Harnessing the power of fantastic attempts: Kindergarten teacher perspectives on student mistakes

Now, more than ever, American students at all grade levels face intense pressure to increase academic performance—including kindergarteners. Given that prior research has well established that mistakes and corrective feedback are key elements of the learning endeavor, it is critical to closely examine teachers’ mistake-related experiences within the current educational context. The author reports on an interview study of 25 public school kindergarten teachers, who articulate in their own words how they perceive and respond to student mistakes in practice. Five central themes drawn from thematic analysis reflect commonly reported ways that teachers strive to respond to mistakes in their real-world classrooms: differentiating responses to the learner, building a positive classroom culture, facilitating student self-correction, adjusting instruction, and considering outside factors. The author concludes with a discussion connecting these themes to existing research and considering implications for research, policy, and classroom teaching.     

门诊会话个案中的语用分析——谈格莱斯合作原则的违反及其会话含义

美国语言哲学家格莱斯（H.P.Grice）提出了人们在交际中一般要遵守合作原则及其四条准则。门诊会话,作为在特定的背景下发生的会话,在遵守与违反合作原则下的四准则方面有其自身的特殊性。试从医患双方违反合作原则下的四准则的现象进行分析,研究在门诊会话中医患双方,主要是患者违反四准则的会话含义。研究其会话含义,一般不会影响门诊会话的进程。     

Do we see through their eyes? Testing a bilingual questionnaire in education research using cognitive interviews

The paper aims to demonstrate the value of cognitive interviewing (CI) as a survey pretesting method in comparative education research. Although rarely used by education researchers, CI has been successfully applied in different disciplines to evaluate and improve question performance. The method assumes that observing people’s thought processes when they answer survey questions can detect response problems and point to possible solutions. To illustrate the merits of CI, we present the findings from eight cognitive interviews, which informed the development of a bilingual English/Georgian online questionnaire. The main objectives of our CI study were to (a) examine cognitive validity of survey questions, (b) determine semantic equivalence of the source (English) and translated (Georgian) versions of the questionnaire and (c) establish conceptual equivalence of survey measures across two cultures. We conducted two rounds of cognitive interviews, one in each language, using a combination of think-aloud and verbal probing techniques. Our analysis suggests that CI can help to identify causes of response difficulties and develop more accurate and comparable survey measures for cross-cultural education research.     

Poetry education research as an anchorage of thought: using poetry as interview stimulus material

Interviews in qualitative research may sometimes employ stimulus material as a means of eliciting richer data. However, scant consideration has been given to the use of poetry for this purpose, especially within the field of poetry education research. This article seeks to address the gap in the literature by illustrating how the use of poetry as interview stimulus material can help poetry education research to clarify the connection between teachers’ and students’ beliefs and practices in relation to poetry and pedagogy. Depending on the nature of their inquiry and context, poetry education researchers can choose relevant poems that have the potential to stimulate a discussion about specific beliefs and practices.     

试析高校毕业生双选面试

参加双选面试,是大多数高校毕业生在求职过程中必经的重要环节。双选成功的关键在于求职者在认真做好学业、职业、就业准备的基础上,在洽谈过程中积极调整心态、格局、方式、定势、策略、状态,实现六大自主性转变,以争取良好的心境、相对主动的环境以及和谐的情境,实现成功就业。     

Short-term fun or long-term gain: a mixed methods empirical investigation into perceptions of truancy among non-truants in Flanders

The purpose of the present study is to explore non-truanting youngsters’ perceptions of truants and truancy. In-depth qualitative interviews (N: 8) are used to explore inductively the perceptions of truancy among non-truanting pupils in secondary education in Flanders (the Dutch-speaking part of Belgium). We use survey analysis (N: 3314) to assess the prevalence of different attitudes towards truancy and their mutual relationships, the prevalence of truants at school, individual risk factors for truancy, and school context variables. The results reveal two attitudes toward truancy: (1) disapproval of truancy and (2) the appeal of truancy. Factors that increased disapproval of truancy included attachment to school, attachment to parents, belief in school rules and cultural capital. Finding truancy attractive was associated with a lack of attachment to school and the presence of truants in the peer group. In the conclusion we elaborate on the implications of our findings.     

框架理论视角下多任务处理模式的运用--电视访谈类节目口译的实践研究

该文以W.Rooney和J.Rener的两期人物专访为样本,试图针对电视访谈节目的英汉同传实践,将框架理论和任务处理模式进行有机结合,整理出一种行之有效的处理模式,即框架理论体系下的多任务处理模式（Effort Models under Frame Theory）,在确立并构建好相应的框架后,运用多任务处理模式对同传过程进行实践,验证该种模式的可行性,并在此基础上探讨省略、增补、搭建记忆等技巧的运用,从而为口译实践提供些许实证研究。     

Beyond member-checking: a dialogic approach to the research interview

This article presents a dialogic qualitative interview design for a narrative study of six international UK university students' motivation for learning English. Based on the work of Mikhail Bakhtin, this design was developed in order to address the limitations of member-checking [Lincoln, Y. S., and E. G. Guba. 1985. Naturalistic Inquiry. Newbury Park, CA: Sage] as a means by which participants' responses to data and interpretation might be gathered. Through a personalized reflection on my design and consideration of attitudes to member-checking, I demonstrate that a more explicit co-constructedness is evident in both the design and the data generated, and I offer this design as a more collaborative, more ethical alternative to member-checking in particular, and as an approach to qualitative research interviews in general.     

It’s Good to Talk: Oral History,Sports History and Heritage

The purpose of this paper is to reflect on what appears to be the relatively under-used methodologies associated with oral history – principally the interview as a primary source of data – in the writing of sports history. The observation is acknowledged as one made from a UK perspective, not least on account of the authors’ status as monolingual researchers, albeit from the different but culturally diverse nations of England and Scotland. The points of reference within this article are, therefore, necessarily drawn from works published in English, and the substantive oral history case studies are mostly sampled from those researched in the UK to date, chosen because they are either groundbreaking or illustrative of the opportunities, methodological challenges and politics that have come to be associated not only with the method itself, but the discipline of sports history. This paper will, therefore, firstly outline the development of oral history. Secondly, it will discuss the ways in which it has been applied within British sports history and, finally propose opportunities it presents for the future development of the discipline and those historians researching sport.     

The impact of the scoring system of a large-scale standardized EFL writing assessment on its score variability and reliability: Implications for assessment policy makers

Using generalizability (G-) theory and rater interviews as research methods, this study examined the impact of the current scoring system of the CET-4 (College English Test Band 4, a high-stakes national standardized EFL assessment in China) writing on its score variability and reliability. One hundred and twenty CET-4 essays written by 60 non-English major undergraduate students at one Chinese university were scored holistically by 35 experienced CET-4 raters using the authentic CET-4 scoring rubric. Ten purposively selected raters were further interviewed for their views on how the current scoring system could impact its score variability and reliability. The G-theory results indicated that the current single-task and single-rater holistic scoring system would not be able to yield acceptable generalizability and dependability coefficients. The rater interview results supported the quantitative findings. Important implications for the CET-4 writing assessment policy in China are discussed.