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1.
Anne Kispal 《Literacy》2005,39(3):149-157
The Year 6 National Curriculum reading test has become a familiar and established annual experience at the end of the primary phase in schools throughout England. From 1993 onwards, each year the national reading test for 11‐year‐olds has consisted of a different set of texts, accompanied by a different set of questions. With over a decade's accumulation of national assessment materials, the National Foundation for Educational Research decided to fund a project to take stock of the reading test, scrutinise what children have been expected to do over the years, and track the evolution of the assessment. A new taxonomy of question focuses, introduced by the Qualifications and Curriculum Authority in 2003 , provided the opportune moment to conduct a retrospective re‐categorisation of all the questions that had ever appeared in a Key Stage 2 reading test. This paper reports on that exercise and reveals that some forms of questioning remain constant and reappear every year, while others are subject to variation. 相似文献
2.
王彩琴 《课程.教材.教法》2012,(6):86-90
《义务教育英语课程标准(2011年版)》指出"工具性和人文性统一的英语课程有利于为学生的终身发展奠定基础"。在教学实践中,如何实现工具性与人文性的统一,是当前英语教学面临的一大难题。研究表明,内容阅读教学的方法,有助于在英语教学中实现英语课程的工具性与人文性的统一。 相似文献
3.
Sue Rogers Julie Evans 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):153-167
How to monitor and raise standards of educational attainment generally were issues addressed by the British Government in 1988 when the National Curriculum was introduced into all state‐funded primary schools in England and Wales: ‘There is every reason for optimism that in providing a sound, sufficiently detailed framework over the next decade the National Curriculum will give children and teachers much needed help in achieving higher standards.’ This paper assesses the value of looking closely at successive reading scores of cohorts of children in order to monitor reading attainments over time. The reading attainments of seven cohorts of Year 2 children from five randomly selected primary schools within one local education authority (LEA) (N = 1,329) are analysed to see if standards of literacy have changed since the introduction of the National Curriculum in 1989. Both quantitative and qualitative methods of data collection were used in this cross‐sectional study. The reading attainments of each of the seven cohorts of Year 2 children, as measured by the are presented. Headteacher perceptions of the effects of the National Curriculum on the teaching and learning of reading in their schools were collected through interviews. Examination of the means of the standardized comprehension scores for each cohort reveals no statistically significant differences in attainment between any two cohorts. It was noted that the distribution of the reading scores was skewed towards underachievement in all seven cohorts. The relative stability in reading attainments contrasts with the aspiration that the introduction of the National Curriculum would raise standards. Headteachers saw this stability as the result of key stage 1 teachers working at an intense rate to safeguard the teaching and learning of reading against the pressures exerted by the introduction of the National Curriculum and assessment procedures. 相似文献
4.
Janet Maybin 《Literacy》2013,47(2):59-66
After briefly reviewing how reading is conceptualised in the Progress in International Reading Literacy Study and the English National Curriculum, this article examines two unofficial reading activities in a class of 10–11‐year‐olds' to see how far these activities match up with the official definitions of reading, or whether they involve a different kind of interaction with text. Although the children's unofficial reading appears trivial, fleeting and fragmentary, analysis shows that they are applying, albeit in a rudimentary way, the comprehension skills of retrieval, inference, interpretation and evaluation promoted by the Progress in International Reading Literacy Study and the National Curriculum. These skills, however, are driven by children's emotional, critical and creative responses to the texts. The children's reading is more imaginative and dialogic than is possible within official curriculum activities; they interweave emotional and moral response with argument and critique in one example and respond humorously to poetic rhyme, rhythm and tone in another. These spontaneous reading activities, where children are active, animated and engaged, provide evidence of important dimensions of literacy which are not adequately addressed in official surveys and curriculum assessment. 相似文献
5.
How inclusive is the Literacy Hour? 总被引：1，自引：0，他引：1
6.
Gina Conti-Ramsden Emma Knox Nicola Botting & Zoë Simkin 《British Journal of Special Education》2002,29(2):76-82
As part of their longitudinal investigations of a large cohort with a history of specific language impairment (SLI), Professor Gina Conti-Ramsden and her research team based at the School of Education, University of Manchester, Dr Emma Knox, Dr Nicola Botting and Dr Zoë Simkin report on the changing educational placements and National Curriculum assessment outcomes of 200 children at 11 years. Teacher questionnaires reporting on the Year 6 primary education placements of the sample reveal details about the long-term educational needs of children with SLI.
