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Postmodern assumptions employed by some organizational theorists recognize that “administrators' greater power lies not in their ability to control resources but in their ability to manipulate symbols-the ceremonies, rituals, images, and language of the organization” (Graham and David 9). Thus, even a genre that is often considered neutral and objective, such as meeting minutes, can become a tool Of managerial control. This article presents data from an ethnographic case study that describes how an administrator in a theater organization manipulated language by using the minutes from a board of directors meeting to influence board members to vote to disband the organization.
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Wynkyn de Worde published c. 1495 the first printed edition of John Trevisa's English translation of an influential work of science composed by Bartholomew the Englishman in Latin in the thirteenth century, De Proprietatibus Rerum (DPR). The design of de Worde's book, the use of Latin in the rubrics, and the visual vocabulary of the illustrations bring readers of English into the circle of learning. First, the plan of organization of Bartholomew's encyclopedic work is analyzed and both that structure and the expository style of the work are related to memorial reading and use as a textbook. Next, the widespread use of DPR in Latin and vernacular languages is reviewed, the suggestion that certain of its books seem to have been used more than others is made, and the reliance of English readers, such as Roger Thorney, who commissoned de Worde's edition, on de Worde for learned books printed in their provincial tongue is pointed out. Finally, through comparison with certain manuscript and other printed editions, the methods de Worde used to make the book readable are explained, the layout is shown to support the idea of system, and the function of the pictures as visual texts carrying scientific ideas is demonstrated. © Koninklijke Brill NV, Leiden, 1998.
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In recent years, violence has been a major concern for human service professionals and increasingly, to child and youth care workers particularly as they have served in schools where major violent events have occurred. Most often violence prevention and intervention efforts ignore the systemic aspects of violence and are too narrowly focused. This article proposes that a consideration of violence in schools be based on dynamical systems theory. This theory offers rich possibilities for generating a useful model for mediating school violence and for suggesting ways in which child and youth care workers can use their competencies to address the multiple factors related to school violence. The article includes an overview to the concepts of dynamical systems theory, offers the dynamical systems model for mediating school violence and presents implications for the roles and functions of child and youth workers particularly in the emerging area of school based child and youth care work. © 1999 Human Sciences Press, Inc.
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This paper examines the effect of ritual in different elementary subjects. Lessons in math, language arts, and social studies were observed in public, private, and home school first and fifth grades. In observing these classes, this researcher noted that in all contexts, math lessons were taught very differently from social studies and language arts, confirming earlier work by Stodalsky. The rituals in how concepts were taught, and in how students and teachers related to each other, were very different in math lessons from in the other two subjects. In language arts and social studies lessons, students and teachers routinely shared personal out-of-school experiences, whereas they rarely did so in math lessons. Drawing on Bernstein's description of the sacredness of subjects and linking it to theories in economic anthropology, the author attempts to explain the isolation of school math and to question the level of intimacy and community in current math classes. © 1997 Human Sciences Press, Inc.
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Basic skills in reading and spelling and supporting metalinguistic abilities were assessed in ninth and tenth grade students in two school settings. Students attending a private high school for the learning disabled comprised one group and the other comprised low to middle range students from a public high school. Both the LD students and the regular high school students displayed deficiencies in spelling and in decoding, a factor in reading difficulty that is commonly supposed to dwindle in importance after the elementary school years. Treating the overlapping groups as a single sample, multiple regression analysis was used to investigate the contribution of nonword decoding skill and phonological and morphological awareness to spelling ability. The analysis revealed that decoding was the major component, predicting about half of the variance in spelling. The effect of phonological awareness was largely hidden by its high correlation with decoding, but was a significant predictor of spelling in its own right. Morphological awareness predicted spelling skill when the words to be spelled were morphologically complex. An additional study showed that differences in decoding and spelling ability were associated with differences in comprehension after controlling for reading experience and vocabulary. Even among experienced readers individual differences in comprehension of text reflect efficiency of phonological processing at the word level.
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Children's rule-governed, scientific reasoning in relation to the physical principles involved in balance has been studied by many, for example, Inhelder and Piaget (1958), Karmiloff-Smith and Inhelder (1974), as well as Siegler (1978). Although Siegler criticized the Genevan research on both methodological and conceptual grounds, his work can be criticized for being narrow in scope thus making his data a result of his task and design, rather than a true representation of the rules children employ naturally as they develop an understanding of balance. The work described herein is an attempt to integrate the methodologies of the Piagetian School and Siegler by making use of current video technology to naturalistically assess children's rule-governed behaviors but to also empirically validate them. The first part of this study (N=128, ages 4-9 years) used video to microanalytically assess the strategies children used as they attempted to balance a set of symmetrical, asymmetrical, and weighted blocks on a fulcrum. After validating on ordinal progression of strategies, the study used stop-action video feedback, in a predict-consequence paradigm, to focus reflection on (a) the action of the block, (b) the placement of the block, and (c) the episode in general. A two-way interaction between entering level and type of video feedback was significant. The results are interpreted in terms of Piaget's theory of equilibration suggesting that reflection and cognitive conflict can improve understanding if the child assimilates the feedback to the confirmation or refutation of an initial assimilatory scheme regarding balance. © 1988.
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