Relevant bibliographies by topics / Kenneth Goodman

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  2. Dissertations / Theses
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Academic literature on the topic 'Kenneth Goodman'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Kenneth Goodman"

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Fern, Annette. "Re: Sources." Theatre Survey 47, no. 1 (April 13, 2006): 93–105. http://dx.doi.org/10.1017/s004055740600007x.

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In July 2005, the Art Institute of Chicago announced plans for the demolition of the Kenneth Sawyer Goodman Memorial Theatre in order to make room for additional gallery and administrative spaces for the museum. The Goodman Theatre had been a museum department from its founding in 1925 to 2000, when the company became an independent producing organization and moved to a new facility in Chicago's theatre district. Since then, the building had been an unproductive appendage to the Art Institute, but numerous attempts to tear it down had been met with resistance by architectural preservationists who felt that the structure, by noted Chicago architect Howard Van Doren Shaw, was historically significant and warranted landmark status.
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Xeni, Elena. "Making sense of learners making sense of written language: the selected works of Kenneth S. Goodman and Yetta M. Goodman." Educational Media International 52, no. 1 (January 2, 2015): 59–61. http://dx.doi.org/10.1080/09523987.2015.1008781.

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Johnson, Lorin. "Preface." Experiment 20, no. 1 (October 27, 2014): 17–30. http://dx.doi.org/10.1163/2211730x-12341257.

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This current volume of Experiment, Volume 20, entitled “Kinetic Los Angeles: Russian Émigrés in the City of Self-Transformation” (Guest Editor, Lorin Johnson) is dedicated to the contributions of Russian artists who lived and worked in Los Angeles in the fields of dance performance, visual arts, and film, exploring how the city was influenced by their presence as well as the reasons that drew them to Southern California. While many of the essays focus on the émigré community that gathered in Los Angeles during the 1930s-1940s, the investigation of “Russianness” in the city is not confined to those decades. Each essay in this volume is accompanied by photographs and illustrations which help to tell this story, many of which are previously unpublished and recently discovered in private collections and archives in the U.S. and abroad. Contributors include: Kenneth Archer, John Bowlt, Donald Bradburn, Elizabeth Durst, Lynn Garafola, Karen Goodman, Millicent Hodson, Lorin Johnson (Guest Editor), Mark Konecny, Debra Levine and Oleg Minin.
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Oliveira, João Batista Araujo e., and Pedro Zany Caldeira. "O conceito de “letramento” como fonte de equívocos e erros conceituais em alfabetização." Cadernos de Linguística 2, no. 1 (May 15, 2021): 01–29. http://dx.doi.org/10.25189/2675-4916.2021.v2.n1.id318.

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Neste artigo, os autores exploram os equívocos e os erros conceituais que sistematicamente baseiam o discurso e as narrativas das políticas públicas e das propostas pedagógicas desenvolvidas no Brasil relacionadas à alfabetização com base no conceito de letramento. São identificadas duas fontes de equívocos e erros conceituais em alfabetização no Brasil e no mundo. A primeira é a “Whole Language”, desenvolvida por Kenneth Goodman e explorada para efeitos de alfabetização por Frank Smith, e a segunda é a abordagem socioconstrutivista proposta por Emília Ferreiro para a aprendizagem da linguagem escrita. Essas fontes de equívocos e erros conceituais foram identificadas com especial vigor por Marilyn Adams em 1990 e definitivamente desmontadas pelo National Reading Panel em 2000. Contudo, a formação de professores alfabetizadores continuou a privilegiar essas abordagens, com profundas consequências nos níveis de alfabetização dos alunos. A situação é mais séria no Brasil, pois os documentos oficiais durante décadas propuseram processos de alfabetização sem base em qualquer evidência científica, abusando claramente da linguagem. No Brasil, os conceitos equivocados sobre o que é Aprender a Ler e Ler para Aprender, o impacto da aprendizagem mecânica nos processos de aprender a ler e escrever e a quase completa ausência de consideração das estruturas neuro-anatômicas nos processos de alfabetização impuseram metodologias de alfabetização também elas equivocadas que dificultam a aprendizagem das “primeiras letras”. Estudos em neurociências esclarecem que os métodos fônicos são os únicos que proporcionam bons processos de alfabetização, ao estimularem as áreas cerebrais especializadas no processamento da linguagem lida e escrita.
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Loughlin, Michael. "Ethics and Evidence-Based Medicine: Fallibility and Responsibility in Clinical Science[Kenneth Goodman, Cambridge University Press, Cambridge, ISBN 0 521 79653 9, £19.95 (pbk), ISBN 0 521 81933 4, £55.00 (hbk)]." Journal of Evaluation in Clinical Practice 9, no. 2 (May 2003): 141–44. http://dx.doi.org/10.1046/j.1365-2753.2003.00429.x.

