Language of Literacy Dialogues: Facing the Future or Reproducing the Past

1996 ◽  
Vol 28 (2) ◽  
pp. 289-301 ◽  
Author(s):  
Judith Green ◽  
Carol Dixon ◽  
P. David Pearson ◽  
Sharon Quint ◽  
Donna E. Alvermann
Keyword(s):  
Educational Policy ◽  
Advisory Board ◽  
Letters To The Editor ◽  
Policy Issues ◽  
The Past ◽  
Socially Disadvantaged ◽  
Research Perspectives ◽  
Critical Issues ◽  
Future Publication ◽  
Literacy Research

For the remainder of Volume 23, the Critical Issues section of JLR will be devoted to a discussion of literacy and educational policy. A survey of our editorial advisory board indicated that this topic was one of the critical issues facing the field. Likewise, a survey of the entire membership of the NRC, JLR's sponsoring organization, indicated that members hold strong feelings about whether the organization should “become more proactive on policy issues” (NRC Newsletter, Sept., 1995, p. 10). To further a dialogue about literacy and educational policy, we began by inviting three literacy researchers with diverse perspectives to address the topic of literacy and educational policy (Judith Green, who writes here with her colleague Carol Dixon, P. David Pearson, and Sharon Quint). We asked them to comment on the ideas they believe to be most crucial for policymakers to know about literacy. We also invited Donna Alvermann to read and to react to the three responses. Those familiar with the field will immediately surmise that these individuals represent not only diverse perspectives on literacy research, but that they are imminently qualified to reflect on what implications their research perspectives have for educational policy. Their responses are published here as Part 1 of a three-part series. For the next two issues of JLR, we have invited several individuals who have played a key role in developing and implementing state and national agenda for educational policy to respond to the literacy researchers' views. In addition, because any discussion of literacy and educational policy must eventually attend to the issue of poverty and the socially disadvantaged, we have invited Patrick Shannon to comment on how this issue relates to literacy research. We hope that this series of “Critical Issues” pieces will stimulate increased dialogue about educational policy among researchers interested in literacy and between researchers and policymakers. Toward that end, we encourage readers to ponder the perspectives and ideas presented in this series and to add their own insights by submitting letters to the editor, which will be considered for future publication.

Critical Issues: Literacy and Educational Policy: Part Three

1996 ◽  
Vol 28 (4) ◽  
pp. 589-595 ◽  
Author(s):  
Emerson J. Elliott ◽  
Gary K. Hart ◽  
Marshall S. Smith ◽  
Joanne E. Cianci ◽  
Jessica Levin
Keyword(s):  
Educational Policy ◽  
Highly Qualified ◽  
Public Officials ◽  
Letters To The Editor ◽  
Constructive Dialogue ◽  
Critical Issues ◽  
Future Publication ◽  
Policy Communities ◽  
Literacy Research ◽  
Do So

This installment of JLR's Critical Issues section is the final part of a three-part series on literacy and educational policy. We are especially pleased to publish the following responses, by three highly qualified policymakers, to the views expressed in Part 1 of this series (see Volume 28, Number 2). In Part 1, Judith Green with Carol Dixon, David Pearson, and Sharon Quint commented respectively on the ideas they believed to be crucial for policymakers to know about literacy from their perspectives as literacy researchers. At the same time, we published Donna Alvermann's reaction to the views of the three researchers, also from her perspective as a literacy researcher. As substantiated by their brief biographies at the beginning of this issue, Emerson J. Elliott, Gary K. Hart, and Marshall S. Smith are imminently qualified to write a response to the researchers' views from the perspective of those who are intimately involved with educational policy at the highest levels. We are especially gratified that these busy public officials consented to share their views in a forum of interest primarily to literacy researchers. We believe their willingness to do so bodes well for the future of a constructive dialogue between the literacy research and educational policy communities. Combined with Patrick Shannon's consideration of literacy and poverty in Part 2 of this series (see Volume 28, Number 3), we hope that this series has stimulated more attention about issues related to literacy research and educational policy. We encourage readers to ponder the perspectives and ideas presented in this series and to consider adding their own insights by submitting letters to the editor, which will be considered for future publication.

scholarly journals Poverty, Literacy, and Politics: Living in the USA

1996 ◽  
Vol 28 (3) ◽  
pp. 429-449 ◽  
Author(s):  
Patrick Shannon
Keyword(s):  
Educational Policy ◽  
Letters To The Editor ◽  
Policy Issues ◽  
High Ranking ◽  
Critical Issues ◽  
The Usa ◽  
Literacy Research ◽  
Research And Policy

