S The purpose of the present study was to investigate fifth‐grade students' perceptions of their experiences participating in peer‐led literature discussion groups. The rationale for the study stems from the lack of research that has looked at literature discussion groups from the perspective of the students who are participating in them. Rather than address student perspectives, the existing research has largely focused on how teachers and researchers interpret student language, behavior, understanding, and experiences in literature discussions. A social constructivist framework was used to guide the study and provided further support for exploring students' own perspectives as a core belief of constructivism is the need to understand the complex world of lived experience from the point of view of those who live it (Schwandt, 1994). Data were collected over the course of an entire school year and involved observing peer‐led literature discussions and leading students in reflective debriefing of their discussion group experience. Primary data sources included transcribed literature discussions and transcriptions of each group's reflection on their discussion. Secondary data sources were fieldnotes, student work, and an end‐of‐the‐year sociometric measure. Data analysis was conducted both simultaneously with data collection and after data collection was completed. Three major themes emerged from the data analysis: (a) students have a clear notion of the conditions that are conducive to effective discussions; (b) students perceived the gender make‐up of their group to influence how they participated in and experienced their discussions; and (c) students found the presence of a bossy group member to influence their participation in their discussions. El propósito del presente estudio fue investigar las percepciones de estudiantes de quinto grado acerca de sus experiencias en grupos de discusión sobre literatura coordinados por pares. El estudio se fundamenta en la falta de investigaciones que aborden el tema de los grupos de discusión sobre literatura desde la perspectiva de los participantes. En lugar de plantear las perspectivas de los estudiantes, las investigaciones se han centrado principalmente en la forma en la que los docentes y investigadores interpretan el lenguaje, el comportamiento, la comprensión, y las experiencias de los estudiantes en las discusiones sobre literatura. Se usó un marco constructivista social para guiar el estudio; este marco proporcionó herramientas para explorar las perspectivas de los estudiantes, ya que un supuesto central del constructivismo es la necesidad de entender el complejo mondo de la experiencia vivida desde el punto de vista de aquellos que la viven (Schwandt, 1994). Los datos se recolectaron durante un año escolar completo y consistieron en observar grupos de discusión sobre literatura coordinados por pares y en guiar a los estudiantes hacia una reflexión acerca de sus experiencias en los grupos. Las fuentes primarias de datos incluyeron transcripciones de discus...
The three-dimensional linearized equations of motion for a cable-connected space station-counter-weight system are developed using a Lagrangian formulation. The system model employed allows for cable and end body damping and restoring effects. To first degree, the out-of-plane equations uncouple from the in-plane equations. From the general in-plane characteristic equation, necessary conditions for stability are obtained. The Routh-Hurwitz necessary and sufficient conditions for stability are derived for the general out-of-plane characteristic equation. Special cases of the in-plane and out-of-plane equations are then examined for stability. Time constants for the least damped mode are obtained for a range of system parameters by numerical examination of the roots of the in-plane and out-of-plane characteristic polynomials. For the in-plane case, a comparison with results previously obtained in a two-dimensional treatment (but with a different damping scheme) is made. A typical transient response is simulated numerically. Nomenclature A= coordinate system moving with the local vertical and located at the cm of the system; unit vectors a ,-,/= 1,2,3 B(C)= coordinate system fixed in body 1 (2) at its cm whose axes are principal axes of body 1 (2);-rotational spring constant for a restoring torque about the B ,/C f ) axis D = coordinate system located at the system cm but with its first ordered axis along the cable line; unit vectors d f 5 = Rayleigh dissipation function IBJ(IC) -moment of inertia of body 1 (2) about the B t (C,)axis k B (kc) = rotational damping constant for a torque due to friction about the B ,(C l ) axis k / (^2) = cable restoring (damping) constant £,£ 0 ,£ e = instantaneous, unstretched, or equilibrium (respectively) cable length m i = mass of the end body, / = 1,2 5 = nominal inertial system spin rate, 6 n + ft T = total kinetic energy t = time V = total potential energy <* / (a 2 ) = coordinate measuring the variation of 0 3 (7 3 ) from its equilibrium value $ i (T i : ) = fth angle in a 1-2-3 rotational sequence used to describe the orientation of body 1(2) with respect to the A system T = ratio: W (B n + ft) 6 = dimensionless coordinate measuring the variation of £ from its equilibrium value d=(£-£ e )/£ e = angle in the orbit plane measuring the orientation of the cable line with respect to the A system = angle measuring the out-of-plane orientation of the cable with respect to the A system = nominal spin rate of the system; also the equilibrium value of $ 3 and y 3 = eigenvalue of a characteristic equation = reduced mass of the system = m } m 2 / (m ] + m 2 ) = attachment length of body 1(2) (distance from the cm of body to the point of cable attachment) = time constant associated with the least damped mode = nondimensional time, r=st = deviation of B i from equilibrium value = orbital angular velocity of the system cm = Bj(Cj) component of the angular velocity of body 1 (2) = geocentric position vector of the cm of body /(/=1,2) = vector from the system cm to the cm of body i(/=l,2) = v...
