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Author: Ken Hyland
Publisher: Cambridge University Press
ISBN: 0521192218
Category : Foreign Language Study
Languages : en
Pages : 250
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Book Description
Ken Hyland draws on a number of sources to explore how authors convey aspects of their identities within the constraints placed upon them by their disciplines' rhetorical conventions. He promotes corpus methods as important tools in identity research.
Author: Ken Hyland
Publisher: Cambridge University Press
ISBN: 0521192218
Category : Foreign Language Study
Languages : en
Pages : 250
Get Book Here
Book Description
Ken Hyland draws on a number of sources to explore how authors convey aspects of their identities within the constraints placed upon them by their disciplines' rhetorical conventions. He promotes corpus methods as important tools in identity research.
Author: Steven Mailloux
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 192
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Book Description
What are the historical relations among academic disciplines focused on oral and written rhetoric? In Disciplinary Identities, Steven Mailloux examines the formation of English literary studies, speech communication, and composition, explaining how these fields came to be shaped and separated as they are today. In so doing, Mailloux illustrates the interpretive power of a technique he calls rhetorical hermeneutics: his critical history of disciplinary formations both describes rhetoric as a topic of study and uses it as a tool for understanding how scholarship is organized professionally and politically. Mailloux thus traces the paths taken by the topic of rhetoric as it migrates among disciplines. At the same time, he examines the tropes, arguments, narratives, and other pieces of rhetoric used by practitioners to shape disciplinary identities. Mailloux also uses rhetorical hermeneutics to explore the intersections of academic disciplines and nonacademic public spheres, moving from the role of nineteenth-century African American intellectuals in and outside the academy to that of the academic intellectual within post-September 11 cultural politics. Through multidisciplinary inquiry, Disciplinary Identities seeks to engage all teachers and scholars of the language arts in a renewed conversation about our shared history and our mutual devotion to pedagogy, criticism, history, and theory.
Author: Robin S. Adams
Publisher: Purdue University Press
ISBN: 1612494390
Category : Design
Languages : en
Pages : 516
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Book Description
Design is ubiquitous. Speaking across disciplines, it is a way of thinking that involves dealing with complex, open-ended, and contextualized problems that embody the ambiguities and contradictions in everyday life. It has become a part of pre-college education standards, is integral to how college prepares students for the future, and is playing a lead role in shaping a global innovation imperative. Efforts to advance design thinking, learning, and teaching have been the focus of the Design Thinking Research Symposium (DTRS) series. A unique feature of this series is a shared dataset in which leading design researchers globally are invited to apply their specific expertise to the dataset and bring their disciplinary interests in conversation with each other to bring together multiple facets of design thinking and catalyze new ways for teaching design thinking. Analyzing Design Review Conversations is organized around this shared dataset of conversations between those who give and those who receive feedback, guidance, or critique during a design review event. Design review conversations are a common and prevalent practice for helping designers develop design thinking expertise, although the structure and content of these reviews vary significantly. They make the design thinking of design coaches (instructors, experts, peers, and community and industry stakeholders) and design students visible. During a design review, coaches notice problematic and promising aspects of a designer's work. In this way, design students are supported in revisiting and critically evaluating their design rationales, and making sense of a design review experience in ways that allow them to construct their design thinking repertoire and evolving design identity.
Author: Karen Kastenhofer
Publisher: Springer Nature
ISBN: 3030617289
Category : Philosophy
Languages : en
Pages : 320
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Book Description
This open access edited book provides new thinking on scientific identity formation. It thoroughly interrogates the concepts of community and identity, including both historical and contemporaneous analyses of several scientific fields. Chapters examine whether, and how, today’s scientific identities and communities are subject to fundamental changes, reacting to tangible shifts in research funding as well as more intangible transformations in our society’s understanding and expectations of technoscience. In so doing, this book reinvigorates the concept of scientific community. Readers will discover empirical analyses of newly emerging fields such as synthetic biology, systems biology and nanotechnology, and accounts of the evolution of theoretical conceptions of scientific identity and community. With inspiring examples of technoscientific identity work and community constellations, along with thought-provoking hypotheses and discussion, the work has a broad appeal. Those involved in science governance will benefit particularly from this book, and it has much to offer those in scholarly fields including sociology of science, science studies, philosophy of science and history of science, as well as teachers of science and scientists themselves.
Author: Janice Miller-Young
Publisher: John Wiley & Sons
ISBN: 1119431697
Category : Education
Languages : en
Pages : 112
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Book Description
Decoding the Disciplines, a program designed to help instructors increase learning in their courses, provides a framework for identifying and remedying course elements that are most problematic for students. Decoding is a seven-step process in which instructors: 1. identify a bottleneck of learning, 2. make explicit the mental operations required to overcome the obstacle, 3. model the required steps for students, 4. give them practice at these skills, 5. deal with emotional bottlenecks that interfere with learning, 6. assess the success of their efforts, and 7. share the results. Providing detailed information so that readers may develop effective models of practice, this volume provides examples and evidence of the ways the framework has been applied across disciplines and used to inform teaching, curriculum, and pedagogical research initiatives. It outlines how various communities of practice got started, describes the analyses of three different collections of Decoding interviews, extends the Decoding framework using different theoretical lenses, and connects the learning to practical applications for teachers and scholars in higher education. This is the 150th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.
