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911.
This study examined how middle-grades language arts teachers learned to integrate a small-group collaborative translation activity into their teaching practice. We discuss what we call pedagogical translation as an emergent social practice, in which translation routines that are familiar to multilingual students may be leveraged toward instructional goals in a mainstream language arts class. The data were drawn from a classroom teaching experiment iteration of a larger design-based research study, whose goal is to create a fully developed instructional protocol useful to all teachers in linguistically diverse language arts classrooms, but especially teachers with limited or emerging proficiencies in languages other than English. We position pedagogical translation as a paradigm case of translingual pedagogy—instructional approaches designed to leverage the full range of emerging bilinguals’ linguistic resources—and we focus our analysis on the agentive participation of teachers as they integrate new translingual routines into their instructional practice. Using a conjecture mapping procedure, we describe the evolution of an instructional theory for how pedagogical translation can be leveraged toward literacy learning objectives. We present qualitative narratives describing how participating teachers made locally situated design choices that meshed new routines with existing instructional practice, documenting trajectories of teacher participation as agentive designers of translingual pedagogy. 相似文献
912.
Rolland Benjamin D’Hondt Fabien Montègue Solène Brion Mélanie Peyron Eric D’Aviau de Ternay Julia de Timary Philippe Nourredine Mikaïl Maurage Pierre 《Neuropsychology review》2019,29(1):103-115
Neuropsychology Review - Substance use disorders (SUDs) are associated with impairments of cognitive functions, and cognitive training programs are thus rapidly developing in SUD treatment.... 相似文献
913.
Science and Engineering Ethics - The publication of scientific papers has become increasingly problematic in the last decades. Even if we agree that a renewed model is needed for peer-reviewed... 相似文献
914.
Frédéric Dieu 《Médecine & Droit》2019,2019(154):20-24
Constituted courts of ordinal authorities are not competent to judge facts committed by a university professor-hospital practitioner, which are related to his teaching activity. Only the court specific to hospital teachers, which is seized by the ministries of health and higher education, is competent to judge those facts. 相似文献
915.
Boni Alejandra Sastre José Javier Calabuig Carola 《Science and engineering ethics》2019,25(6):1799-1815
Science and Engineering Ethics - At Universitat Politècnica de València, Meridies, an internship programme that places engineering students in countries of Latin America, is one of the... 相似文献
916.
David Paré 《欧洲心理治疗、咨询与健康杂志》2019,21(2):112-129
The issue of social justice and how it unfolds in the lives of persons seeking counselling has been steadily gaining attention in recent times. This development marks a departure from an individualistic perspective that construes problems as functions of personal deficits, thereby overlooking the many social inequities that contribute to the challenges people face. The turn towards social justice manifests primarily in a call for advocacy on behalf of therapy clients. While celebrating these developments, this article suggests that it is not just in interactions outside the consulting room that injustices may be perpetrated. The author invites attention to the ways in which social justice, or the lack thereof, can be understood to unfold within counselling conversations. 相似文献
917.
Manon Marquet Pierre Missotten Benoit Dardenne Stéphane Adam 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2019,26(1):121-143
This study examined whether the effects of stereotype threat on memory and subjective age were moderated by positive age stereotypes and self-perceptions of aging among older adults. Perceived threat as a mechanism underlying these effects was also explored. Results showed that stereotype threat (high vs. low threat) did not affect the dependent variables. Moreover, self-perceptions of aging did not moderate the effect of stereotype threat on the dependent variables. However, for people with more positive age stereotypes, older people under highthreat perceived more threat than people under low threat. This could be explained by an effect of age stereotypes in the high-threat group: the more positive age stereotypes held by participants, the more they perceived threat, which in turn decreased their memory performance and made them feel mentally older. We hypothesized that age group identity is stronger in people with more positive age stereotypes, which increase perceived threat. 相似文献
918.
Phenomenology and the Cognitive Sciences - 相似文献
919.
Animal Cognition - Joint attention is a core ability of human social cognition which broadly refers to the coordination of attention with both the presence and activity of social partners. In both... 相似文献
920.
Parents can influence their children’s problematic mobile phone involvement (PMPI) by engaging in parental mediation activities, such as restrictions or co-use, by being a role model, and by their general and domain-unspecific parenting style that facilitates more or less attachment security of the child. This study tested the associations between these different routes of influence—parental mediation of the mobile phone, parental PMPI, and secure child-parent attachment—with children’s PMPI. Data was acquired from a quota-sample survey with 500 children, between 8 and 14 years of age, and one of their parents. Results point to the importance of open and empathic parent-child-communication, as well as a positive relationship quality, and demonstrate the detrimental effects of parents’ own PMPI on children’s PMPI. 相似文献