1,720,980 research outputs found
Are we speaking the same language: Exploring meaning construction in a first-year composition classroom.
Full text linkData revealed that disjunctions occurred between the teacher's intentions for making the assignments and the students interpretations of the assignments on some level with all three essays. Data analysis also indicated that the written texts which the students produced were shaped by sociocultural influences, personal and educational influences, intertextual influences, and motivational influences.Current studies of writing and literacy are focusing much attention on the construction of meaning through sociocultural approaches and semiotics. This social interactive and meaning constructive perspective involves not only the written text but also what the writer brings to the text and the contextual elements of the writing. This exploratory study had two primary focuses. It investigated how first year college composition students understood and interpreted classroom writing assignments and to what extent the teacher's intentions for the assignments were fulfilled by the students. Also, the study examined how the students constructed meaning from the classroom writing assignments and to what extent these meanings were shaped not only by personal knowledge and investment but also by social and cultural influences as well.The study was conducted in a first year Composition 1213 class at a two year college. Data were collected from the entire class as well as four volunteer student participants and the teacher. Concurrent think-aloud protocols from three essay assignments along with open-ended interviews over each assignment were the primary data sources. The protocol and interview data were collected from each of the volunteer student participants. The teacher also participated in four interviews. Observational and questionnaire data from the entire class and the teacher supplemented the primary data sources
Curious Incidents: Pretend Play, Presence, and Performance Pedagogies in Encounters with Autism
No full textA teacher's perspective of the effectiveness of the Shurley Method of Language Arts Instruction.
Full text linkResearch methods included observations of the language arts teacher in fifth-grade classrooms, interviews, and stimulated recall interviews. Administrators were also interviewed to assist in determining the context of the teaching situation.Educators have long debated pedagogy concerning language arts: reading, writing, speaking, listening. Many educators adhere to a pedagogical theory favoring a skills approach with heavy emphasis on grammar instruction. Other educators favor student-centered classrooms using integrated approaches that have students actively involved. The Shurley Method of Language Arts Instruction is an example of grammar instruction using a teacher-centered skills approach. The purpose of the ethnographic research reported here was to explore one teacher's perspective of the Shurley Method of Language Arts Instruction using a sociocultural theoretical approach.Findings suggest that the context of the community, the school, outside factors concerning school assessment, and the teacher's background do seem to influence the resulting pedagogy, including what and how to teach. From the teacher's perspective the Shurley Method helped the school meet the constraints, in the form of assessment, mostly norm-referenced and criterion-referenced tests, imposed by outside sources. Also, the Shurley Method was compatible with the pedagogical ideology of community members, the school administrators, the teachers, and the students.To determine the teacher's perspective using the sociocultural theory involved in-depth analysis of the teacher's world, which included her historical background; her educational background; her theories, approaches, and beliefs concerning teaching in general and specifically the Shurley Method of Language Arts Instruction; community and school contexts; school administrators; and other outside factors that influence pedagogical practices
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Multiple intelligences. N characters in search for a solution: An approach for a personal and social heuristic.
No full textIn phenomenology (Spiegelberg, 1984) if consciousness perceives value to sane approach in addressing problems (the phenomena arising through the participants, use of the heuristic coincide with participants' beliefs they perceive the problem better), then beneficial effect does exist in that manifestation. All known participants asserted the use of the heuristic, as realized in the context, coincided with improved effort and understandings of the problems. Considering each problem through the seven lenses effectively rendered problem better approached, and participants expressed a strong desire to work apart for as long as they liked initially in addressing problem and then to work with others, a move implying cooperative groups not be the first or only devices of problem solving invited by instruction. Participants also showed capacities to consider more aspects to problem than of a dominant intelligence, and participants found problem nay require more thought than textbooks may imply.This three-part phenomenological study begins in Gardner's (1983) theory of multiple intelligences but investigates its personal and social potentials to function heuristically and well in addressing the problem solving skills and schemata of secondary students (grades 8--12) or older persons. The study explicitly challenges Gardner's (1995) assertion that it is a waste of time to believe every problem can be approached effectively in at least seven different ways. Participants personally considered problems heuristically through the lenses of each of Gardner's (1983) seven intelligences with a metacognitive expectation that something would be of each venue in all problem. To test the general value of the method, the study contained a set of diverse problems (literary texts, music, paintings, and algebraic and social problem) and problem selected by participants themselves. The heuristic directions encouraged participants to mediate the problem in each of the seven venues.Although the study has findings probably seriously limited by its use of case data only from the researcher himself (Phase I) and ten somewhat diverse students (Phase II) and by their atypical educational setting in an adolescent drug treatment center, provision is in the study for a reader not of the setting to test the heuristic personally (Phase III)
Teaching with a questioning mind: An analysis of the development of a teacher research group into a discourse community.
No full textData analysis suggested that RRWPTRG's collective identity as a teacher research group was rooted in prior overlapping settings that constrained the group's development of an overriding motive and the purposeful activities, problem-solving methods, and discourse practices it established as appropriate. Members' degrees of congruence with this overriding motive largely predicted their success within RRWPTRG, and those whose personal goals conflicted with the motive eventually left the group. The linguistic choices favored by RRWPTRG reflected the relational framework of core group members, their attitudes toward group identity, and their cultural norms, values, and priorities. Central to the development of communicative competence in RRWPTRG was a value for equity in communication. Because RRWPTRG activities were carried out largely through the medium of language, the members who succeeded within the group were those who learned to speak, write, and behave like teacher researchers by developing fluency in the research dialect, regularly participating in exploratory talk and writing, and sharing findings in and beyond the group's immediate setting. RRWPTRG's discourse practices were tools for: (1) establishing and maintaining membership, roles, and relationships as teacher researchers in the RRWPTRG culture; (2) providing intellectual, procedural, and emotional support for individual members; (3) posing and solving problems through exploratory talk; (4) sharing knowledge in larger settings; and (5) establishing membership within more global communities of practice.Although much research has examined classroom discourse and the functions of talk within small groups of students, little has been conducted on the discourse practices of teacher research groups. This study was an ethnographic analysis of the collaborative discourse practices influencing the establishment and maintenance of the Red River Writing Project Teacher Research Group (RRWPTRG) as well as the processes by which this diverse group of classroom teachers, most with only limited experience in conducting research, developed into a discourse community of teacher researchers. All data were initially categorized by date, genre, purpose, and outcome, and were keyed to relevant research questions which suggested emergent themes in RRWPTRG's cultural development. Meeting transcripts were then analyzed using an analytic grid representing multiple components of the speech event
Cultural-Historical Perspectives on Teacher Education and Development:Learning Teaching
No full textTeachers, both in and beyond teacher education programmes, are continual learners. As society itself evolves, new settings and the challenges they provide require new learning. Teachers must continually adapt to new developments that affect their work, including alterations to qualification systems, new relationships with welfare professionals, and new technologies which are reconfiguring relationships with pupils
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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