aggression in general. The importance of understanding specific moderators of effect size for theory development is discussed. 相似文献
140.
Yang H Zheng S Meijer L Li SM Leclerc S Yu LL Cheng JQ Zhang SZ 《Journal of Zhejiang University. Science. B》2005,6(7):656-663
Objective: To screen and evaluate the active constituents of Chinese medicinal herbs as potent inhibitors of Cdc25 phosphatase. Methods: The affinity chromatography purified glutashione-S-transferase/Cdc25A phosphatase fusion protein and Cdc2/cyclin B from the extracts of starfish M phase oocytes are used as the cell cycle-specific targets for screening the antimitotic constituents. We tested 9 extracts isolated from the Chinese medicinal herbs and vegetables including the agents currently used in cancer treatment by measuring the inhibition of Cdc25A phosphatase and Cdc2 kinase activity. The antitumor activity of the extracts was also evaluated by MTT (3-(4,5-dimethylthiazol-2-yl)-2,5-diphenyltetrazolium bromide) assay and flow cytometry. Results: Cdc25A inhibitory activity and antitumor activity are detected in the extracts isolated from three Chinese medicinal herbs Agrimona pilosa; Herba solani lyrati; Galla chinesis. Conclusion: We found three extracts isolated from Chinese medicinal herbs have potential inhibitory activity of Cdc25 phosphatase using a highly specific mechanism-based screen assay for antimitotic drug discovery. 相似文献