新疆南疆地区中小学足球教师专业化素质的调查研究

采用问卷调查法、访谈法和数理统计法，对南疆地区中小学足球教师的基本情况、专业能力以及敬业精神等方面进行了调查，就其存在的问题提出相应的对策，从而为提高新疆南疆地区足球后备人才的培养质量提供参考依据。     

Black Performance Poetry

Black performance poetry can be a crucial aid in the teaching of English. It encourages a positive view of black language and culture, and illustrates the links between the oral and literary traditions. This study of eight black performance poets looks at their childhood and school experiences (both Caribbean and English), how and when they started writing and performing, their favourite poets, how they write and what they think of publishing. The significance of performance poetry is discussed, along with its great potential for the teaching of English.     

CHILDREN RECEIVING REMEDIAL TEACHING IN READING

Over 1,200 children receiving remedial teaching in reading were studied on ten main variables: IQ, chronological age, mental age, initial reading age, reading age after treatment, treatment length, number of attendances, percentage attendance, size of teaching group, and improvement. Sex distribution and laterality patterns were also examined.

The findings of many previous smaller studies were in general borne out. In particular, little relationship was found between lateral dominance and reading disability or between intelligence as measured and reading improvement. Only when groups contained more than six children did group size affect progress adversely. Further studies are in hand.     

Confidence judgments: The monitoring of object-level and same-level performance

Metacognition and Learning - The influential metacognitive framework of Nelson and Narens (1990) distinguishes between object-level and meta-level, with two metacognitive processes, monitoring and...     

Narrating neoliberalism: alternative education teachers’ conceptions of their changing roles

The signifier ‘alternative’ in education has largely shifted from progressive or humanizing pedagogies to deficit framings requiring alternate graduation criteria. This development is part of broader neoliberal educational reform efforts that disrupt longstanding conceptions of teachers’ roles. This study serves to investigate long-term teachers’ understandings of their shifting roles in one secondary-level alternative education program in New York City. Specifically, this narrative analysis study explores participating teachers’ meanings around agency and their ability to form the relationships that they argue are central to meaningful pedagogies. Findings demonstrate a sense of loss regarding teacher agency and relationships, and a belief that neoliberal reform efforts have limited possibilities for a shared sense of purpose and collaboration.     

“In A Position I See Myself in:” (Re)Positioning Identities and Culturally-Responsive Pedagogies

Culturally-responsive pedagogies require moving beyond blanket assumptions about learners to focus deeply on local meaning-makings. This narrative analysis case study examines the ways a 20-year-old African American man challenges the negative educational identity with which he is forced to contend as he navigates a large and complex urban public school system. The ways in which Jamahl, a seeker of a High School Equivalency, refuses interpellation as an uneducated learner destined to be “nothin'” provides insight as to how formal education might be more responsive to learners' negotiation of deficiency discourses. Embracing agency, specifically through awareness of the ways Jamahl employs (re)positioning practices, this narrative analysis case study highlights paths for researchers and practitioners to tap into learners' resources to recognize and foster powerful learning identities.