Special Issue Guest Editors’ Preface Problems in Reading Comprehension: Connecting Theory and Practice

2014 ◽  
Vol 29 (1) ◽  
pp. 2-2 ◽  
Author(s):  
Paul van den Broek ◽  
Panayiota Kendeou
Keyword(s):  
Reading Comprehension ◽  
Theory And Practice ◽  
Special Issue

Concluding Thoughts and Challenges

2011 ◽  
Vol 25 (3) ◽  
pp. 569-575 ◽  
Author(s):  
Michael J. Palenchar
Keyword(s):  
Public Relations ◽  
Strategic Communication ◽  
Theory And Practice ◽  
Issues Management ◽  
Special Issue ◽  
Organizational Rhetoric ◽  
Management Communication ◽  
Stakeholder Interests ◽  
Self Interest ◽  
Socially Relevant

This special issue of Management Communication Quarterly mines the rhetorical heritage to explore the challenges facing those who engage in and critique external organizational rhetoric, setting its sights on helping organizations make society a better place to live. Toward this end, rhetoric focuses on strategic communication influences that at their best result from or foster collaborative decisions and cocreated meaning that align stakeholder interests. This special issue demonstrates the eclectic and complex theories, applied contexts, and ongoing arguments needed to weave the fabric of external organizational communication. Over the years, Robert Heath and others have been advocates for drawing judiciously on the rhetorical heritage as guiding foundation for issues management and public relations activities. Rather than merely acknowledge the pragmatic or utilitarian role of discourse, this analysis also aspires to understand and champion its application to socially relevant ends. In that quest, several themes stand out: (a) In theory and practice external organizational rhetoric weighs self-interest against others’ enlightened interests and choices; (b) organizations as modern rhetors engage in discourse that is context relevant and judged by the quality of engagement and the ends achieved thereby; and (c) in theory and practice external organizational rhetoric weighs relationship between language that is never neutral and the power advanced for narrow or shared interests.

scholarly journals Self-directed Learning via Contemplative Teaching to Promote Reading Comprehension Ability

2018 ◽  
Vol 11 (12) ◽  
pp. 58 ◽  
Author(s):  
Fatemeh Giveh
Keyword(s):  
Reading Comprehension ◽  
Theory And Practice ◽  
Control Group ◽  
Self Directed Learning ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Quasi Experimental ◽  
Directed Learning ◽  
L2 Instruction ◽  
Experimental Group

The present study tried to investigate one of the options for improving self-directed learning in Iranian EFL learners, i.e., contemplative L2 instruction with a flavor of transformative instruction. Accordingly, it adopted a quasi-experimental design to investigate the influential effects that contemplative teaching would exert on Iranian EFL learners’ L2 self-directed learning and reading comprehension abilities. To this end, two groups of Iranian EFL learners were taught on the L2 through either contemplative teaching (Experimental Group) or a traditional method (Control Group). The results of the study indicated that contemplative teaching, accompanied with transformative instruction, would in fact have significant effects on Iranian EFL learners’ L2 autonomy, i.e., self-directed L2 learning, and L2 reading comprehension skills. In addition, the analysis of the qualitative indicated that the participants in the Experimental Group held positive attitudes towards contemplative and transformative L2 instruction and believed these instructional strategies would create a supporting and viable classroom atmosphere. The findings of this study would have significant implications for both theory and practice on L2 contemplative teaching, self-directed learning, and reading comprehension.

#Playrevolution: Engaging Equity through the Power of Play

2021 ◽  
Vol 123 (3) ◽  
pp. 1-7
Author(s):  
Jaye Johnson Thiel ◽  
Karen Wohlwend
Keyword(s):  
United States ◽  
Teacher Education ◽  
High Schools ◽  
Video Games ◽  
Educational Equity ◽  
Rapid Change ◽  
The United States ◽  
Theory And Practice ◽  
Special Issue ◽  
Education Courses

This special issue continues a two-year conversation about a #playrevolution in literacies research, theory, and practice. The juxtaposition of play and revolution is intentional, highlighting the tension between play's prosocial benefits and collaborative production and the rapid change, uncertainty, and violence in today's schools, where we desperately need more humanizing elements that build people's connections to one another. The #playrevolution calls educators and researchers to explore the (un)predictable, (un)expected knots emerging through the coalescence of play and literacies, while also considering the possibilities play holds for educational equity in contemporary times. Bringing together twelve educational researchers across the United States, Canada, and Australia, this #playrevolution special issue explores the lively ecology of play-literacies in a variety of spaces—traditional writing and storytelling workshops, digital dialogues, video games, teacher-education courses, makerspaces, and playgrounds—with learners from preschools and kindergartens to high schools and universities.