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Schüklenk, Udo. "Book review: Ethics, computing, and medicine—information and the transformation of health care by Kenneth W. Goodman (ed.), 1988, Cambridge University Press, 180 pages, index. US$24.95, ISBN 0 521 46905 8 (paperback)." Health Care Analysis 6, no. 3 (September 1998): 269–70. http://dx.doi.org/10.1002/(sici)1099-1042(199809)6:3<269::aid-hca287>3.0.co;2-d.

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Kennedy, John J. "Applying Log-Linear Models in Educational Research." Australian Journal of Education 32, no. 1 (April 1988): 3–24. http://dx.doi.org/10.1177/000494418803200101.

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This didactic illustrates the Goodman-Kennedy approach to log-linear modelling within the context of two educational research examples. The first example lends itself to a symmetrical analysis. To qualitative data presented within a 2 × 2 × 2 contingency table, general log-linear models are specified and assessed for goodness of fit. Subsequently an acceptable model is identified and interpreted. In a second example, an asymmetrical logit-model analysis is performed on data in a 2 × 2 × 5 table. It is shown that a subset of general models can be fitted to observed data and that resultant component chi-squares can be used to assess logit response in a manner that is analogous to the analysis of variance.
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Qing, Ciyang, and Michael Franke. "Gradable adjectives, vagueness, and optimal language use: A speaker-oriented model." Semantics and Linguistic Theory 24 (April 5, 2015): 23. http://dx.doi.org/10.3765/salt.v24i0.2412.

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<p>This paper addresses two issues that arise in a degree-based approach to the semantics of positive forms of gradable adjectives such as tall in the sentence “John is tall” (e.g., <span>Kennedy &amp; McNally 2005</span>; <span>Kennedy 2007</span>): First, how the standard of comparison is contextually determined; Second, why gradable adjectives exhibit the relative-absolute distinction. Combining ideas of previous evolutionary and probabilistic approaches (e.g., <span>Potts 2008</span>; <span>Franke 2012</span>; <span>Lassiter 2011</span>; <span>Lassiter &amp; Goodman 2013</span>), we propose a new model that makes exact and empirically testable probabilistic predictions about speakers’ use of gradable adjectives and that derives the relative-absolute distinction from considerations of optimal language use. Along the way, we distinguish between vagueness and loose use, and argue that, within our approach, vagueness can be understood as the result of uncertainty about the exact degree distribution within the comparison class.</p>
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Puckett, John L. "School-University Partnerships in Action: Concepts, Cases, and Concerns. Kenneth A. Sirotnik , John I. Goodlad." American Journal of Education 97, no. 4 (August 1989): 443–48. http://dx.doi.org/10.1086/443940.

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Aparicio, Helena, Ming Xiang, and Christopher Kennedy. "Processing gradable adjectives in context: A Visual World study." Semantics and Linguistic Theory 25 (January 12, 2016): 413. http://dx.doi.org/10.3765/salt.v25i0.3128.

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Both relative adjectives (RAs) like ‘big’ and absolute adjectives (AAs) like ‘empty’ are sensitive to the context: in the former case, the context determines how much size is required to count as big; in the latter, the context determines how much deviation from total emptiness is allowed to count as empty. Whereas it is generally agreed that the role of context with RAs is to fix the value of a threshold variable, the status of absolute adjective thresholds, and therefore the role of context in their interpretation, remains an object of debate. Some researchers have argued that all gradable adjectives have context-sensitive threshold variables that are assigned values by the same mechanisms (Lassiter & Goodman 2013). Others have claimed that AAs have fixed, endpoint-oriented meanings and that sensitivity to context arises from pragmatic reasoning about imprecision (Kennedy 2007; Syrett, Kennedy & Lidz 2009; van Rooij 2011; Burnett 2014; Qing & Franke 2014). In an eye-tracking Visual World experiment, we investigate RAs and AAs used as restrictive modifiers. We find that target identification is significantly faster for both types of adjectives when the visual context supports a restrictive interpretation of the predicate, although this effect is considerably delayed in the case of AAs. We conclude that for RAs, the target facilitation effect is driven by the lexical semantics of the predicate itself. However, it is argued that the extra processing cost observed with AAs results from pragmatic reasoning about imprecision.
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Dissertations / Theses on the topic "Kenneth Goodman"

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Bruér, Axel. "Mellan digitala och fysiska världar : En utredning av immersionens och realismens retorik i kommersiella datorspel." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-24725.

