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111.
Sunil Manghani 《Culture, Theory & Critique》2013,54(1):23-36
This article focuses on a debate between Mieke Bal and James Elkins regarding the nature and scope of visual semiotics. Their research, which is concerned with the conceptualisation of the smallest ‘subsemiotic’ marks of pictures, is examined here in terms of the broader issues of visual theory and critique. The exchange between them is used to illuminate a number of key concerns about the nature of visual semiotics and the critical practice it inaugurates for visual culture research. The developments in recent visual culture discourse are presented first with the suggestion that a re-evaluation of the very ‘object’ of visual culture is required, which would bring the differing positions of Bal and Elkins to accord. The contesting positions of Bal and Elkins represent the vacillating need in visual culture for a critical discursive framework and a specifically visual orientation. By drawing much insight from the writings of Roland Barthes, the overall argument is that in order to (ad)venture forth in (sub)semiotics it is crucial to (re)consider past semiotic theory and the very ‘object’ of visual culture in and as writing itself. 相似文献
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113.
Pongprapan Pongsophon Benjamin C. Herman 《International Journal of Science Education》2013,35(10):1304-1325
ABSTRACTGiven the abundance of literature describing the strong relationship between inquiry-based teaching and student achievement, more should be known about the factors impacting science teachers’ classroom inquiry implementation. This study utilises the theory of planned behaviour to propose and validate a causal model of inquiry-based teaching through analysing data relating to high-performing countries retrieved from the 2011 Trends in International Mathematics and Science Study assessments. Data analysis was completed through structural equation modelling using a polychoric correlation matrix for data input and diagonally weighted least squares estimation. Adequate fit of the full model to the empirical data was realised. The model demonstrates that the extent the teachers participated in academic collaborations was positively related to their occupational satisfaction, confidence in teaching inquiry, and classroom inquiry practices. Furthermore, the teachers’ confidence with implementing inquiry was positively related to their classroom inquiry implementation and occupational satisfaction. However, perceived student-generated constraints demonstrated a negative relationship with the teachers’ confidence with implementing inquiry and occupational satisfaction. Implications from this study include supporting teachers through promoting collaborative opportunities that facilitate inquiry-based practices and occupational satisfaction. 相似文献
114.
Hyunju Lee Jungsook Yoo Kyunghee Choi Sung-Won Kim Joseph Krajcik Benjamin C. Herman 《International Journal of Science Education》2013,35(12):2079-2113
Our guiding presupposition in this study was that socioscientific issues (SSI) instruction, given the humanistic features that comprise this type of instruction, could play a role as a vehicle for cultivating character and values as global citizens. Our main objective was to observe how and to what extent SSI instruction might contribute to this. In order to achieve this aim, we implemented a SSI program on genetic modification technology for 132 ninth-grade students over 3–4 weeks and identified its educational effects using a mixed method approach. Data sources included student responses to questionnaire items that measure the students' character and values, records of student discussions, and semi-structured interviews with the students and their teachers. Results indicated that the students became more sensitive to moral and ethical aspects of scientific and technological development and compassionate to diverse people who are either alienated by the benefits of advanced technology or who are vulnerable to the dangers of its unintended effects. In addition, the students felt more responsible for the future resolution of the genetic SSI. However, the students struggled to demonstrate willingness and efficacy to participate within broader communities that entailed action toward SSI resolution. 相似文献
115.
The application of theories to understand concepts and issues in sport and physical education is viewed as a useful research strategy. Two theories addressing subjective phenomena relevant to sport experiences are presented. Concepts proposed in Martin Buber's I-Thou philosophy of relationship and Mihaly Csikszentmihalyi's flow model exploring the psychology of enjoyment are delineated and compared. Sportrelated research using these constructs is then presented. It is concluded that careful application of theories is a viable and valuable approach for studying complex, elusive phenomena in sport. Further, knowledge derived from such research facilitates understanding and awareness of subjective meaning in sport, and therefore opens individuals to the potential of relationship and flow. 相似文献
116.
Schwandt, Thomas A. (1997) Qualitative Inquiry: a Dictionary of Terms. Thousand Oaks, CA: SAGE Publications, Inc. 183 pp. $ 23.95 ISBN‐0–7619–0254–6 VanTassel‐Baska, J. (1998). Excellence in Educating Gifted and Talented Learners, Third Edition with chapters by Camilla Persson Benbow, John F. Feldhusen, Kenneth Seeley, and Linda Kreger Silverman. Denver, CO: Love Publishing Co. (532pp., $58.00 hb, ISBN 0–89108–255–7. Moore, D.P. and Buttner, E.H. (1997). Women entrepreneurs: Moving beyond the glass ceiling. Thousand Oaks, CA: Sage Publications, Inc. (262 pp., $19.95 pb, ISBN 0–7619–0464–6) Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development (132 pp., $21.95 pb, ISBN 0–87120–342–1). 相似文献
117.
Keith C. Herman Kenneth Wang Reid Trotter Wendy M. Reinke Nicholas Ialongo 《Child development》2013,84(5):1633-1650
This study examined the developmental trajectories of maladaptive perfectionism over a 7‐year period among African American youth living in an urban setting (N = 547). In particular, the study attempted to determine whether two maladaptive aspects of perfectionism (socially prescribed and self‐critical) changed over time and could be distinguished by variables in 6th and 12th grades (Mage at study entry [first grade] was 6.22 years [SD = 0.34]). Four classes best described the developmental trajectories on both measures of maladaptive perfectionism: high, low, increasing, and decreasing. Sixth‐ and 12th‐grade correlates, including measures of internalizing symptoms, mostly confirmed the distinctiveness of these classes. Parallel process analyses suggested that the two processes are complementary, yet distinct. Implications regarding the prevention of maladaptive perfectionism are discussed. 相似文献
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119.
This qualitative case study examines continuous change in a higher education organization (HEO). Both real time and retrospective
data covering a 6-year period of the case were collected. The findings suggest that, in order to meet institutional imperatives
the HEO defined several managerial and academic domains when the internationalization process was launched. When organizational
members activate these domains they confronted with local needs, problems, and opportunities, which enable them to modify,
update or extend the defined domains. In addition, throughout time the members constantly realize the missing parts and incorporate
them into the process. These findings suggest several insights on the adaptability of higher education organizations. 相似文献
120.
The Effects of Standardized Testing on Teaching and Schools 总被引:1,自引:0,他引:1
How much influence does standardized testing exert on teaching and learning in upper elementary classrooms? Is there any difference between the impact of testing on low-SES and high-SES classrooms? How much impact does “teaching to the test” appear to have on test scores? 相似文献