3. Talking with a Classroom Guest: Opportunities for Learning Japanese Pragmatics

2008 ◽  
pp. 45-71 ◽  
Author(s):  
Yumiko Tateyama ◽  
Gabriele Kasper
Keyword(s):  
Opportunities For Learning

Cluttering in the Communicative Disorders Curriculum

2009 ◽  
Vol 19 (2) ◽  
pp. 52-57
Author(s):  
John A. Tetnowski
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Communication Disorders ◽  
Educational Opportunities ◽  
Opportunities For Learning ◽  
Communicative Disorders ◽  
Theoretical Issues

Abstract Cluttering is discussed openly in the fluency literature, but few educational opportunities for learning more about cluttering exist in higher education. The purpose of this manuscript is to explain how a seminar in cluttering was developed for a group of communication disorders doctoral students. The major theoretical issues, educational questions, and conclusions are discussed.

Multilingual Literacy

2021 ◽  
Keyword(s):  
Literacy Practices ◽  
Opportunities For Learning

This book highlights multilingual literacy practices inside classrooms as well as the importance of multilingual literacy outside of educational contexts. It provides a springboard for developing opportunities for learning and identity-building for all, across different settings.

Ethnography Is an Option

2018 ◽  
Author(s):  
Stacey Philbrick Yadav
Keyword(s):  
Meaning Making ◽  
Ethnographic Research ◽  
Opportunities For Learning

Reflecting on her own uneven experience carrying out fieldwork in Yemen, Stacey Philbrick Yadav highlights the advantages of ethnography and interpretative methods when working in settings or on questions related to meaning-making. The chapter argues that the tools of ethnographic research can help to reframe what positivists might regard as mistakes into opportunities for learning and reassessment.

Imagining and Knowing

2020 ◽  
Author(s):  
Gregory Currie
Keyword(s):  
Empirical Support ◽  
Thought Experiments ◽  
Opportunities For Learning

Works of fiction are works of and for the imagination. Additionally, they very often provide opportunities for learning—for the acquisition of knowledge and of skills. And the learning they provide comes to us through our imaginative engagement with them. We learn from them in surprisingly effective ways, and what we learn is often the sort of thing we can hardly ever learn in other ways. So it is said. This book defends the connection between fiction and imagination; it responds to a number of challenges to that idea, and argues that there lies within the domain of the imagination a number of not well-recognized capacities that make that connection work. The book is less enthusiastic about the connection between fiction and learning. The connection is surely one that exists, but it is easy to exaggerate it, to ignore countervailing tendencies to create error and ignorance, and to suppose that claims about learning from fiction require no serious empirical support. The book makes a case for modesty about learning from fiction: it suggests that a lot of what we take to be learning in this area is itself a kind of pretence, that we are too optimistic about the psychological and moral insights of authors, that works of fiction bear little resemblance to the celebrated thought experiments of the sciences, that the case for fiction as a Darwinian adaptation is weak, and that empathy is both hard to acquire from fiction and not always morally advantageous.

scholarly journals Basket of options: Unpacking the concept

2021 ◽  
pp. 003072702110194
Author(s):  
E Ronner ◽  
J Sumberg ◽  
D Glover ◽  
KKE Descheemaeker ◽  
CJM Almekinders ◽  
...  
Keyword(s):  
Technological Change ◽  
Rural Areas ◽  
Farm Households ◽  
Agricultural Technologies ◽  
Trade Off ◽  
Individual User ◽  
Opportunities For Learning ◽  
Critical Attention ◽  
The Face ◽  
Potential Adaptation