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This master thesis examines commercial video games and their relation to the concept of immersion and realism. Games as a communicative medium is quite a new area of interest within rhetorical research in Sweden. Most of the research conducted has, however, been focused on gaming and formation on opinion – games that explicitly tries to persuade the player, unlike commercial games that focus on entertainment, that is. But that does not mean that commercial games cannot influence us. From time to time we can read about video games in the press and the discussions they generate. Most recently, China has banned the Swedish video game Battlefield 4 when Chinese government officials was claiming that the game portrays the Chinese military in an unfair manner. Thus we seem to ascribe meaning to the things that happen to us in the digital world, and that what happens in the digital world also has effects in the physical world, which the example clearly implies. With all the advanced gaming consoles today, I often find that game journalists and game developers in many contexts are talking about realism and immersion as two concepts that make up a good gaming experience. But what is realism and immersion: what does it mean and how do they relate to each other, and what kind of rhetorical impact do they really have on the player in the game? Although there is more research about commercial games and rhetoric in an international context, there is no one to my knowledge that has been exploring the concept of immersion and realism in games in this way. In this essay I argue that it is crucial to understand immersion and realism in order to fully understand the video game medium and its persuasive aspects. By examining three popular games Battlefield 4, Grand theft auto V, and The last of us, and by applying the theories of Nelson Goodman and Kenneth Burke to my examination, my aim is to increase the understanding of the effect of realism and immersion in games. I find that there are several ways that rhetoric can help us in understanding the two concepts. Both realism and immersion could be seen as something that enables the creation of identification within the realms of gaming. My suggestion is that we should understand realism as something that is enabled by the use of symbols and that it is enabled through the use of procedures in gaming. While my other suggestion is to perceive immersion as something that transfer the player from the couch and into the game world through argumentation and narrative. Both realism and immersion is something that make the player feel that he or she is one with the characters, the events and the story in the game.
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陳芬虹. "A study of Kenneth S. Goodman''s advocacy on whole language." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/66893273842509986978.

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碩士
國立中正大學
教育研究所
91
A study of Kenneth S. Goodman''s advocacy on whole language Abstract The main purpose of the thesis is to explore Goodman’s advocacies on whole language. By means of analyzing Goodman’s research from the reading process to his advocacy of whole language, the researcher aims to explore the context of Goodman’s whole language and the ways of language teaching. The conclusions of the thesis can be summarized as follows: 1. Goodman’s whole language advocacy was mainly influenced by the theories of Dewey, Vygotsk, Piage, Halliday, and Chomsky. 2. Goodman’s research of “miscue” explores the reading process from psy- cholinguistics to socio-psycholinguistics; nevertheless, psycholinguistics has the priority over sociolinguistics. 3. From Goodman’s viewpoints of teaching, learning, curriculum and authentic assessment, he asserts that teachers are caring kidlisteners; learners are constructors on their own initiative in the learning process; curriculums are presented in an authentic, independent, and whole way; and learning process and authentic assessment is a good way for evaluation. 4. The scholars who study in whole language in Taiwan explore its features, theories and paradigms, and at the same time, they apply it in the classrooms. By combining theories and applications, the contents and scopes of whole language are continuously improved in the face of changing educational situation. Based on the above-mentioned conclusions, the following suggestions are proposed: 1. In the social background of educational reforms, besides teachers and students, administrators, schools and parents should cooperate to achieve whole language education. 2. Teachers should put emphasis on psycholinguistic learning process, and integrate it with socio-psycholinguistic learning. 3. Scholars who study and employ in whole language in Taiwan should set up whole language teaching organizations aiming to meet the needs of local education, and to research and effectively develop whole language. 4. Researchers can visit the United States to observe and understand the advantages and shortcomings of whole language education, in order to be the consultations for our researchers. 5. Researchers can try to do action research combining whole language with nine-year-integrated-curriculum in the compulsory education period. Key words: whole language, miscue, psycholinguistics
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Books on the topic "Kenneth Goodman"

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1955-, Flurkey Alan D., and Xu Jingguo, eds. On the revolution of reading: The selected writings of Kenneth S. Goodman. Portsmouth, NH: Heinemann, 2003.

