The study finds that, for Romania, the period 1920-1939 is one without major contradictions. In ＂neutrosophy＂ of renowed American professor F. Smarandache＇s terms, the interwar period was, in Romania, a ＂neutral＂...The study finds that, for Romania, the period 1920-1939 is one without major contradictions. In ＂neutrosophy＂ of renowed American professor F. Smarandache＇s terms, the interwar period was, in Romania, a ＂neutral＂ period. As mediating operators, professional journals reflected the atmosphere of relative tranquility and social peace. From the qualitative analysis of their media discourse, we can see three elements that： （1） the professional journals of Oltenia, as media tools for teachers, priests and folklore （folklorist）, or music enthusiasts （music lovers）, were loyal to their financial supporters; （2） although they served oblique and opposition interests, the communication professional operators have generally not emphasized, perpetuated or generated conflicts, disputes and misunderstandings; and （3） social attitudes promoted by professional magazines in Oltenia was a beneficial, objective one of better understanding and neutrality. The conclusion is that, despite the axiom that progress is generated by contradiction, it shows that professional journals in Oltenia, during 1920-1939, even in the absence of contradictions, namely under neutrality, there have been major advances.展开更多
Teachers of CLD （culturally and linguistically diverse） public school students New York and Rome, Italy were interviewed about their work with this unique, growing subset of learners. The 12 teachers＇ stories highl...Teachers of CLD （culturally and linguistically diverse） public school students New York and Rome, Italy were interviewed about their work with this unique, growing subset of learners. The 12 teachers＇ stories highlight myriad issues facing educators across the globe. Each teacher had recently participated in a research-based and government-sponsored professional development program focused on second language acquisition and culturally responsive pedagogy. Themes emerged through the analysis of individual interviews and classroom observations. These findings highlight teachers＇ perceptions of effective professional development, along with identification of institutional barriers impeding the delivery of best practices to CLD students. Cross-cultural comparisons are made which suggest an inconsistency in educational services for CLD students, along with an urgent need for professional development courses for teachers and administrators. The educators＇ voices shed light on both the challenges and rewards associated with this important work.展开更多
文摘The study finds that, for Romania, the period 1920-1939 is one without major contradictions. In ＂neutrosophy＂ of renowed American professor F. Smarandache＇s terms, the interwar period was, in Romania, a ＂neutral＂ period. As mediating operators, professional journals reflected the atmosphere of relative tranquility and social peace. From the qualitative analysis of their media discourse, we can see three elements that： （1） the professional journals of Oltenia, as media tools for teachers, priests and folklore （folklorist）, or music enthusiasts （music lovers）, were loyal to their financial supporters; （2） although they served oblique and opposition interests, the communication professional operators have generally not emphasized, perpetuated or generated conflicts, disputes and misunderstandings; and （3） social attitudes promoted by professional magazines in Oltenia was a beneficial, objective one of better understanding and neutrality. The conclusion is that, despite the axiom that progress is generated by contradiction, it shows that professional journals in Oltenia, during 1920-1939, even in the absence of contradictions, namely under neutrality, there have been major advances.
文摘Teachers of CLD （culturally and linguistically diverse） public school students New York and Rome, Italy were interviewed about their work with this unique, growing subset of learners. The 12 teachers＇ stories highlight myriad issues facing educators across the globe. Each teacher had recently participated in a research-based and government-sponsored professional development program focused on second language acquisition and culturally responsive pedagogy. Themes emerged through the analysis of individual interviews and classroom observations. These findings highlight teachers＇ perceptions of effective professional development, along with identification of institutional barriers impeding the delivery of best practices to CLD students. Cross-cultural comparisons are made which suggest an inconsistency in educational services for CLD students, along with an urgent need for professional development courses for teachers and administrators. The educators＇ voices shed light on both the challenges and rewards associated with this important work.