How to stimulate technological change to enhance agricultural productivity and reduce poverty remains an area of vigorous debate. In the face of heterogeneity among farm households and rural areas, one proposition is to offer potential users a ‘basket of options’ – a range of agricultural technologies from which potential users may select the ones that are best suited to their specific circumstances. While the idea of a basket of options is now generally accepted, it has attracted little critical attention. In this paper, we reflect on outstanding questions: the appropriate dimensions of a basket, its contents and how they are identified, and how a basket might be presented. We conceive a basket of options in terms of its depth (number of options related to a problem or opportunity) and breadth (the number of different problems or opportunities addressed). The dimensions of a basket should reflect the framing of the problem or opportunity at hand and the objective in offering the basket. We recognise that increasing the number of options leads to a trade-off by decreasing the fraction of those options that are relevant to an individual user. Farmers might try out, adapt or use one or more of the options in a basket, possibly leading to a process of technological change. We emphasise that the selection (or not) of specific options from the basket, and potential adaptation of the options, provide important opportunities for learning. Baskets of options can therefore be understood as important boundary concepts that invite critical engagement, comparison and discussion. Significant knowledge gaps remain, however, about the best ways to present the basket and to guide potential users to select the options that are most relevant to them.

scholarly journals Financing Long-Term Services and Supports: Opportunities for Overcoming Historical Roadblocks to Reform

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 717-717
Author(s):  
Edward Miller ◽  
Pamela Nadash ◽  
Marc Cohen
Keyword(s):  
Affordable Care Act ◽  
Policy Development ◽  
State Level ◽  
Government Action ◽  
Policy Window ◽  
Adoption And Implementation ◽  
Opportunities For Learning ◽  
State Budgets ◽  
Services And Supports

Abstract This presentation documents the continuing failure to tackle the problem of financing long-term services and supports (LTSS)—a failure most recently seen in the only national legislation ever enacted to comprehensively address LTSS costs: the Community Living Assistance Services and Supports (CLASS) Act. The CLASS Act was included in the Affordable Care Act, but was repealed in 2013. Subsequently, policy experts and some Democrats have made proposals for addressing the LTSS financing crisis. Moreover, significant government action is taking place at the state level, both to relieve financial and emotional burdens on LTSS recipients and their families and to ease pressure on state budgets. Lessons from these initiatives could serve as opportunities for learning how to overcome roadblocks to successful policy development, adoption, and implementation across states and for traversing the policy and political tradeoffs should a policy window open once again for addressing the problem of LTSS financing nationally.

scholarly journals Serious Games and Mathematical Fluency: A Study from the Gender Perspective in Primary Education

2021 ◽  
Vol 13 (12) ◽  
pp. 6586
Author(s):  
Fernando Fraga-Varela ◽  
Esther Vila-Couñago ◽  
Ana Rodríguez-Groba
Keyword(s):  
Experimental Study ◽  
School Performance ◽  
Serious Games ◽  
Learning Processes ◽  
Control Group ◽  
School Settings ◽  
Opportunities For Learning ◽  
Quasi Experimental ◽  
Mathematical Fluency ◽  
Clear Relation

In recent years, serious games offer great opportunities for learning processes at schools. However, it is unclear whether this type of proposals can offer differentiated answers among the students according to their gender. In this context, the aim of this paper is to know the possible differences that occur in primary school classrooms according to gender, with serious games designed for the development of mathematical fluency, and to examine to what extent these games contribute to the overall school performance. We carried out a quasi-experimental study, including pretest and posttest, without control group and with several experimental groups, and the participation of 284 students from first to fourth grade. The results show that the software benefits boys and girls equally, compared to the previously followed methodology that benefited boys. A clear relation between the results achieved and the performance in the overall students’ grades has also been observed. The conclusions show the potential of serious games in school settings, and the opportunity to approach performance differences based on the gender.

Children in Play Therapy

PEDIATRICS ◽  
1953 ◽  
Vol 12 (2) ◽  
pp. 230-230
Keyword(s):  
Play Therapy ◽  
Healthy Children ◽  
Human Beings ◽  
Nursery Schools ◽  
Opportunities For Learning ◽  
Teachers And Parents

One of the lacks in the training of the pediatrician is that of experience with healthy children. In some training centers, attempts are being made to overcome this deficiency by providing nursery schools where pediatricians may observe children in play and in interaction with other human beings. Physicians, teachers and parents alike are not aware enough of the use of play and its role in providing opportunities for learning, and for expressing feelings.

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