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On the Revolution of Reading: The Selected Writings of Kenneth S. Goodman. Heinemann, 2003.

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Making Sense Of Learners Making Sense Of Written Language The Selected Works Of Kenneth S Goodman And Yetta M Goodman. Taylor & Francis Ltd, 2013.

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Kottmann, Nora, and Cornelia Reiher, eds. Studying Japan. Nomos Verlagsgesellschaft mbH & Co. KG, 2020. http://dx.doi.org/10.5771/9783845292878.

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Studying Japan is the first comprehensive guide on qualitative methods, research designs and fieldwork in social science research on Japan. More than 70 Japan scholars from around the world provide an easy-to-read overview on qualitative methods used in research on Japan’s society, politics, culture and history. The book covers the entire research process from the outset to the completion of a thesis, a paper, or a book. The authors provide basic introductions to individual methods, discuss their experiences when applying these methods and highlight current trends in research on Japan. The book serves as a foundation for a course on qualitative research methods and is, but can also be used as a reference for all researchers in Japanese Studies, the Social Sciences and Area Studies. It is an essential reading for students and researchers with an interest in Japan! With contributions by: Chapter: Celeste L. Arrington, David Chiavacci, Andreas Eder-Ramsauer, James Farrer, Roger Goodman, Carola Hommerich, Nora Kottmann, Gracia Liu-Farrer, Levi McLaughlin, Chris McMorran, Caitlin Meagher, Kaori Okano, Theresia B. Peucker, Cornelia Reiher, Katja Schmidtpott, Christian Tagsold, Katrin Ullmann, Gabriele Vogt, Cosima Wagner, Akiko Yoshida and Urs Matthias Zachmann. Essays: Shinichi Aizawa, Noor Albazerbashi, Daniel P. Aldrich, Allison Alexy, Verena Blechinger-Talcott, Christoph Brumann, Genaro Castro-Vázquez, David Chiavacci, Jamie Coates, Emma E. Cook, Laura Dales, James Farrer, Flavia Fulco, Isaac Gagné, Nana Okura Gagné, Sonja Ganseforth, Sheldon Garon, Julia Gerster, Christopher Gerteis, Markus Heckel, Steffen Heinrich, Joy Hendry, Swee-Lin Ho, Barbara Holthus, Katharina Hülsmann, Jun Imai, Hanno Jentzsch, Aya H. Kimura, Emi Kinoshita, Susanne Klien, Gracia Liu-Farrer, Patricia L. Maclachlan, Wolfram Manzenreiter, Kenneth M. McElwain, Lynne Y. Nakano, Scott North, Robin O’Day, Robert J. Pekkanen, Saadia M. Pekkanen, Isabelle Prochaska-Meyer, Nancy Rosenberger, Richard J. Samuels, Annette Schad-Seifert, Katja Schmidtpott, Tino Schölz, Kai Schulze, Kay Shimizu, Karen Shire, David H. Slater, Celia Spoden, Brigitte Steger, Nicolas Sternsdorff-Cisterna, Christian Tagsold, Akiko Takeyama, Daisuke Watanabe, Daniel White, Anna Wiemann and Tomiko Yamaguchi. Foreword: Ilse Lenz and Franz Waldenberger.
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(Editor), Ann M. Marek, Carole Edelsky (Editor), and Kenneth S. Goodman (Editor), eds. Reflections and Connections: Essays in Honor of Kenneth S. Goodman's Influence on Language Education. Hampton Press, 1999.

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M, Marek Ann, Edelsky Carole, and Goodman Kenneth S, eds. Reflections and connections: Essays in honor of Kenneth S. Goodman's influence on language education. Cresskill, N.J: Hampton Press, 1999.

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(Editor), Ann M. Marek, and Carole Edelsky (Editor), eds. Reflections and Connections: Essays in Honor of Kenneth S. Goodman's Influence on Language Education. Hampton Press, 1999.

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Book chapters on the topic "Kenneth Goodman"

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Bentham Science Publisher, Bentham Science Publisher. "Kenneth C. Steuben." In What's Doing? A Tribute to Professor Murray Goodman, 149–60. BENTHAM SCIENCE PUBLISHERS, 2012. http://dx.doi.org/10.2174/978160805213410501010149.

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