A sample of 1,747 students attending undergraduate classes in legal education at an online university completed the StrengthsQuest assessment as part of a larger investigation; of this number, 117 students also completed the Kuder Career Search. Exploratory factor analysis (principal components followed varimax rotation) of 34 StrengthsQuest theme rankings found 11 factors. The results replicate and extend an earlier report of correlations between StrengthsQuest theme subscales and indicators of Holland's six vocational personality types. Implications are discussed for the use of the StrengthsQuest in career assessment.
This article explores the complexities that arose as I attempted to engage in feminist literacy research in a 5th-grade classroom where I worked collaboratively with the classroom teacher to implement literature discussion circles into her literacy instruction. I address the contradictions and conflicts that emerged regarding issues of neutrality and comfort. Many of the dilemmas that arose were due to the tension that exists between feminist researchers' simultaneous calls for both disruption and closeness. I wanted to help the teacher disrupt her assumptions regarding literacy instruction but was uncomfortable in doing so because of my need to maintain comfort in our relationship. As we began to explore alternative ways of dealing with the power relations that were circulating in our research relationship, I discovered the need to disrupt my own assumptions regarding power, the expert position, and my need for maintaining comfort. The research described here aims to shed further light on what it means to conduct feminist literacy research in real classrooms andposes questions for continued discussion among researchers attempting to engage in this type of research. Downloaded from TO ENGAGE IN FEMINIST LITERACY RESEARCH ÎS 10 put the SOCÎalcon-struction of gender at the center of one's inquiry. To do this requires that we view gender as the organizing principle that mediates the conditions of our lives (Lather, 1992). But what exactly does it mean to engage in femi-J L R nist literacy research? What does it look like, feel like, sound like? FurtherEvans more, what does it mean to engage in collaborative research with people who may not share our commitment to feminist ideologies? Although there has been ample research literature articulating the visions of feminist research and pedagogy, there have been far fewer examples of how such visions might be translated to actual practice (Banning, 1998), and even fewer examples of how such visions might be enacted when working with people who do not identify with feminist ideals. The purpose of this paper is to explore the complexities that arose for me as I attempted to engage in a collaborative feminist literacy research project in a fifth-grade classroom where the classroom teacher did not share my commitment to feminist ideologies. Specifically, I address the contradictions and dilemmas that emerged for us regarding issues of neutrality, comfort, and conflicting discourses. Rather than provide "answers" to these dilemmas, I hope this example of collaborative feminist literacy research sheds further light on what it means to conduct feminist research in real classrooms, and poses questions for continued discussion among researchers attempting to engage in this type of research.Theoretical Framework I chose to ground my study in feminist theory, because of my research focus on gender as a mediating influence on the discursive practices, participation structures, and relations of power found in students' literature discussion groups, and also because of my personal use...
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