Furthermore, in exploring the experiences of the sample in the National Curriculum Key Stage 2 tests the present study found that children with SLI perform poorly relative to national expectations of levels of achievement across all tests. At present there are no guidelines for supporting children with SLI in relation to National Curriculum tests and the present data suggests there is an obvious need for these to be developed. 相似文献
Furthermore, in exploring the experiences of the sample in the National Curriculum Key Stage 2 tests the present study found that children with SLI perform poorly relative to national expectations of levels of achievement across all tests. At present there are no guidelines for supporting children with SLI in relation to National Curriculum tests and the present data suggests there is an obvious need for these to be developed. 相似文献
7.
Roger Beard 《Journal of Research in Reading》2000,23(3):245-255
This paper discusses the teaching approaches which English primary schools are encouraged to use as part of the National Literacy Strategy (NLS) and the ways in which the case for their increased use is supported by research and inspection evidence. This evidence suggests that, in the years immediately before the NLS was implemented, early reading in English primary schools was largely taught by individualised methods. The skills for dealing with information texts were taught rather patchily. Links between reading and writing were often not directly made. The paper argues that the reasons for this individualised pedagogy can be traced back to the influence of the Plowden Report of 1967. The limitations of individualised teaching with whole classes have subsequently been highlighted by school effectiveness research. The paper outlines the studies which have influenced the NLS in promoting greater direct interactive teaching of literacy and notes some critical issues which are still to be resolved. 相似文献
8.
《British Educational Research Journal》2003,29(6):903-916
Abstract This article examines three areas that are of central importance to the pedagogy of the National Literacy Strategy Framework for Teaching (FFT) at primary level: inspection evidence; school effectiveness (SE) research; and child development evidence. Analysis of national inspection reports on the teaching of English illustrates that these cannot be used as a reliable source of evidence. A focus on the claims made in support of an objective‐based framework in SE research shows that there is very little evidence to support the particular use of objectives in the FFT. A synthesis of child development research in relation to language and literacy finds that the FFT does not adequately reflect the evidence. It is concluded that there is an urgent need for a formal review of the FFT. 相似文献
9.
Margaret Perkins 《English in Education》1999,33(3):62-69
The National Curriculum for Initial Teacher Education in English is specific and detailed about the knowledge expected of primary teachers. Shulman (1987) argued that teachers transform this sort of subject content knowledge into something accessible and meaningful to their pupils and this knowledge is described as ‘pedagogic content knowledge’. Medwell et al. (1998) found that effective literacy teachers only knew literacy in the way that they taught it. The research project underpinning this article aimed to explore student teachers' conceptions of the teaching of reading in order to find out what they thought they were teaching when they taught reading. It was thought that the personal reading histories of the students would impact on their developing conceptions of teaching reading. This article traces one student, Gordon, through the year of his PGCE course. In the form of dialogue between Gordon and the researcher developing understanding is articulated. Three different types of reading are described: decoding, making meaning and engaging. Reading is seen as a transformative process, where the reader is both within and outside the text. This has implications both for the conception of reading contained within the curriculum and the way it is implemented within the classroom. A teacher can only introduce children to experiences and ways of reading that are known to herself. It is argued, therefore, that student teachers need to extend the boundaries of their own reading and so appreciate the wide range of ways in which meaning is constructed and readers are created. 相似文献
10.
孙军秀 《湖南第一师范学报》2008,8(1):29-31
课程、教材和教师是教学的三要素。课程涉及“教学路子”问题,为教材编制和教学设计提供理论上的宏观指导;教材属于教的内容,受制于课程要求：教师是课程和教材的具体实施者。通过解读新课程,分析新课程理念下小学英语教材的特点,探讨新课程、新教材环境下小学英语教师需要具备的素质。 相似文献
11.
Sylvia Green 《Literacy》2001,35(2):74-81
This article explores the expectations of the National Literacy Framework (NLSF) and highlights some problem areas in the context of the National Curriculum (NC) for English. One such area relates to the assessment criteria which were selected from the framework to address children’s understanding of organisational features of texts in reading and writing. The aim of the CamPAS English Project (Cambridge Primary Assessment Scheme) was to develop materials to support teacher assessment at key stage 2, focusing on the text level strand of the National Literacy Framework. Assessment units were developed which were linked to criteria selected from the framework. The materials were trialled with key stage 2 children and the data analysis provided evidence about the factors which affected their performance in reading and writing in the context of the NLSF text level criteria. Analyses of pupil performance and the documentation of the NC and the NLSF suggested that there were problems in this curriculum area. 相似文献
12.
Chris Kyriacou Michael Wilkins 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):270-276
This study sought to explore the extent to which the introduction of six National Curriculum subjects (English, Mathematics, Science, Technology, History and Geography) has had an impact on teaching methods. A case study was conducted at one secondary school, which comprised interviews, questionnaires and lesson observations (including video taping for stimulated recall). Particular attention was paid to the National Curriculum Council's guidance concerning the teaching methods to be used in teaching these subjects. The data indicate that most teachers felt their general approach to teaching was based on using a variety of teaching methods and adopting a more active and investigatory approach. They felt this approach had generally been supported by the National Curriculum. However, there was a concern that the content and method of national assessment tests may make it difficult to sustain this emphasis in their approach in future. 相似文献
13.
《British Educational Research Journal》2003,29(6):917-928
Abstract There is evidence that the National Literacy Strategy (NLS) has led to a sustained increase in literacy attainment, especially in reading, although recent international comparisons also suggest some additional issues regarding pupil performance in England. The relative success of the NLS may at least partly lie in the policy application of several complementary areas of educational research, a suggestion disputed by Dominic Wyse (this issue). However, his critical commentary is marred by important omissions, particularly of reference to debates about the teaching of reading and to the statutory status of the National Curriculum for English. His alternative suggestions on the use of ‘child development’ evidence lack methodological detail and are only partly formulated. 相似文献
14.
《British Educational Research Journal》2006,32(2):209-225
This article describes a longitudinal analysis of a nationally representative cohort of over 80,000 pupils in England who completed both national end of Key Stage 2 (KS2) tests and the Cognitive Abilities Test (CAT) at age 11 in 1997, national end of Key Stage 3 (KS3) tests at age 14 in summer 2000 and General Certificate of Secondary Education (GCSE) and other public examinations at age 16 in summer 2002. The CAT had significantly higher correlations with subsequent KS3 and GCSE outcomes than did KS2 test points scores. However, multiple regression analyses indicated that a combination of CAT and KS2 test scores gave the best prediction of future KS3\GCSE outcomes. The article argues that measures of both pupils' general transferable learning abilities, and measures of specific curricular attainments at the end of primary school have unique and distinct value at the start of the secondary phase. The article discusses some practical ways in which the different types of assessment data can be used within the secondary school. 相似文献
15.
近几年,英语高考试题增加了对中国文化元素的考查,也成了高中英语教学的目标导向。《普通高中英语课程标准(2017年版)》(以下简称《课标》)对于英语学科素养中的文化意识做出了定义阐述、分级要求,因此,教师在教学中要树立语言与文化互相促进、互相渗透的意识,积极发展学生跨文化沟通的能力。基于此,本文主要是针对跨文化理解下高中英语阅读教学的研究。 相似文献
16.
The issue of text genre has begun to loom larger in thinking about literacy development, especially with the foregrounding of range in the latest National Curriculum orders for English. Lynne Kirk and Henry Pearson describe their investigation into the effects of text genre upon children's reading and conclude that, although story is the most immediately attractive genre, no one genre has all the qualities for helping children to learn to read. 相似文献
17.
The Validity of National Curriculum Assessment 总被引：3，自引：1，他引：3
Gordon Stobart 《British Journal of Educational Studies》2001,49(1):26-39
This paper reviews the validity of National Curriculum assessment in England. It works with the concept of 'consequential validity' (Messick, 1989) which incorporates both conventional 'reliability'issues and the use to which any assessment is put. The review uses the eight stage 'threats to validity'model developed by Crooks, Kane and Cohen (1996). The complexity of National Curriculum assessment makes evaluation difficult. These assessments are used for a variety of purposes so that the 'consequential'aspects are compounded. National Curriculum assessment also involves both Teacher Assessment and tests – each of which has strengths and limitations in relation to validity. The main finding is that the validity of National Curriculum assessment hinges on the balance between Teacher Assessment and testing. Between them they can meet Crooks et al.' s requirements of a valid assessment system. The current emphasis on the use of test results for school accountability and as a measure of national standards has undermined Teacher Assessment to a point at which the validity of the system is in question. 相似文献
18.
王培辉 《湖北广播电视大学学报》2013,33(7):119-120
随着英语测试特别是大规模标准化测试在当代社会当中的重要性日益凸显,英语教师的语言测试素养的培养也逐渐成为国内外学者关注的问题。本文首先探讨了语言测试素养的定义,然后从英语教师的职业属性、大规模标准化测试给英语教师的冲击以及测试对于教、学的促进作用等三方面探讨培养语言教师测试素养的重要性,并提出了语言测试素养的培养途径。 相似文献
19.
Much is known about what teachers, parents and educationalists think about the National Tests. But what do the children think? This article describes part of a research project, ‘Children's Perceptions of the National Tests’ (partially supported by the QCA), in which a team of researchers from the University of Cambridge Local Examinations Syndicate explored the user-friendliness of the national assessment materials. The article focuses on the KS2 Reading Comprehension tests and discusses salient features, identified by the children, of the stimuli and answer booklets. 相似文献