This chapter aims to identify certain interaction dynamics between pedagogical decisions and students' epistemic practices (EPs) that occur during science and technology lessons conducted by teachers at two different teaching levels. A content analysis was undertaken of multimodal narratives (MNs) of lessons based on two case studies of secondary and higher education teachers. MN excerpts are used to illustrate the interaction dynamics between pedagogical decisions and students' EPs for each teacher. Results show that the secondary education teacher makes more pedagogical decisions than the higher education teacher and that the secondary school students engage in fewer EPs than the higher education students. The results also show that it is possible to use MNs as an instrument to develop research on teachers' pedagogical decisions. Teachers' pedagogical decisions are an important asset for teacher professional development as they have an impact on students' epistemic work in the physical science classroom.
The current study provides an exploratory analysis of the accessibility-related content concerning facilities and services provided by accommodation establishments in the top 10 most livable US cities for wheelchair users. By addressing a significant gap in the literature, this study
provides greater contextualization of the challenges identified in extant work, as well as identifies opportunities for growth, development, and advocacy surrounding the nexus of tourism and disability, and advances a call for more comprehensive facilities, services, and accessibility information.
The current article calls for a comprehensive approach to framing research in tourism. Specifically, the identifying and examining of how different levels of frames develop and operate across distinct media writing genres that dialogue with each other to communicate a more multifaceted
narrative. By examining American newspaper travel writing, business reporting, and international news reporting on Brazil, the study advances an understanding of the ways in which the US print media interprets and represents Brazil and Brazilians for an American audience. The study proposes
three different levels of frames that dialogue with each other and ultimately communicate with the audience: meso-, micro-, and macroframes. The study advances the argument that different levels of frames transmit certain messages on their own, but they also interact with other levels of frames
to communicate a more complete or, at times, divergent narrative.
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