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151.
Vivienne Smith 《Literacy》2003,37(3):116-122
Books with flaps comprise a small, but recognisable sub‐genre of non‐fiction texts for children. Whilst they are popular with young readers, they sit unhappily within an educational discourse of non‐fiction that is dominated by notions of information retrieval and genre theory. This article considers the purpose and function of flaps in a number of texts and proposes that the best of these books provide pertinent lessons for readers about the nature of ‘information’, and about the playful nature of reading itself. 相似文献
152.
This paper draws from an institutionally-funded phenomenological study of international PhD students’ academic acculturation, which focuses on the distinctive strengths, challenges, and hidden opportunities facing this cohort within the context of their transition from one academic culture to another. The first section introduces the theoretical base employed in the study and is then followed by exploring the conceptualisations of the hidden curriculum and its associated concepts: ‘the third space’ and ‘darkness in higher education’. Drawing upon our study findings, the second section illustrates practical exemplars of finding and harnessing the hidden curriculum. Without discounting the wide range of formal and informal institutional support provisions designed to facilitate international PhD students’ acculturation to a new academic setting, our study findings strongly endorse that students themselves have a crucial role to play in their complex transitional journey. Our study also offers a unique insight, i.e. if found, the hidden curriculum is an effective tool not only for international PhD students’ coping and survival but even more importantly, in thriving in new societal and academic contexts. 相似文献
153.
154.
Vivienne Smith 《Journal of Research in Reading》2004,27(4):413-424
The relationship between reading and empowerment, though often taken for granted, is complex. The paper describes a pilot research project, which sought to explore how teachers might change their practice in such a way as to empower the children in their care, rather than enculture them into the rather more passive and compliant practices of schooled literacy in the time of the National Literacy Strategy. The paper particularly explores the challenge of methodology: a project about empowerment needs emancipatory research methods. Can research empower, and can teachers, so dominated by the status quo, find the confidence to take on the responsibility that power confers? The paper describes the attempt to empower teachers and the researchers' attempt to gather evidence of that empowerment. 相似文献
155.
黄丽华 《重庆职业技术学院学报》2005,14(1):103-104
文章分析了网络经济的发展对现代企业在竞争手段、经营模式、生产方式及组织结构等方面的深刻影响。提出网络经济对现代企业特别是中小企业的生存与发展既是一种机遇,也是一种挑战。中小企业应采取措施,抓住机遇,积极应对。 相似文献
156.
Plagiarism is a concept that is difficult to define. Although most higher education institutions have policies aimed at minimising and addressing student plagiarism, little research has examined the ways in which plagiarism is discursively constructed in university policy documents, or the connections and disconnections between institutional and student understandings of plagiarism in higher education. This article reports on a study that explored students’ understandings of plagiarism in relation to institutional plagiarism discourses at a New Zealand university. The qualitative study involved interviews with 21 undergraduate students, and analysis of University plagiarism policy documents. The University policy documents revealed moral and regulatory discourses. In the interviews, students predominantly drew on ethico-legal discourses, which reflected the discourses in the policy documents. However, the students also drew on (un)fairness discourses, confusion discourses, and, to a lesser extent, learning discourses. Notably, learning discourses were absent in the University policy. Our findings revealed tensions between the ways plagiarism was framed in institutional policy documents, and students’ understandings of plagiarism and academic writing. We suggest that, in order to support students’ acquisition of academic writing skills, plagiarism should be framed in relation to ‘learning to write’, rather than as a moral issue. 相似文献
157.
马静 《南阳师范学院学报》2004,3(10):93-94
语言随着社会的发展而发展。词汇对于人类社会发展过程中的各种变化最为敏感。其间,人们扬弃一些旧的词,又根据需要创造一些新的词。英语中的新词产生大多服从一些语法规则,有一定的规律可循。章拟从合成、派生、转化、缩略和拼缀五个方面说明英语语言的构词方式和特点。 相似文献
158.
Brenda Leibowitz Vivienne Bozalek Jean Farmer James Garraway Nicoline Herman Jeff Jawitz Wendy McMillan Gita Mistri Clever Ndebele Vuyisile Nkonki Lynn Quinn Susan van Schalkwyk Jo-Anne Vorster Chris Winberg 《Higher Education》2017,74(1):65-80
This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants’ home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary. 相似文献
159.
Denise?DraneEmail author H.?David?Smith Greg?Light Larry?Pinto Su?Swarat 《Journal of Science Education and Technology》2005,14(3):337-352
Minority student attrition and underachievement is a long-standing and widespread concern in higher education. It is especially acute in introductory science courses which are prerequisites for students planning to pursue science-related careers. Poor performance in these courses often results in attrition of minorities from the science fields. This is a particular concern at selective universities where minority students enter with excellent academic credentials but receive lower average grades and have lower retention rates than majority students with similar credentials. This paper reports the first year results of a large scale peer-facilitated workshop program designed to increase performance and retention in Biology, Chemistry, and Physics at a selective research university. After adjusting for grade point average or SAT-Math score, workshop participants earned higher final grades than nonparticipants in Biology and Chemistry, but not in Physics. Similar effects on retention were found. While, positive effects of the program were observed in both majority and minority students, effect sizes were generally largest for minority students. Because of practical constraints in Physics, implementation of the program was not optimal, possibly accounting for the differential success of the program across disciplines. 相似文献
160.
Higher Education - University teachers’ practices of resistance against dominant epistemological norms have been described in recent critical higher education literature, but comparatively... 相似文献