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731.
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Arleigh B. Williamson Russell H. Wagner Raymond F. Howes Charles A. Fritz C. K. Thomas Henriette C. Naeseth 《Quarterly Journal of Speech》2013,99(2):307-310
A Handbook of Public Speaking (Revised Edition). By John Dolman, Jr. New York: Harcourt, Brace and Company, 1934; pp. vii, 165; $1. Legal Reasoning and Briefing. By Jesse Franklin Brumbaugh. Indianapolis: The Bobbs Merrill Co., 1917; pp. xvi, 775; $5. Legal and Public Speaking. By Jesse Franklin Brumbaugh. Indianapolis: The Bobbs Merrill Co., 1932; pp. xiii, 1049; $5. Winning Orations of the Interstate Oratorical Association, 1933 Edited by I. M. Cochran. New York: Noble &; Noble, 1933; pp. 66; $1. Modern Short Stories for Oral Interpretation. Edited by M. Pearl Lloyd and John Tryon Marshman. Boston: The Expression Company, 1933; pp. viii, 306. Some Exercises in the Sounds of Speech. By C. C. Bell. Cambridge: at The University Press; New York: The Macmillan Company; 1933; pp. viii + 94; $1.25. The Theatre on the Frontier. By William G. B. Carson. Chicago: the University of Chicago Press, 1932; pp. 361; $5. The Year Book of College Oratory. Vol. V, 1933. Edited by Evan E. Anderson, New York: Noble &; Noble, 1933; pp. 364; $2. Poet's Gold. By David Ross. New York: The Macaulay Co., 1933; pp. 288; $2. Intercollegiate Debates, Vol. XIV, Edited by Egbert Ray Nichols. New York: Noble &; Noble, 1933; pp. 529; $2. Habits: Their Making and Unmaking. By Knight Dunlap. New York: Liveright, Inc.; 1932; pp. 326. Psychology Applied. By George W. Crane. Chicago: Northwestern University Press, 1932; pp. 586; $4. 相似文献
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M’Balia Thomas Alisa LaDean Russell Hannah V. Warren 《Clearing house (Menasha, Wis.)》2013,86(4-5):186-192
On the 20th anniversary of J. K. Rowling’s Harry Potter series, we examine the narratives of pedagogical practice of three teachers at “Hogwarts School of Witchcraft and Wizardry”. By drawing on these characters’ stories of teaching as presented in Rowling’s novels, we foreground their personal practical knowledge and the relationship of this knowledge to their curriculum-making. We do this in order to highlight the importance of narrative perspective and context in the assessment and evaluation of teachers’ pedagogical practice. 相似文献
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Carmen Mills Trevor Gale Stephen Parker Catherine Smith Russell Cross 《British Journal of Sociology of Education》2019,40(5):614-630
This article advances current conceptions of teacher activism through an exploration of the social justice dispositions of teachers in advantaged and disadvantaged contexts of schooling. We interrogate the practices of teachers in a government school, with a high proportion of refugee students and students from low socio-economic backgrounds, in a high-fees, multi-campus independent school, and in a disadvantaged Systemic Catholic school to illustrate how Bourdieu’s notion of dispositions (which are constitutive of the habitus) and Fraser’s distinction between affirmative and transformative justice are together productive of four types of teacher activism. Specifically, we show that activist dispositions can be characterised as either affirmative or transformative in stance and as either internally or externally focused in relation to the education field. We argue that the social, cultural and material conditions of schools are linked to teachers’ activist dispositions and conclude with the challenge for redressing educational inequalities by fostering a transformative activism in teachers’ practices. 相似文献
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