Author: Timothy J Owens
Publisher: Gulf Professional Publishing
ISBN: 9780762300334
Category : Computers
Languages : en
Pages : 258
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Book Description
This volume represents a new name and a new focus for its predecessor, Current Perspectives on Aging and the Life Cycle (volumes 1-4). We begin our new series, now titled Advances in Life Course Research, with volume 5. Its statement of purpose is the publication of theoretical analyses, reviews, policy analyses and positions, and theory-based empirical papers on issues involving all aspects of the human life course. It adopts a broad conception of the life course, and invites and welcomes contributions from all disciplines and fields of study interested in understanding, describing, and predicting the antecedents of and consequences for the course that human lives take from birth to death, within and across time and cultures (construed in its broadest sense), regardless of methodology, theoretical orientation, or disciplinary affiliation.
Author: Sharon Parry
Publisher: Springer Science & Business Media
ISBN: 1402053126
Category : Education
Languages : en
Pages : 168
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Book Description
Generic advice in earning a PhD usually falls short of relevance, because of differences in the degree path from one discipline to another. Yet doctoral candidates and their supervisors know this process is governed by protocols and parameters - often implicit - that must be understood and mastered. This book explores these protocols, drawing upon a large-scale study of Australian universities, and also compares doctoral programs in different national systems.
Author: Katherine W. Phillips
Publisher: Emerald Group Publishing
ISBN: 1848550537
Category : Business & Economics
Languages : en
Pages : 321
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Book Description
Diversity results from the constellation of individual traits, characteristics, identities, experiences, and knowledge that individuals bring to a group. This volume helps to promote research on diversity in groups by identifying and integrating various areas of research related to diversity across multiple disciplinary traditions.
Author: Donna E. Alvermann
Publisher: Routledge
ISBN: 1317433858
Category : Education
Languages : en
Pages : 361
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Book Description
Reconceptualizing the Literacies in Adolescents' Lives, Second Edition focuses on exploring the impact of young people's identity-making practices in mediating their perceptions of themselves as readers and writers in an era of externally mandated reforms. What is different in the Second Edition is its emphasis on the importance of valuing adolescents' perspectives--in an era of skyrocketing interest in improving literacy instruction at the middle and high school levels driven by externally mandated reforms and accountability measures. A central concern is the degree to which this new interest takes into account adolescents’ personal, social, and cultural experiences in relation to literacy learning. In this new edition of Reconceptualizing the Literacies in Adolescents’ Lives students’ voices and perspectives are featured front and center in every chapter. Particular attention is given throughout to multiple literacies--especially how information and new communication technologies are changing learning from and with text. Nine of the 15 chapters are new; all other chapters are thoroughly updated. The volume is structured around four main themes: * Situating Adolescents’ Literacies–addressing how young people use favorite texts to perform their identities; how they counter school-based constructions of incompetence; and how they re/construct their literate identities in relation to certain kinds of gendered expectations, pedagogies, and cultural resources; * Positioning Youth as Readers and Writers–stressing the importance of classroom discourse, cultural capital, agency, and democratic citizenship in mediating adolescents’ literate identities; * Mediating Practices in Young People’s Literacies–looking at issues of language, social class, race, and culture in shaping how adolescents represent themselves and are represented by others; and * Changing Teachers, Teaching Changes–capturing the productive ambiguities associated with teaching urban adolescents to read and write in changing times, encouraging students to conduct action research on topics that are personally relevant, and using ‘enabling constraints’ as a concept to formulate policies on adolescent literacy instruction. Reconceptualizing the Literacies in Adolescents’ Lives, Second Edition is an essential volume for researchers, faculty, teacher educators, and graduate students in the field of adolescent literacy education.
Author: Isabelle Doucet
Publisher: Springer Science & Business Media
ISBN: 9400701047
Category : Social Science
Languages : en
Pages : 145
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Book Description
The volume addresses the hybridisation of knowledge production in space-related research. In contrast with interdisciplinary knowledge, which is primarily located in scholarly environments, transdisciplinary knowledge production entails a fusion of academic and non-academic knowledge, theory and practice, discipline and profession. Architecture (and urbanism), operating as both a discipline and a profession, seems to form a particularly receptive ground for transdisciplinary research. However, this specificity has not yet been developed into a full-fledged, unique mode of knowledge production. In order to dedicate specific attention to transdisciplinary knowledge production, this book aims to explore (new) hybrid modes of inquiry that allow many of architecture’s longstanding schisms to be overcome: such as between theory/history and practice, critical theory and projective design, the adoption of an external viewpoint and a view-from-within (often under the guise of bottom-up vs. top-down). It therefore offers the reader a mix of contributions that elaborate on knowledge production that is situated in the (architectural and urban) profession or practice, and on practice-based approaches in theory.