CALL FOR PAPERS Journal of Functional Programming Special Issue on Theorem Provers and Functional Programming

1997 ◽  
Vol 7 (1) ◽  
pp. 125-126
Author(s):  
Tom Melham
Keyword(s):  
Interface Design ◽  
Functional Programming ◽  
Type Systems ◽  
Theory And Practice ◽  
Theorem Prover ◽  
Functional Languages ◽  
Special Issue ◽  
Theorem Provers ◽  
Problems And Solutions ◽  
Submission Deadline

A special issue of the Journal of Functional Programming will be devoted to the use of functional programming in theorem proving. The submission deadline is 31 August 1997.The histories of theorem provers and functional languages have been deeply intertwined since the advent of Lisp. A notable example is the ML family of languages, which are named for the meta language devised for the LCF theorem prover, and which provide both the implementation platform and interaction facilities for numerous later systems (such as Coq, HOL, Isabelle, NuPrl). Other examples include Lisp (as used for ACL2, PVS, Nqthm) and Haskell (as used for Veritas).This special issue is devoted to the theory and practice of using functional languages to implement theorem provers and using theorem provers to reason about functional languages. Topics of interest include, but are not limited to:– architecture of theorem prover implementations– interface design in the functional context– limits of the LCF methodology– impact of host language features– type systems– lazy vs strict languages– imperative (impure) features– performance problems and solutions– problems of scale– special implementation techniques– term representations (e.g. de Bruijn vs name carrying vs BDDs)– limitations of current functional languages– mechanised theories of functional programming

Celebrating the Career of W. Warner Burke: The Very Model of an OD Scientist-Practitioner

2020 ◽  
Vol 56 (4) ◽  
pp. 398-406
Author(s):  
Allan H. Church ◽  
William Pasmore
Keyword(s):  
Organization Development ◽  
Theory And Practice ◽  
Special Issue ◽  
The Past

The purpose of this special issue is to recognize and reflect on the contributions and legacy of scientist-practitioner W. Warner Burke. Burke’s many contributions to the theory and practice of organization development over the past six decades have had both a foundational and evolutionary impact on the field. This special issue presents seven articles that reflect various facets of his contribution as a colleague, scholar, practitioner, and mentor.

scholarly journals Learning as a Machine. Crossovers Between Humans and Machines

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Mireille Hildebrandt
Keyword(s):  
Learning Process ◽  
Learning Analytics ◽  
Active Participation ◽  
Theory And Practice ◽  
Academic Disciplines ◽  
Special Issue ◽  
Rich Diversity ◽  
Current Thinking ◽  
Multidisciplinary Nature ◽  
The Rich

This article introduces the special issue from SoLAR’s 2016 Learning Analytics and Knowledge conference. The field of learning analytics (LA) draws heavily on theory and practice from a range of diverse academic disciplines. In so doing, LA research embodies a rich integration of methodologies and practices, assumptions and theory to bring new insights into the learning process. Reflecting this rich diversity, the theme of LAK 2016 highlights the multidisciplinary nature of the field and embraces the convergence of these disciplines to provide theoretical and practical insights to challenge current thinking in the field.  This overview introduces six articles, each of which expands on an invited talk or paper from the conference, with the added goal of offering a small taste of the rich experience that comes from  active participation in the conference. 

Engaged scholarship: Questioning relevance and impact in contemporary entrepreneurship/small and medium-sized enterprise research

2018 ◽  
Vol 36 (4) ◽  
pp. 363-367 ◽  
Author(s):  
Kiran Trehan ◽  
David Higgins ◽  
Ossie Jones
Keyword(s):  
Significant Contribution ◽  
Complex Problem ◽  
Theory And Practice ◽  
Mutual Understanding ◽  
Engaged Scholarship ◽  
Special Issue ◽  
The World

The aim of this Special Issue is to make a significant contribution to understanding the theory and practice of engaged scholarship; by engaged scholarship we mean ‘collaborative form of inquiry in which academics and practitioners leverage their different perspectives and competencies to coproduce knowledge about a complex problem or phenomenon that exists under conditions of uncertainty found in the world’. Such a definition draws attention towards the co-constructed nature of knowledge which has relevance by creating space for interaction between the academic and practitioner, creating the opportunity for knowledge and understanding to be co-created and enacted into practice. This space facilitates the ability to question one another and gain mutual understanding by directly bringing together methods of inquiry and practice.

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