The following article by Patrick Shannon is the second installment of a three-part series on literacy and educational policy in jlr's Critical Issues section. Previously (Volume 23, Number 2), Judith Green with Carol Dixon, David Pearson, and Sharon Quint commented respectively on the ideas they believed to be crucial for policymakers to know about literacy, from their view as literacy researchers. At the same time, we published Donna Alvermann's reaction to the views of the three researchers. Patrick Shannon now addresses how poverty and social disadvantages relate to literacy research and policy issues. In the next issue of jlr (Volume 23, Number 4), we will publish the comments of several high-ranking policymakers who have been asked to respond to the literacy researchers' views on literacy and educational policy. We hope that this series of “Critical Issues” pieces will stimulate increased dialogue about educational policy among researchers interested in literacy and between researchers and policymakers. Toward that end, we encourage readers to ponder the perspectives and ideas presented in this series and to consider adding their own insights by submitting letters to the editor, which will be considered for publication.

Macedonia Faculties’ Students - “Chrisi Avgi” (Right Party) Followers’ Critique on the Greek Educational Policy

2014 ◽  
Vol 2013 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Kalerante Evagelia
Keyword(s):  
National Identity ◽  
Cultural Identity ◽  
Educational Policy ◽  
Educational System ◽  
Political Party ◽  
Moral Values ◽  
Political Issues ◽  
The Past ◽  
Research Findings ◽  
History Books

AbstractThe present paper is involved with the Pedagogical faculties’ students’ critique on the current educational system as it has been altered after 1981. The research was carried out utilizing both quantitative and qualitative tools. Students-voters participated in the interviews whereas active voters were difficult to be located to meet the research requirements. The dynamics of the specific political party is based on a popular profile in terms of standpoints related to economic, social and political issues. The research findings depict the students’ strong wish for a change of the curricula and a turn towards History and Religion as well as an elevation of the Greek historic events, as the History books that have been written and taught at schools over the past years contributed to the downgrading of the Greek national and cultural identity. There is also a students’ strong belief that globalization and the immigrants’ presence in Greece have functioned in a negative way against the Greek ideal. Therefore, an overall change of the educational content could open the path towards the reconstruction of the moral values and the Greek national identity.

scholarly journals Felid Cardiopulmonary Nematodes: Dilemmas Solved and New Questions Posed

Pathogens ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 30
Author(s):  
Donato Traversa ◽  
Simone Morelli ◽  
Angela Di Cesare ◽  
Anastasia Diakou
Keyword(s):  
Respiratory Infections ◽  
Small Animal ◽  
Biological Information ◽  
Scientific Debate ◽  
The Past ◽  
Research Perspectives ◽  
Unexpected Findings ◽  
New Research ◽  
Alternative Routes ◽  
Applied Knowledge

In the past decade cardiopulmonary nematodes affecting felids have become a core research topic in small animal parasitology. In the late 2000s, an increase in studies was followed by unexpected findings in the early 2010s, which have stimulated research teams to start investigating these intriguing parasites. Prolific scientific debate and exchanges have then fostered field and laboratory studies and epi-zootiological surveys. New data have improved basic and applied knowledge, solved dilemmas and posed new questions. This article discusses the past and present background to felid cardiopulmonary nematodes after the last few years of intense scientific research. New data which have demonstrated the key role of Aelurostrongylus abstrusus and Troglostrongylus brevior in causing respiratory infections in domestic cats, and on the nil to negligible current importance of other species, i.e., Troglostrongylus subcrenatus, Oslerus rostratus and Angiostrongylus chabaudi, are presented. Biological information and hypothesized alternative routes of infection are analysed and discussed. Novel identification and taxonomical data and issues are reported and commented upon. On the whole, recent biological, ecological and epi-zootiological information on felid meta-strongyloids is critically analysed, with the aim to answer outstanding questions, stimulate future studies, and underline new research perspectives.

scholarly journals Critical Issues: What Counts When Context Counts?: The Uncommon “Common” Language of Literacy Research

1998 ◽  
Vol 30 (3) ◽  
pp. 405-433 ◽  
Author(s):  
Lesley Rex ◽  
Judith Green ◽  
Carol Dixon ◽  
Santa Barbara ◽  
Keyword(s):  
Research Methods ◽  
English Education ◽  
Critical Issue ◽  
Common Language ◽  
Confounding Effect ◽  
Theoretical Perspectives ◽  
Common Term ◽  
Critical Issues ◽  
The One ◽  
Literacy Research

