Notice bibliographique
Résumé
MASTER TEACHERThis column features a brief reflection on pioneering professional development options for teachers of children's literature, a description of some of our favorite class sessions, and an invitation to share your own favorite classes via CLA website.IT HAS BEEN TWO DECADES since a handful of professors of children's literature, attending a National Council of Teachers of English (NCTE) dinner event, chatted about their teaching challenges and triumphs. One of group members described attending a highly useful conference session in which Janet Hickman of Ohio State University and Diane Monson of University of Minnesota shared syllabi from their children's literature classes with audience. The dinner guests asked one another, Why isn't there more opportunity for talk about work we do?Amy McClure, one of those conversants and currently Rodefer Professor of Education at Ohio Wesleyan University, described it like this: We realized there was a need for professors of children's literature to come together to discuss our work....And we also realized there was no forum for this kind of sharing (McClure, 2011, p. x). From that seed of an idea in 1993, these pioneering Children's Literature Assembly members proposed Master Class to be conducted yearly during NCTE's fall conference-a kind of professional development seminar led by experts in teaching of children's literature and attended by both experts and novices, who would come together to share strategies, ideas, and insights about masterful teaching of children's literature.At about that same time, as a part of its Options for Teaching series, Modern Language Association (MLA) published Teaching Children's Literature:Issues, Pedagogy, Resources, edited by Glenn E. Sadler (1992), in which experienced teachers described their seminars, workshops, and programs in children's literature to inform their colleagues about teaching such courses. Still in print, Sadler's text is part of a now 25-volume MLA series intended to support instruction of courses typically taught within English departments. In preface, Sadler explained its purpose: the volume is meant to serve as an informative guide for those interested in current trends in teaching of children's literature, as well as for those interested in constructing courses in (n.p.).U.C. Knoepflmacher (1992) of Princeton University claims in book's introduction that appearance of such a volume in MLA's respected teaching series helps to confirm serious place that study of children's literature now holds in college courses across United States and Canada (p. 1). While chastising smugness of those colleagues who still welcome isolation of a field once confined to schools of education, who continue to regard study of child texts as a less demanding and less rigorous enterprise (p. 5), Knoepflmacher contends that courses in children's literature are likely taught from more perspectives and with a greater range of approaches than any content currently situated in an adult canon.Even so, a reviewer at time (Pflieger, 1994) suggested that volume fails to address situation in which English-trained professors of children's literature find themselves: teaching a specialized literature to students essentially uninterested in literature itself' (p. 186)- and here she means teachers. Pflieger regrets that volume doesn't focus more on helping candidates from colleges of education experience the art and pleasures of a medium students have been trained to see as a teaching tool [emphasis added], and...whose main criteria for book selection are 'cuteness,' didactic possibilities, and ease of absorption (p. 186). We, of course, have evidence that Pflieger is sorely wrong about teachers' capacities for appreciation and analysis.Looking back from our current state of awareness, both of these actions-the initial planning of Master Class during NCTE dinner and production of a volume that reflects state of art in teaching children's literature-marked need to learn from others as we teach. …
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.
Comment cette classification a été obtenuedéplier
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 | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,002 | 0,002 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 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 découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».