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Core Values of Progressive Education: Seikatsu Tsuzurikata and Whole Language  [cached]
Mary M. Kitagawa,Chisato Kitagawa
International Journal of Progressive Education , 2007,
Abstract: Seikatsu tsuzurikata is a grassroots movement in Japan that has many parallels to the whole language movement, but it developed completely independently, beginning in the late 1920’s. Our research into this movement was conducted in 1984 and described in Kitagawa and Kitagawa (1987). We are now updating our earlier research. Seikatsu tsuzurikata is fundamentally a writing education movement designed to help students develop a strong sense of self by having them write descriptive, detailed compositions about their daily life and the world around them. We want to describe how seikatsu tsuzurikata and whole language are similar and different, just as any set of “distant cousins” might want to know how they are related.
Catching glimpses: appropriating the female gaze in Esmeralda Santiago′s autobiographical writing  [cached]
Enrique Morales-Diaz
Centro Journal , 2002,
Abstract: This article examines Esmeralda Santiago′s autobiographical writing. It also analyzes the appropriation of the conventional male gaze in order to reexamine various experiences focusing on the construction of the self. Santiago′s writing is a counter-stance against established patriarchal norms, based not only on expected female behaviors but also on behaviors related to the act of writing. By attempting to reconstruct her past, she undertakes a revolutionary act, creating an agency that formulates a feminine narrative, deconstructing at the same time the traditional views and theories of male-dominated autobiographical writing.
Ambivalentsus baltisaksa naiste m lestustekstides. Ambivalence in Baltic German Women’s Autobiographical Writing  [cached]
Maris Saagpakk
Methis : Studia humaniora Estonica , 2010,
Abstract: In this article I examine the autobiographical texts of two Baltic German women, Natalie von Maydell (1878-1970) and Agnes von Baranow (1877-1968) and analyse their depiction of two breakthrough events in Estonian history: the establishment of the Republic of Estonia and the compulsory relocation of the Baltic Germans. Natalie von Maydell’s memoir, “Ein reiches Leben” is an unpublished manuscript in the family’s possession; Agnes von Baranow’s reminiscences titled Mein Baltenland were published soon after the resettlement in 1941. The analysis has been informed by postcolonial theory, in particular Homi K. Bhabha’s discussion of the master. In her reminiscences, Natalie von Maydell describes her return to the Paasvere Manor at the end of the winter of 1919. During the winter of 1918-1919 the manor had been overtaken by the Bolsheviks, who had vandalized it; Maydell portrays the outward changes in the manor house, how their home did not look homey any longer. In addition to the immediate damage to the building, lost or damaged household items and the violation of a secure home atmosphere, the writer describes the more significant change in the servants’ attitudes: while the damage and pillage could be rectified, it was impossible to control the people again. The circumstances had changed Estonian attitudes toward Germans, and to Maydell it was a painful and alienating experience. Home had become “unhomely.” At the same time, Maydell claims that the Estonians came to talk to her husband secretly, at night. With this sentence she smoothes over the new situation: the attributes of an old, paternalistic system are citations of earlier better times. Life that previously had clear boundaries was now blurred and confused: from one perspective it seemed the same but the next moment she would be reminded again in one way or the other. It is also important to note that the fragility and ambivalence in the Baltic German position was not temporary and the response of Baltic German writers to this was torpor, the stubborn persistence of historical truth and the extolling of the good old times. At the end of her reminiscences Agnes von Baranow describes her departure from Estonia and her family’s move to the areas of today’s Poland, describing a grandly organised resettlement and her feelings as a participant in this process. In her autobiographical text the writer eases the pain of the loss of homeland, using phrases that belong to the Nationalist Socialist propaganda rhetoric. The writer describes the “new challenges” awaiting the Baltic Germans and speaks of “a stru
Eesti autobiograafilise kirjutuse kujunemisest 18. sajandist Teise maailmas jani. The Development of Estonian Autobiographical Writing from the 18th Century to the Second World War
Rutt Hinrikus
Methis : Studia humaniora Estonica , 2010,
Abstract: In this article I examine the development of Estonian autobiographical writing from its first manifestations to published memoirs, and the development of life writing and its diversification. The beginnings of life writing can be traced back to Estonian folk song and Estonian incidental poetry. The Moravian Brethren movement in Estonia in the 18th century promoted the spread of canonical autobiography. The Moravian Brethren offered alternative opportunities for self-realisation for Estonians who were serfs, and were therefore popular with the people. The practice of the Moravian Brethren made use of retelling and writing about the life of the congregation members, which sometimes became suitable biographies in print, especially stories of awakening. Several manuscript biographies have survived from the Brethren times, such as the biographies of M letu Jaan and Mihkel Sarapuu. In addition to the history of the Moravian Brethren movement, these biographies give information about the educational situation and living conditions of the people of the time. The Estonian life writing tradition emerged within the reigning Baltic German cultural space thanks to the Estophiles among the Baltic Germans (J. H. Rosenpl nter) and the first Estonian men of letters; from the early 19th century we have the diary by Rosenpl nter, an estophile pastor from P rnu, and the diary by the Estonian poet, the then-student Kristjan Jaak Peterson, both in the Estonian language. Johann Voldemar Jannsen, the founder of Estonian-language journalism, kept a diary in the German language for a longer period of time; it was usual that the first Estonian intellectuals (Lilli Suburg, and others) in the late 19th century wrote in German. Admittedly, the first Estonian-language life history was written by a forward-looking 19th century peasant named M rt Mitt (1833-1912), who was conscious of himself as a historical subject and gave his memoirs, begun in the 1880s, a memorable title: “M rt Mitt`s life story, told in a manner connected with history”. Other recollections of Estonian peasants appeared at the very end of the 19th century, including Gustav Malts’ stories about Estonian settlers in the Crimea. Autobiographical writing oriented toward documenting somebody’s life was regarded merely as “material” and distinct from literary or fictional writing. With little persuasion, Gustav Malts handed over the first version of his memoirs to a writer; relying heavily on Malts’ manuscript, Eduard Vilde composed his historical novel Prophet Maltsvet in 1905–1908. Among the recollections of the peasant
Research in Writing, Preschool Through Elementary, 1983-2003.
Chapman, M.
L1 Educational Studies in Language and Literature , 2006,
Abstract: The focus of this article is the research literature in written composition from early childhood through the elementary years, typically the end of sixth grade. Some research prior to 1984 is discussed, particularly in topics that were not included in Hillocks (1986), such as emergent writing. The definition of “composition” has expanded over the last decade; thus, while focusing primarily on writing, this article pays attention to other modalities (e.g., relations between drawing and writing) and includes not only writing but also other mediating tools (e.g., drawing, talking, computers) that are used in or for composition.
Scaffolding the argumentative writing via human rights teaching in the Greek elementary school.  [cached]
Papoulia-Tzelepi, P.
L1 Educational Studies in Language and Literature , 2004,
Abstract: In recent years, we have witnessed an increasing research interest in children’s writing ability in various genres, used in their specific cultures. Argumentative writing commands a considerable part of this research for several reasons, including the relationship of argument to the cognitive development and critical thinking as well as the difficulty of constructing an argumentative text. The latter was evident in a recent study by this author concerning the quality of argumentative texts written by students of 4th and 6th grade in a number of Greek primary schools. The present research investigates and compares the quality of children’s argumentative writing before intervention, with the quality of the writing after instruction with specifically prepared lessons about Human Rights. These lessons indirectly teach argumentative writing. Method: Qualitative and quantitative analysis with various measures enabled researchers to compare written argumentative texts before intervention with those produced after Human Rights teaching of 19 ten-year-old Greek students in one elementary school. The results show that the ability to construct argumentative texts is considerably enhanced through the indirect teaching used as learning scaffold.
INVESTIGATING WRITING DISPOSITIONS OF ELEMENTARY SCHOOL STUDENTS FROM DIFFERENT VARIABLES
G?khan BA?,Cemil ?AH?N
Sakarya University Journal of Education , 2013,
Abstract: The purpose of this study was to investigate writing disposition perceptions of elementary school students with respect to gender, classroom level, mother’s and father’s education level, and monthly economic income level. The study was carried out in the city centre of Nigde province from six elementary schools in 2011-2012 academic year. Totally 387 elementary school students, selected according to the purposeful sampling method participated in the study. The “general survey method” was adopted in the research. In accordance with the purpose of the study, percentage, mean, standard deviation, independent samples t-test, ANOVA (variance) and Tukey-HSD tests were employed in the study in order to examine the data obtained in terms of some variables. “The writing dispositions scale” was used in order to collect data for the study. For the statistical analyses SPSS 17.0 was used. According to findings of the study in general, it was seen that elementary school students participated in the study had “low” level of writing disposition perceptions. It was also found out that students’ writing disposition perceptions statistically differed in relation to gender, mother’s and father’s education level, and monthly economic income level.
Autobiographical Numbers  [PDF]
Tanya Khovanova
Mathematics , 2008,
Abstract: I introduce autobiographical numbers as defined in A046043 (see Online Encyclopedia of Integer Sequences). I continue by defining and analyzing biographies, curricula vitae and complete life stories of numbers. I end with the definition of mutually-praising number pairs.
On Writing  [PDF]
Kuangming Wu
Sociology Mind (SM) , 2018, DOI: 10.4236/sm.2018.84020
Abstract: We regularly write to shape daily engagement accordingly. We freely shape writing that shapes us, and through us to shape our lifeworld. Writing creates things continually via our writing that creates us. Writing is itself most fragile and ephemeral, only to turn incorruptible and invincible, world without end.
Uma história das práticas de ensino da leitura e da escrita na produ o autobiográfica de professores e alunos no Brasil (1870-1970) =A history of reading and writing teaching practices in teachers’ and students’ autobiographical production in Brazil (1870-1970)  [PDF]
Catani, Denice Barbara,Vicentini, Paula Perin
Educa??o , 2011,
Abstract: O texto aborda investiga o que discute amplamente a natureza das informa es advindas das reconstru es memorialísticas e ficcionais e sublinha a possibilidade de se apreender, mediante o exame de tais fontes, as maneiras pelas quais os sujeitos constroem os sentidos das experiências de vida escolar e como estas integram-se ao desenvolvimento dos sujeitos ao longo de tempos diversos da existência. A pesquisa analisa tanto perspectivas reconstruídas a partir da posi o de alunos quanto a partir do lugar dos professores. Em ambos os casos, s o frequentes as referências às práticas de ensino da leitura e da escrita. Evidentemente, tais referências s o melhor compreendidas à luz da história da escolariza o e da análise de outras práticas sociais, mas também é de se sublinhar o fato de que as referências às experiências de vida escolar e, em especial, aquelas ligadas ao aprendizado da leitura e da escrita, s o numerosas nas fontes autobiográficas. The text analyse the ways of appropriation of teachers’ and students’ school life experiences described in literary and memorialistic writings. In this investigation, we discuss the nature of information reconstructed in memorialistic and fictional texts and point out the possibility to know, through these sources, the ways in which people build the senses of their school life experiences and how these are constructed in different moments of life. The research analyses both the students’ and the teachers’ perspectives. In these sources, we often find references to reading and writing teaching practices. Evidently, these references can be better understood by the History of School and the analysis of other social practices, but it is also necessary to observe that references to school life experiences, and, especially, the references on learning how to read and write are numerous in autobiographical sources.
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