The Problem Problem and Other Oddities of Academic Discourse

Graff, Gerald

doi:10.1177/1474022202001001003

Cited by 19 publications

(6 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Oliver seemed to be an example of such a student. Graff (2002) has also drawn attention to implicit expectations in academia. He argues that habits of thinking and writing in academia are so familiar to academics that they hardly recognise that they often seem counter-intuitive to students.…”

Section: Constraining Arrangementsmentioning

confidence: 99%

Student teachers’ criticism of teacher education – through the lens of practice architectures

Sjølie

Østern

2020

Pedagogy, Culture & Society

View full text Add to dashboard Cite

This paper explores student teachers' academic preparation to be teachers. Despite the fact that a persisting criticism is directed towards the 'academic' part of teacher education, we know little about student teachers' academic learning practice as learners in higher education. The paper reports on a Norwegian study of 24 student teachers and shows how the theory of practice architectures can usefully illuminate some of the difficulties students encounter in their initial teacher education. The findings are mainly elaborated in the construction of two student teachers' stories. Using the theory of practice architectures, we argue that the rationales for student teachers' criticisms of teacher education are more nuanced than they are commonly presented in the research literature. We also argue that the theory of practice architectures provides a useful tool to identify conditions that influence student teachers as learners in higher education.

show abstract

Section: Constraining Arrangementsmentioning

confidence: 99%

Student teachers’ criticism of teacher education – through the lens of practice architectures

Sjølie

Østern

2020

Pedagogy, Culture & Society

View full text Add to dashboard Cite

show abstract

“…Humanities‐based scholars, who are some of the first to acknowledge the need to make more explicit the often tacit ways of reading, writing, and reasoning with literary works when teaching (e.g., Graff, ), have also considered how to best scaffold students’ engagement in literary learning. The landscape of literary criticism is vast (see Eagleton, ) and can be daunting for novices seeking entry into the scholarly community.…”

Section: Theoretical and Empirical Perspectivesmentioning

confidence: 99%

Disciplinary Literacy in English Language Arts: Exploring the Social and Problem‐Based Nature of Literary Reading and Reasoning

Rainey

2016

Reading Research Quarterly

View full text Add to dashboard Cite

Despite many calls for K–12 disciplinary literacy instruction—instruction that teaches students the specialized ways of reading, writing, and reasoning of the academic disciplines—there are questions about what disciplinary literacy instruction means for the prominent school domain of English language arts. This article investigates the disciplinary literacy practices and teaching approaches of 10 university‐based literary scholars who participated in semistructured interviews and verbal protocols with literary fiction. Findings point to the fundamentally social and problem‐based nature of academic work with literature and to a set of six shared literary literacy practices that scholars use in their work with literature. These findings were generated as part of a larger study that compared literacy practices and teaching approaches of 10 university‐based scholars and 12 high school English language arts teachers (Rainey, 2015).

show abstract

“…When analyzing frames, one can make a distinction between restricted and elaborated discourses (Bernstein, 1971;Coser, 1975). Graff (2002) indicates that this distiction is mostly related to the audience of the communication. In restricted discourse, one single and specific meaning is constructed and reproduced.…”

Section: The Dynamics Of Framesmentioning

confidence: 99%

Content Analysis and the Measurement of Meaning: The Visualization of Frames in Collections of Messages

Vlieger

Leydesdorff

2011

PJOS

View full text Add to dashboard Cite

A step-to-step introduction is provided on how to generate a semantic map from a collection of messages (full texts, paragraphs or statements) using freely available software and/or SPSS for the relevant statistics and the visualization. The techniques are discussed in the various theoretical contexts of (i) linguistics (e.g., Latent Semantic Analysis), (ii) sociocybernetics and social systems theory (e.g., the communication of meaning), and (iii) communication studies (e.g., framing and agenda-setting). We distinguish between the communication of information in the network space (social network analysis) and the communication of meaning in the vector space. The vector space can be considered as the space in which the network of relations spans an architecture; words then are not only related, but also positioned. These positions are expected rather than observed and therefore one can communicate meaning.

show abstract

The Problem Problem and Other Oddities of Academic Discourse

Cited by 19 publications

References 3 publications

Student teachers’ criticism of teacher education – through the lens of practice architectures

Student teachers’ criticism of teacher education – through the lens of practice architectures

Disciplinary Literacy in English Language Arts: Exploring the Social and Problem‐Based Nature of Literary Reading and Reasoning

Content Analysis and the Measurement of Meaning: The Visualization of Frames in Collections of Messages

Contact Info

Product

Resources

About