Research into literacy published in journals such as the Journal of Literacy Research spans a range of disciplines and areas of study (e.g., reading, English education, composition). Even individual studies frequently take up interdisciplinary perspectives (e.g., anthropological, sociological, linguistic, educational, textual). The results are journals far ranging in their reach and rich in the knowledge they bring to literacy issues. However, such diversity of theoretical perspectives, research methods, and analytical methodologies also contributes to a confounding effect. In this article, we explore one such effect that occurs when a common term is used with different meanings. Although this may appear on the surface to be a problem easily remedied or even a rather trivial issue, in this article, we show just how consequential this practice can be when the goal is building knowledge from research that can inform practice, policy, and theory. This critical issue can be posed as a set of interrelated questions: Are we all talking about the same thing when we use words like literacy, reading, and even seemingly less resonant ones like context, the one addressed in this commentary? If we are, how do we know? And if we are not, what price are we paying for not considering the issue?

scholarly journals Aboriginal population of Canada: growth dynamics under conditions of encounter of civilisations

2003 ◽  
Vol 30 (1) ◽  
pp. 75 ◽  
Author(s):  
Anatole Romaniuc
Keyword(s):  
First Nations ◽  
Growth Dynamics ◽  
Historical Background ◽  
Aboriginal Peoples ◽  
Policy Issues ◽  
Aboriginal Population ◽  
The Past ◽  
The Future ◽  
Demographic Evolution

This paper endeavours to capture the broad configuration of demographic evolution of the Aboriginal peoples of Canada from the early contacts with Europeans to the present. The main stages thereof are identified and the underlying factors explored, against the historical background of Aboriginal and European civilisations' encounter. While taking stock of the past, the paper takes a glimpse into the future. It concludes with a review of demographically-driven policy issues that the First Nations are likely to confront as they step into the 21s Century.

Educational Policy in India: Critical Issues

1980 ◽  
Vol 29 (2) ◽  
pp. 187-205
Author(s):  
A. R. Kamat
Keyword(s):  
Educational Policy ◽  
Critical Issues

scholarly journals Communicative Perspectives on Strategic Organization

2021 ◽  
Vol 19 (4) ◽  
pp. 541-552
Author(s):  
Eero Vaara ◽  
Ann Langley
Keyword(s):  
Rich Variety ◽  
The Past ◽  
Research Perspectives ◽  
Present Essay ◽  
Language And Communication ◽  
Future Work ◽  
Mainstream Literature

While in the past, perspectives that focus on language and communication have perhaps not received the attention they deserve in the mainstream literature in strategy and organization, interest in this area has been growing in recent years. The present essay serves to introduce a collection of insightful papers (independently submitted and reviewed, but brought together in this themed issue) that offer an opportunity to reflect on the contributions of a rich variety of research perspectives on communication to research in strategic organization. Building on the seven contributions featured in this issue, we show how communicative perspectives speak to questions of the who, how, what, and what then, of strategy. We then discuss dualisms that underpin research on strategic organization adopting a communicative lens and propose directions for future work that might bridge these divides.

scholarly journals Towards developing multimodal literacies in the ESP classroom: methodological insights and practical applications

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Belinda Crawford Camiciottoli ◽  
Inmaculada Fortanet-Gómez
Keyword(s):  
English For Specific Purposes ◽  
Knowledge Dissemination ◽  
Multimodal Approach ◽  
Special Issue ◽  
Multimodal Literacy ◽  
Research And Practice ◽  
Practical Applications ◽  
Innovative Research ◽  
Research Perspectives ◽  
Literacy Research

Abstract In this article, we provide an introduction to this special issue of Multimodal Communication entitled “Multimodal approaches in ESP: Innovative research and practice”. The Special Issue showcases innovative research presented at the 2019 International Conference on Knowledge Dissemination and Multimodal Literacy: Research Perspectives on ESP in a Digital Age. After briefly discussing the multimodal approach in language teaching and specifically in English for Specific Purposes (ESP) and its key role in developing multimodal competence, each of the five featured contributions is previewed. The contributions offer theoretically grounded and research-informed applications of the multimodal approach in the ESP classroom.

Survey of nonlinear vibration of gear transmission systems

2003 ◽  
Vol 56 (3) ◽  
pp. 309-329 ◽  
Author(s):  
Jianjun Wang ◽  
Runfang Li and ◽  
Xianghe Peng
Keyword(s):  
Nonlinear Vibration ◽  
Review Article ◽  
Gear Transmission ◽  
Time Varying ◽  
Mesh Stiffness ◽  
Transmission Systems ◽  
Driven Systems ◽  
The Past ◽  
Critical Issues ◽  
Basic Concepts

In this paper, the progress in nonlinear dynamics of gear driven systems in the past twenty years is reviewed, especially the gear dynamic behavior, by considering the backlash and time-varying mesh stiffness of teeth. The basic concepts, the mathematical models and the solving methods for the non-linear dynamics of geared systems are then reviewed. The critical issues for further research on the nonlinear vibration in gear transmission systems are also discussed. There are 204 references cited in this review article.

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