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Alandeom W. Oliveira Troy D. Sadler Daniel F. Suslak 《Cultural Studies of Science Education》2007,2(1):119-150
This study examines how participation in a verbal exchange during an inquiry-based classroom activity allows three college
students and their science instructor to use linguistic signs (choices of words, grammatical structures, discursive structures,
prosody and poetic discourse) to construct authority and expertise. Our work explores linguistic and interactional processes
of identification (the dynamic construction and transaction of expert identity) and examines how discursive strategies adopted
by the professor at different moments of the verbal exchange influence the students’ subsequent discursive practices and perceptions
of authority. We adopt a dialogic, socio-constructivist perspective on identity, viewing personal identities as being partially
constructed via interactional positioning. Our findings reveal that the attainment of expertise involves two different types
of language-mediated processes: the transmission of a professional vision or intension and the emergence of a perception of
agency among students. The former is centered on referential-denotative meanings of speech (elicitation of standard account
and operational definition) while the latter requires effective use of pragmatic–performative functions of speech (non-evaluative
and more than minimal recipient practices). Consideration is given to the need for science instructors to be able to utilize
pragmatic functions of language strategically to encourage students to position themselves within the identity of science
expertise. 相似文献
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Shane R. Jimerson Gabrielle E. Anderson Angela D. Whipple 《Psychology in the schools》2002,39(4):441-457
The aim of this investigation is to provide a comprehensive review of dropout research that examines grade retention within both associative and predictive models. A systematic review of seventeen studies examining dropping out of high school prior to graduation demonstrates that grade retention is one of the most powerful predictors of dropout status. The discussion addresses the discrepancies among the perspectives of many educational professionals regarding the effectiveness of grade retention and deleterious long‐term correlates. The transactional model of development is presented, which emphasizes developmental trajectories over time, in order to facilitate the interpretation of the association between grade retention and school withdrawal. Educational professionals, teachers, researchers, parents, and policymakers considering the efficacy of grade retention are encouraged to consider the implications of these findings. © 2002 Wiley Periodicals, Inc. 相似文献
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Prenatal depression, violence, substance use, and perception of support in pregnant middle-class women
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The purpose of this study was to explore the vulnerability for postpartum depression among financially, educationally, and socially advantaged middle-class women (n = 31). Twenty-nine percent reported prenatal depression, 13% reported intimate partner violence, and 22% reported concerns with partner relationships and support expectations after delivery. No illegal substances were reported; however, a past history of smoking and excessive use of caffeine was disclosed. Implications for practice focus on the need to screen and implement intervention programs for these social problems and to adopt measures as a universal standard of care for all women, regardless of demographic advantages. 相似文献
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Marcelo Bigliassi João P. A. Greca Vinícius Barreto-Silva Priscila Chierotti Arli R. de Oliveira Leandro R. Altimari 《Journal of sports sciences》2019,37(5):525-536
The present experiment sought to further understanding of the effects of personalised audiovisual stimuli on psychological and psychophysiological responses during exercise in adults with obesity. Twenty-four participants (Mage = 28.3, SD = 5.5 years; MBMI = 32.2, SD = 2.4) engaged in self-paced exercises on a recumbent cycle ergometer and three conditions (sensory stimulation [ST], sensory deprivation [DE], and control [CO]) were administered. Perceptual (attentional focus and perceived exertion), affective (affective state and perceived activation), and psychophysiological (heart rate variability) parameters were monitored throughout the exercise bouts. A one-way repeated measures analysis of variance was used to compare self-reported and psychophysiological variables (main and interaction effects [5 Timepoints × 3 Conditions]). The results indicate that ST increased the use of dissociative thoughts throughout the exercise session (ηp2 = .19), ameliorated fatigue-related symptoms (ηp2 = .15) and elicited more positive affective responses (ηp2 = .12) than CO and DE. Accordingly, personally-compiled videos are highly effective in ameliorating exertional responses and enhancing affective valence during self-paced exercise in adults with obesity. Audiovisual stimuli could be used during the most critical periods of the exercise regimen (e.g., first training sessions) when individuals with obesity are more likely to focus on fatigue-related sensations. 相似文献
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Patricia Anderson 《国际体育史杂志》2017,34(5-6):315-319
AbstractThis paper is a personal account of the author’s interest in the field of sports history and its emergence in Argentina. It explores several prejudices and misunderstandings that have contributed to a limited and partial vision of this scholarly discipline. 相似文献
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