Annotated Bibliography: Women and Literacy
Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
Books, Articles, and Reports Breen, M. J., & Hall, L. (1999). many changes: Women, health, and midlife. Toronto, Canada: Lawrence Heights Community Health Centre Press. The thoughts, ideas, feelings, and experiences of 35 women interviewed by the authors are woven throughout the text, which is written at a fifth-grade reading level. Chapters on stress, menopause, and relationships will appeal to midlife and older women and will serve as a springboard for discussion. Appropriate for group or one-on-one instruction. Castle, J., Attwood, G., & Smythe, S. (2001, June). Are women-targeted programs women-positive? In R. O. Smith et al. (Eds.) Proceedings of the Adult Education Research Conference, Michigan State University, East Lansing. Full text available at http://www.edst.educ.ubc.ca/aerc/2001/2001castle.htm. The authors distinguish between women-targeted and women-positive programs, citing examples of unsuccessful education programs in South Africa that were targeted at women. They question the educational and political aims of these initiatives and suggest that women-positive programs foreground gender within a broader context of transformation involving both men and women. Cottingham, S., Metcalf, K., & Phnuyal, B. (1998, July). The REFLECT approach to literacy and social change: A gender perspective. Gender and Development, 6(2), 27-34. The authors look at the opportunities offered by REFLECT, a participatory approach to adult literacy and social change, to promote women's rights and gender equality, outlining the principles on which the REFLECT process is based and analyzing the learning points arising from an evaluation of three pilot projects using the approach. Cuban, S. (2001, April). Oh, so lucky to be like that, somebody care: Five case studies of selected midlife women learners seeking care in a literacy program. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA. The author reports on a study that problematizes the role of caring in women's persistence in literacy programs. Ten midlife, multiethnic adult basic education and English as a second language women learners and their lifelong experiences of literacy, schooling, and learning formed the basis for the research. It was found that literacy programs can help learners persist through paying attention to their histories, their relationships, and the deeper meanings of what they say. Cuban, S. (2003, Spring). So lucky to be like that, somebody care: Two case studies of women learners and their persistence in a Hawai'i literacy program. Adult Basic Education, 13(1), 19-43. Case studies of two female literacy learners reveal how their caregiving roles at home and work influenced their literacy practices and persistence. Through participation they sought community and relationships. There was a gap between the program's skills-based computer-assisted literacy education and their holistic needs. Daniels, D. (1998, August). Gender, race, and the literacy experience: A study of South African women in an adult basic education program. South African Journal of Education, 18(3), 167-174. The author presents results of a study on South African women in an adult basic education program and discusses the impact of program participation on everyday lives and approaches to life, factors influencing women's access to education, and the roles of teachers and participants within society. Dighe, A. (1998). Women and literacy. In N. P. Stromquist (Ed.), Women in the Third World: An encyclopedia of contemporary issues (pp. 418-426). Garland Reference Library of Social Science (Vol. 760). New York, Garland. This essay includes examples of projects and strategies that reflect what kind of literacy fulfills women's needs and empowers women in developing countries. UNESCO estimates that there were 873.9 million illiterate adults in developing countries in 1990, of whom 65% were women. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,003 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle